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Nichole Hall, Assessment Coordinator

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  1. Implications for Instruction Connecting the ICS-M (CCSS) & Smarter Balanced Assessment Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

  2. Learning Targets I understand…. • specifics of the SBAC balanced assessment system. • how the Smarter Balanced Content Specifications reflect standards, assessment, and instruction • ways to use knowledge of the new assessment design, tools and mathematics content to inform classroom instruction. • how sample “items/tasks” can be used ‘thoughtfully’ to elicit evidence about student understanding and teacher instruction. • formative assessment strategies that can be used during instruction.

  3. Success Criteria • I will show understanding of the major components of the SBAC balanced assessment system and the vocabulary used in that system specifications.(DOK1) – Knowledge Target • I can specify the assessment claim, target, standard, and depth of knowledge for an item or task . (DOK 2)- Skill target Explain response (DOK 3) • I can use the concepts presented to design classroom instruction and assessments that elicit evidence of student learning, (DOK3) Reasoning, Product targets • I can relate these concepts to other content areas and / or grade levels (DOK 4) Product target

  4. Depth of Knowledge • DOK 1: Recall or identify a fact, definition, term; focus on initial comprehension • DOK 2: Demonstrate conceptual information through explanation, interpretation (make some decisions) • DOK 3: Strategic Thinking, reasoning, planning, using evidence, interpreting • DOK 4: Extended thinking, relate concepts to other content areas, new situations...synthesize, show new perspective

  5. Shared understanding • Balanced Assessment System • Formative • Interim • Summative • Attributes of Formative Assessment • Clarify Intended Learning • Elicit Evidence • Interpret Evidence • Act on Evidence http://www.smarterbalanced.org/smarter-balanced-assessments/ Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ self-assessment, reflection, and attainment of curricular learning targets/goals.

  6. Multiple ways to elicit evidence • Can be planned for or spontaneous • Inform: Teacher, peers, or self • Practice implemented by teachers in collaboration with students • Learning Targets: Students understand expectations & goals • Success Criteria: Observable & measurable evidence of learning Four Attributes The formative assessment process attributes are: Clarify Intended Learning Elicit Evidence • To determine where students are in regards to the learning target and success criteria • Can be conducted by the teacher, student, or both • Timely and Actionable • Provide feedback : Where are students at in regards to learning targets • Make adjustments to instruction Interpret Evidence Act on Evidence

  7. Documents we will be using: • Idaho Core Standards (CCSS) for Mathematics http://www.sde.idaho.gov/site/common/math/docs/CCSSI_Math_Standards.pdf • SBAC Math Content Specifications (Draft) & Item Specifications http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf • Cognitive Rigor Matrix Article (Hess, Carlock, Jones, and Walkup) and Matrix http://schools.nyc.gov/NR/rdonlyres/D106125F-FFF0-420E-86D9-254761638C6F/0/HessArticle.pdf

  8. Content Specifications • Create a bridge between standards, assessment, and instruction • Organize the standards around major constructs and big ideas • Further describe what students should learn and be able to do to demonstrate evidence of their learning

  9. Conceptual Framework Content Specifications Claims (p. 18) Claims are the broad statements of the assessment system‘s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims. Interpretations are spelled out in the Achievement Level Descriptors.

  10. Conceptual Framework • Evidence = Assessment Target • Assessment Targets align with Standards The Standard is the Content to be learned while the Assessment Target describes in greater detail, the evidence that will show the content has been mastered.

  11. Relationship among Content Claims, Content Categories, Assessment Targets, and Standards (p.8 ALD Document)

  12. Evidence-Centered Design The Assessment Triangle (NRC, 2001)

  13. The Assessment Triangle as Represented in the Content Specifications (pp. 14-15) Content Categories & Assessment Targets Proposed Reporting Categories Claims & Rationale The Assessment Triangle (NRC, 2001)

  14. The Assessment Triangle as Represented in the Content Specifications (pp. 14-15) Proposed Reporting Categories Achievement Level Descriptors The Assessment Triangle (NRC, 2001)

  15. Activity DOK 1 POLLCheck for Understanding • Assessment Claim • Assessment Target • Standards • Evidence-Centered Design • Depth of Knowledge • Formative Assessment

  16. Content SpecificationsMathematics Claims & Assessment Targets

  17. Review:Content Standards & the Mathematical Practices

  18. Relationship among Content Claims, Content Categories, Assessment Targets, and Standards

  19. How to read the grade level standardsStandards – p. 5 • Standards define what students should understand and be able to do. • Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. • Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Number and Operations in Base Ten 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic. 1. Use place value understanding to round whole numbers to the nearest 10 or 100. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations Domain Cluster Heading Cluster of Standards

  20. Grouping the Standards for Mathematical PracticeStandards – p. 6-8 • Mathematical Practices • The same across all grade levels • Different levels of expertise that educators should seek to develop in their students • The Practices are how students are expected to engage in items or tasks Overarching habitsofmindofaproductivemathematicalthinker. William McCallum – The University of Arizona

  21. Mathematics Assessment Claims

  22. Relationship among Content Claims, Content Categories, Assessment Targets, and Standards

  23. Math Claims Content Specifications, p. 25 Math Claims Content Specifications, p. 25

  24. Math Claims Content Specifications, p. 25 Math Claims Content Specifications, p. 25 MP 5, 6, 7, & 8

  25. Math Claims Content Specifications, p. 25 Math Claims Content Specifications, p. 25 MP 1, 5 & 8

  26. Math Claims Content Specifications, p. 25 Math Claims Content Specifications, p. 25 MP 3 & 6

  27. Math Claims Content Specifications, p. 25 Math Claims Content Specifications, p. 25 MP 2, 4, & 5

  28. Can a Task or Assessment Item be Aligned to More Than One Claim?STOP! “Mathematics is not a collection of separate strands or standards, though it is often partitioned and presented in this manner. Rather, mathematics is an integrated field of study. Viewing mathematics as a whole highlights the need for studying and thinking about the connections within the discipline, as reflected both within the curriculum of a particular grade and between grade levels.” Principles and Standards for School Mathematics; NCTM, 2000

  29. Item Types SR CR ER PT TE

  30. ACTIVITY DOK 2-3 Claim Alignment Practice

  31. ACTIVITY DOK 2-3 Claim Alignment Practice: Grade 7 Item Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response. • The sum of the measures of two complementary angles is 90°. Always True Sometimes True Never True Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true. Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.

  32. ACTIVITY DOK 2-3 What claim does this item align to?POLL • Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Secondary Claim? • Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

  33. Claim Alignment Practice: Grade 3 Item

  34. ACTIVITY DOK 2-3 What claim does this item align to?POLL • Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Secondary Claim? • No secondary claim

  35. Assessment Targets

  36. Relationship among Content Claims, Content Categories, Assessment Targets, and Standards

  37. Claim 1: Cluster Headings Relationship among Content Claims, Content Categories, Assessment Targets, and Standards Math Domains in the Content Standards Claims 2, 3, & 4: Derived from the Mathematical Practices

  38. Claim 1 - Assessment TargetsContent Specifications, p. 30 m = major a/s = additional/supplemental Content Category: CCSS-M Domain (p. 23) Depth of Knowledge Assessment Target: CCSS-M Cluster Heading Description of Evidence

  39. Relationship between the Idaho Core Standards & the Content Specifications CCSS, p. 23 Content Specs, p. 30 Domain = Content Category Cluster Heading 1 = Target A Standards = Evidence Cluster Heading 2 = Target B

  40. CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards

  41. CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards

  42. CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards

  43. Claims 2, 3, & 4 – Assessment TargetsContent Specifications, p. 59 Aligned to the Mathematical Practices Relevant Verbs Depth of Knowledge Description of Engagement

  44. Claims 2, 3, & 4: Relevant Verbs Claim 2 Claim 4 Claim 3

  45. Update #2 to the Content Specifications for Mathematics • Provide a more explicit connection between the content standards and • Claim 2 (Problem Solving), Claim • 3 (Communicating Reasoning), and • Claim 4 (Modeling and Data Analysis) • by including the standards for each claim by grade level. Content standards for each grade that support the collection of evidence for Claim 4.

  46. Assessment Target Alignment Practice

  47. ACTIVITY DOK 2 POLL:Assessment Target: Grade 7 Item Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response. • The sum of the measures of two complementary angles is 90°. Always True Sometimes True Never True Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true. Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.

  48. ACTIVITY DOK 2 What assessment target does this item align to? Please type your answer in the Question Box • 3 B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. • 3 F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions. • 1 F: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

  49. ACTIVITY DOK 2 Assessment Target: Grade 3 Item

  50. ACTIVITY DOK 2 This item aligns to which assessment target? Write your answer in the question box. • 1 I: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.