Anthony Quan A Closer Look at the SMARTER Balanced Assessments: Preparing for Elementary Mathematics [email protected] Teacher Education Program, UCLA.

Anthony Quan

A Closer Look at the SMARTER Balanced Assessments:Preparing for Elementary Mathematics

[email protected] Education Program, UCLA

Agenda:

Item Types Depth of Knowledge Technology Next Steps

Try This

Assessment Items

• Multiple choice/Selected response• Short-answer• Constructed response• Extended response• Performance Events• Technology-enhanced

Depth of Knowledge

“He who learns but does not think, is lost.

He who thinks, but does not

learn is in great danger.”

Confucious

Depth of Knowledge (DOK)No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level”. (U.S. Department of Education, 2003, p. 12)

What is Depth of Knowledge (DOK)?

• A scale of cognitive demand (thinking) to align standards with assessments

• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment

• Guides item development for state assessments

DOK is about complexity

• The intended student learning outcome determines the DOK level.

• Every objective in the science and mathematics frameworks has been assigned a DOK level.

• Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.

Depth of Knowledge

• Level 1• Conduct basic mathematical calculations• Label locations• Perform routine procedures

• RECALL• Determine the perimeter or area of

rectangles given a drawing or labels

Depth of Knowledge

Depth of Knowledge

• Level Two• Solve routine multiple-step problems• Identify patterns• Organize, represent and interpret data

• SKILLS AND/OR CONCEPT• Classify plane and three dimensional figures

Depth of Knowledge

• Level Three• Apply a concept in other contents• Support ideas with details and examples

• STRATEGIC THINKING• Solve a multiple-step problem and provide

support with a mathematical explanation that justifies the answer

Depth of Knowledge

• Level Four• Apply mathematical model to illuminate a

problem or situation.• Analyze and synthesize information from multiple

sources• Design a mathematical model to inform and solve

a practical or abstract situation

• EXTENDED THINKING

Depth of Knowledge

• So what is the point of knowing Depth of Knowledge?

• This helps us understand what the outcomes of our lessons should be.

• We need to prepare students to think more conceptually

Making Sense & Worthwhile Tasks

“What are our Kids really being asked to do?”

“How are we keeping up with

Cognitive Demand?”

Why Depth of Knowledge?

Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)

To ensure that teachers are teaching to a level that will promote student achievement

DOK is NOT...

• Bloom’s taxonomy

• the same as difficulty

• about using “verbs”

DOK is about intended outcome,

not difficultyDOK is a reference to the complexity of mental

processing that must occur to answer a question, perform a task, or generate a product.

• Adding is a mental process.• Knowing the rule for adding is the intended

outcome that influences the DOK.• Once someone learns the “rule” of how to

add, 4 + 4 is DOK 1 and is also easy.• Adding 4,678,895 + 9,578,885 is still a DOK 1

but may be more “difficult.”

Let’s look at DOK in Math Activities

Remember DOK is...

…descriptive…focuses on how deeply

a student has to know the content in order to respond

…NOT the same as difficulty.

…NOT the same as Bloom ’s Taxonomy

What is Computer Adaptive Testing (CAT)?

• Adapts to the student’s ability level

• Assessment “engine” delivers short series of moderately difficult grade items

• Depending on student’s initial performance delivers items that are either more or less difficult

• Process continues until student’s performance level is determined.

Benefits of Computer Adaptive Testing (CAT)

27

Faster results

Shorter test length

Increased precision

Tailored to student ability

Greater security

Mature technology

Tablets vs. Computers• There are current challenges to test item

security for online assessment with tablets, e-readers, and smartphones.

• Testing software used by computers typically shuts down keyboard commands, such as “print screen” and “copy,” to ensure test security. Tablet applications don’t have this capability.

• SBAC will conduct further development and testing. 

IT Technology Readiness Tool

• Online dynamic and interactive technology readiness tool

• Helps SEAs and LEAs evaluate current technology and infrastructure in terms of SBAC implementation readiness

• It is anticipated tool will be ready in spring 2012

• NCS Pearson will develop

System Portal for Online Delivery

• System Portal contains information about Common Core State Standards, Consortium activities, web-based learning communities, and assessment results

• Dashboard gives parents, students, practitioners, and policymakers access to assessment information

• Reporting capabilities include static and dynamic reports, secure and public views

• Item development and scoring application support educator participation in assessment

• Feedback and evaluation mechanism provides surveys, open feedback, and vetting of materials

Digital Etiquette

• Are there suggestions for preparing technology enhanced responses?

• YES. Let’s take a look at what can be done.

*According to the Common Core, “The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence

through listening and speaking as well as through media.”

*With media taking a prominent role in both the gathering of information and the presentation of new knowledge products, it is recommended that schools be

equipped with:

• projection/presentation stations

• internet connectivity

• media creation stations

• writing centers

• internet stations to support distance learning course offerings

• video and still cameras with computer software for media production ***Recommendations from the NYLA (New York Librarian Association)

By embracing technology and encouraging students to explore its various forms, educators also have aresponsibility to teach students to use technology in a responsible manner.

2 Things To Remember…Digital Citizenship will be constantly changing with the times as new tools are developed and used.

As within any society, we need a structure which people need to honor so that we are respectful to each other.

How Do We Start Implementing Digital Citizenship In Our Classrooms and Where Can

We Find Support ?

• http://cybercitizenship.ning.com• http://www.onguardonline.gov• http://GetNetWise.org• http://CommonSenseMedia.org • http://iKeepSafe.org - Parents• http://NetSmarts.org• http://WiredSafety.org

Technology in the Classroom

• Banana Hunt (cool-mathgames.com)• Adopted materials• Geogebra (geogebra.org)

Equity Issues

• Availability of Technology• Accessibility of Technology• Integrating Technology into the curriculum• Teacher knowledge and comfort