Beth Simpson- ELA Assessment Specialist Smarter Balanced Teacher Involvement Coordinator Digital Library State Lead Anton Jackson- Mathematics Assessment.

Beth Simpson- ELA Assessment SpecialistSmarter Balanced Teacher Involvement CoordinatorDigital Library State Lead

Anton Jackson-Mathematics Assessment SpecialistSmarter Balanced Advisory

The Smarter Balanced Assessment SystemELA and Mathematics

Office of Superintendent of Public Instruction

• Understand key components of the Smarter Balanced Assessment System

• Understand the purpose and uses of the Digital Library as a professional development tool

• Understand structure, uses, and scoring of Interim Assessments

Our Learning Goals for This Morning


Overview of the Smarter Balanced Assessment System

A Balanced Assessment System

Page 4

WA State

K—12 Learning Standards specify

K—12 expectations for college

and career

readiness

All students leave

high school

college and

career ready

Teachers and schools

have information and tools

they need to improve teaching

and learning

Summative: College and career

readiness assessments for

accountability

Interim: Flexible and open

assessments, used for actionable

feedback

Formative resources:

Digital Library with instructional and

professional learning resources for

educators to improve instruction


Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Smarter Balanced Assessment System: English Language Arts and Mathematics,

Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT


Process, tools, and the Digital Library

Formative Assessment

Smarter Balanced Assessment Consortium

Digital Library• An online collection of

instructional and professional learning resources contributed by educators for educators.

• Resources are aligned with the intent of the Common Core State Standards (Washington State k—12 Learning Standards) and will help educators implement the Formative Assessment Process to improve teaching and learning.


Digital Library Non-Examples• Not an assessment bank

• Not a learning management system where educators can register for training or receive credit by completing specific online courses

• Not a library for the general public (the library requires registration and login)

• Not a site where any resource can automatically be posted: all resources must be vetted through the Quality Criteria.


Discuss these questions with someone near you:

– What makes an assessment formative?– Is formative assessment something new?– How is formative assessment used in

grading?– How can formative assessment be used as

an instructional strategy?

Discussion


Definition -

“Formative Assessment is a deliberate process used by teachers and students

during instruction that provides actionable feedback used to adjust

ongoing teaching and learning strategies and improves students’ attainment of

curricular learning targets/goals.”


• Formative assessment is not a test, assessment, or quiz given at the end of a learning period.

• Identifying areas of need at the end of a unit may influence subsequent instruction, but it is not the heart of formative assessment.

What formative assessment is not..


An ongoing process of collecting evidence of student learning during instruction.

• Informs next steps in teaching and learning while there is still an opportunity to influence learning

What formative assessment is…


When formative assessment takes place…

The idea of “during instruction” can mean both:

• during a class period as students and teachers are engaged in a learning experience

• during an instructional sequence that may span several weeks.

A teacher can make adjustments to the instructional plans to account for students’ current understanding and to support them moving closer to the intended learning goals.


Who is involved in formative assessment…

The process of formative assessment includes both students and teachers in the collection and consideration of evidence of learning.

Formative assessment is something educators do with students.


• Learning Progressions should clearly articulate the sub-goals of the ultimate learning goal.

• Learning Goals and Criteria for Success should be clearly identified and communicated to students.

• Students should be provided with descriptive evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.

• Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.

• A classroom culture in which teachers and students are collaborative partners in learning should be established.

Formative Assessment


Consistent use of these formative strategies can double the speed of

student learning.

Dylan Wiliam

Embedded Formative Assessmenthttp://www.nwea.org/blog/2012/dylan-wiliam-the-5-formative-assessment-strategies-to-improve-student-learning

http://www.nwea.org/blog/2012/dylan-wiliam-the-5-formative-assessment-strategies-to-improve-student-learning




Digital Library Content


Digital Library Resources• Commissioned Professional Learning Modules• Resources for educators, students and families

• Frame Formative Assessment within a Balanced Assessment System• Articulate the Formative Assessment Process• Highlight Formative Assessment Practices and Tools

Assessment Literacy Modules

• Commissioned Professional Learning Modules• Instructional coaching for educators • Instructional materials for students

• Demonstrate/support effective implementation of the formative assessment process• Focus on key content and practice from the Common Core State Standards for Mathematics and

English Language Arts

Exemplar Instructional Modules

• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families

• Reflect and support the formative assessment process• Reflect and support the Common Core State Standards for Mathematics and English Language

Arts• Create Professional Learning Communities

Educational Resources

Assessment Literacy Modules


In addition: Score Report Modules• Understanding score reports

at district level, classroom level, etc.

• Tools for communicating with parents– Parents don’t have access to

the Digital Library

– Educators select and share resources with parents


Highlighted Assessment Literacy Modules

ISAAP tool for accommodations

Understanding Interim Assessments

Smarter Balanced Digital Library:Formative Assessment Practices and Professional Learning – educator involvement

National Advisory Panel (NAP)

• 11-20 experts• Begins December 2012• Provides policies and

criteria for resources

State Leadership Team (SLT)• 10-14 WA members• Provides support and

training for State Network of Educators

• Promote statewide communications

State Network of Educators (SNE)• 50 WA Members (900+

nationally)• Representation from

LEAs, AEAs, content leaders, ELL, IHE

• Serve Summer 2013 – Late Fall 2014

• Submit and review resources

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Pinterest is great, free, and I already use it!


At first glance this looks great!

Close Reading!Common Core!

Higher Order Thinking!

Refers to old Lexile Ranges


Digital Library Functionality

• Enable trained educators (SNEs and SLTs) to submit, review, and publish resources

• Allow educators to view, download, and rate resources

• Use state-of-the-art tagging and search to quickly find resources by CCSS and other topics

• Enable educators from across the Consortium to collaborate and share their knowledge

• Facilitate access to resources that are stored in participating libraries

Illustrative

Four Attributes

25

The formative assessment process attributes are:

Clarify IntendedLearning

Elicit Evidence

Act onEvidence

Interpret Evidence

To determine where students are in regards to the learning target and success criteria

Can be conducted by the teacher, student, or both

Multiple ways to elicit evidence

Can be planned for or spontaneous

Informs teacher, peers, or self

Timely and actionable

Provide feedback: Where are students in regards to learning targets?

Make adjustments to instruction

Implemented by teachers in collaboration with studentsLearning Targets: Students understand expectations & goalsSuccess Criteria: Observable & measurable evidence of learning

Quality Criteria for Professional Learning Resources

The resource…

1) Reflects research and/or the principles of effective professional learning

2) Incorporates formative assessment practices

3) Supports learner differences and personalized learning

4) Demonstrates utility, engagement, and user-friendliness

5) Integrates technology and media effectively

Page 26

Quality Criteria for Instructional Resources

The resource…

1) Aligns with the intent of the Common Core State Standards

2) Incorporates formative assessment practices

3) Contains accurate, complete, high-quality curriculum and instruction

4) Supports learner differences and personalized learning

5) Demonstrates utility, engagement, and user-friendliness

6) Integrates technology and media effectively

Page 27

Digital Library: Collaboration


• Create scenarios that are a focus for your school.

– Practice looking up possible resources.

– Teachers can share/favorite/email links to resources for teachers/teams for future use.

Formative Activity: How Can I Take This Back to My District / School(s)?


How do educators get access to the Digital Library?

District Assessment Coordinators (DACs) are assigned the role of setting up district users.

Each end-user will have their own log-in.

What if my DAC is encountering difficulties?

DACs can contact [email protected] for support.

FAQ- Digital Library

mailto:[email protected]


Comprehensive and Block

Interim Assessments

What are the Interim Assessments?

Interim Assessment

Interim Comprehensive Assessment

Interim Assessment Blocks

• Two Options:– Interim Comprehensive Assessment

– Interim Assessment Blocks

• Available at grades 3, 4, 5, 6, 7, 8, and high school

• Administered at teacher’s discretion, including using off grade-level

• Scoring– Majority is automatically scored

– Short-Text, brief writes, and full writes are hand-scored by teachers; requires Rubric training

What is the difference between the two options?

What are the Interim Assessments?


• Matches the summative blueprint – assess the same range of standards – provide scores on the same scale

• Provides teachers with information on a student’s– general areas of strength or need (Claim level data)– readiness for the end-of-year summative assessment

Interim Comprehensive Assessment (ICA)


• Short, focused sets of items that measure similar content– Five to seventeen blocks per subject per grade– Includes a Performance Task block

• Provides teacher with– Information about a student’s strengths or needs– more detailed information for instructional purposes

Interim Assessment Blocks (IAB)

36

Grade 3-5Read Literary TextsRead Informational TextsEdit/ReviseBrief WritesListen/InterpretResearchNarrative Performance Task * Gr4-5 only in 2014-15

Informational Performance Task * N/A in 14-15

Opinion Performance Task * Gr3 only in 2014-15

English Language Arts IABs

37

Grade 6-8Read Literary TextsRead Informational TextsEdit/ReviseBrief WritesListen/InterpretResearchNarrative Performance Task*Explanatory Performance Task*Argument Performance Task


* Not available in 2014-15

38

High SchoolRead Literary TextsRead Informational TextsEdit/ReviseBrief WritesListen/InterpretResearchExplanatory Performance Task*Argument Performance Task



Performance Tasks Available2014—2015Practice Tests

Grade Level

PT Type

3 Informational

4 Informational

5 Opinion

6 Narrative

7 Expository

8 Argumentative

HS Argumentative

Interim Assessments

Grade Level

PT Type

3 Opinion

4 Narrative

5 Narrative

6 Argumentative

7 Argumentative

8 Argumentative

HS Argumentative


40

IAB NameGrade

3 4 5

Operations and Algebraic Thinking

a a *

Numbers and Operations in Base 10

* a a

Fractions a a a

Geometry * *

Measurement and Data a * a

Mathematics Performance Task

a a a


Mathematics IABs

41

IAB NameGrade

6 7

Ratio and Proportional Relationships

a a

Number System a a

Expressions and Equations

a a

Geometry a *

Statistics and Probability * *

Mathematics Performance Task

a a* Not available in 2014-15

Mathematics IABs

42

Grade 8Expressions & Equations I (and Proportionality)*Expressions & Equations II*FunctionsGeometryMathematics Performance Task

Mathematics IABs

* Available as a single Expressions & Equations Block in 2014-2015

43

Mathematics High School IABsAlgebra and Functions - Linear FunctionsAlgebra and Functions - Quadratic FunctionsAlgebra and Functions - Exponential Functions*Algebra and Functions - Polynomials Functions*Algebra and Functions - Radicals Functions*Algebra and Functions - Rational Functions*Algebra and Functions - Trigonometric Functions*Geometry - Transformations in Geometry*Geometry - Right Triangle Ratios in GeometryGeometry - Three - Dimensional Geometry*Geometry – Proofs*Geometry – Circles*Geometry – Applications*Interpreting Categorical and Quantitative Data* Probability* Making Inferences and Justifying Conclusions* Mathematics Performance Task


Interim Assessment Scoring

• Interim assessments will have the same item types as summative – Many item types are automatically scored

– Hand scoring will be a local (school/classroom) responsibility

– Rubrics and training materials will be provided

• Educators use Teacher Hand-Scoring System (THSS) to assign scores to hand-scored items

• Scores reported in Online Reporting System (ORS)

• The Digital Library has 10 Score Report Modules


• ELA– 2 Research items and 1 Full Write per Performance Task

– Reading block has 1 item per stimulus

– Writing block has 1 Brief Write

– Listening and Research blocks have no short-text items

• Math– 3 to 4 items per Performance Task are hand-scored

– 1 item in grade 11 interim comprehensive is hand-scored

– Only the Performance Task block requires hand-scoring; all other blocks are automatically scored

• Scoring student work is one of the best professional development opportunities for educators

Hand-Scoring


• Available January 19

• Comprehensive scoring: Same as summative– To generate a score, both CAT and PT portions must be completed and

all hand-scoring completed

– Students can take the interim earlier and items will be saved until all scoring is complete

• Block scoring:– Scores generated per block

– Do not need to complete all blocks

Teacher Hand-Scoring System (THSS)


• Blocks– Recommend using interim blocks as they become available

– Interim Blocks are comprised of about 5—7 selected response items and 1 short-text

– Administered in short blocks of time

• Comprehensive– A sample of items, fixed form: Use to guide instruction, not the

summative results

– Longer in length, can be administered in sections

Interim Tips


• Available January 2015. IACs on January 6, IABs January 27.

• Can be administered any time

• Delivered online but not currently adaptive– Fixed forms with the intent to become adaptive

– Students will see the same item if administered multiple times

– Some overlap of items between the IAC and IBA

• Includes performance tasks

• Adheres to Usability, Accessibility, and Accommodations Guidelines– Items go through the same process as those that appear on the summative

assessment

The Interim Assessments


• District Assessment Coordinator or designee

• Must be assigned tests through Test Information Distribution Engine (TIDE)

• Can be assigned any interim assessments; locally determined– 3—8 and high school can take any grade tests

– 8th grades in Algebra 1 can be assigned high school Algebra and Function interim blocks

Student Access to Interims


• Being developed through our testing vendor, AIR

• Training Modules include– Teacher Hand-Scoring System (THSS)

– Online Reporting System (ORS)

• Timeline– Currently in final reviews

Interim Training Opportunities


• 2014—2015– Interims available in January

– May be using locally determined assessments due to delay in interim availability

– Discuss plans for using interims in the 2015—2016 school year and beyond

• 2015—2016 and beyond– Interims already available

– More blocks added, as available

– Encourage use of interim assessment in place of locally determined assessments

2014—2015 school year vs. Beyond


Discuss these questions with someone near you:

– How can the Interim Assessments be used in similar or different ways than previously used benchmark assessments?

– How can you use Interim Assessment data to affect classroom instruction?

Discussion


Summative Assessments

Summative Assessment SummaryComputer Adaptive Test (CAT) and Performance Task (PT)

• CAT: ~25—48 items– ELA: Reading, Brief Writes, Listening, Research

– Mathematics: Claim, Content Category

• PT: Classroom component and online component– ELA: 3 research items and 1 full-write

– Mathematics: 1 scenario with 6 questions

Based on information from the Smarter Balanced Preliminary Blueprints 2012


The Smarter Balanced Assessment Consortium English Language Arts (ELA)

• Claim 1: Reading

• Claim 2: Writing

• Claim 3: Listening

• Claim 4: Research


• Close reading of the text– Purposeful

• Using evidence to support your thoughts

What to look for in an ELA classroom

- Claim 1- Reading


• Students writing in response to:– reading complex text

– research

– narrative, informational/explanatory, opinion/argumentative styles

• Writing is:– organized

– contains elaboration

– can edit and revise

What to look for in an ELA classroom

- Claim 2- Writing


• Students engage in conversation:– As a class

– In small groups

– In pairs

• Students are actively listening:– To other students

– To a speaker

– Responding to videos/recordings

What to look for in an ELA classroom- Claim 3- Speaking and Listening


• Students are accessing multiple credible resources:– News

– Editorials

– Articles

– Journals

What to look for in an ELA classroom- Claim 4- Research

Mathematics Claims• Claim 1 – Concepts & Procedures

– “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

• Claim 2 – Problem Solving– “Students can solve a range of complex well-posed problems in pure and

applied mathematics, making productive use of knowledge and problem solving strategies.”

• Claim 3 – Communicating Reasoning– “Students can clearly and precisely construct viable arguments to support

their own reasoning and to critique the reasoning of others.”

• Claim 4 – Modeling and Data Analysis– “Students can analyze complex, real-world scenarios and can construct and

use mathematical models to interpret and solve problems.”


Claim 1• Grades 3—8: all clusters

• High School– Selected clusters and standards

– Determined by secondary and post-secondary educators to be those high-leverage skills necessary for success in a credit-bearing course in college

– Includes content taught in a typical 3-year course sequence:

– Algebra, Geometry, Algebra 2

– Integrated Mathematics I, II, III

Target

Cluster/Standard

A N-RN.A, N-RN.A.2

B N-RN.B, N-RN.B.3

C N-Q.A, N-Q.A.1

D A-SSE.A, A-SSE.A.2

E A-SSE.B, A-SSE.B.3a—3c

… …

P S-ID.A, S-ID.A.1—3

Targets for Claim 2 – Problem Solving• Target A: Apply mathematics to solve well-posed problems in

pure mathematics and arising in everyday life, society, and the workplace.

• Target B: Select and use appropriate tools strategically.

• Target C: Interpret results in the context of a situation.

• Target D: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flowcharts, or formulas).

Targets for Claim 3 - Communicating Reasoning• Target A: Test propositions or conjectures with specific

examples.

• Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.

• Target C: State logical assumptions being used.

• Target D: Use the technique of breaking an argument into cases.

• Target E: Distinguish correct logic or reasoning from that which is flawed and – if there is a flaw in the argument – explain what it is.

• Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

Targets for Claim 4 – Modeling and Data Analysis• Target A: Apply mathematics to solve problems arising in everyday life, society,

and the workplace.

• Target B: Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.

• Target C: State logical assumptions being used.

• Target D: Interpret results in the context of a situation.

• Target E: Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon.

• Target F: Identify important quantities in a practical situation and map their relationships.

• Target G: Identify, analyze, and synthesize relevant external resources to pose or solve problems.

Estimated Testing Times

Test TypeGrade

s CAT PT Only Total

PT Class

Activity Total

English Language

Arts

3-5 1:30 2:00 3:30 :30 4:00

6-8 1:30 2:00 3:30 :30 4:00

11 2:00 2:00 4:00 :30 4:30

Mathematics

3-5 1:30 1:00 2:30 :30 3:00

6-8 2:00 1:00 3:00 :30 3:30

11 2:00 1:30 3:30 :30 4:00

COMBINED

3-5 3:00 3:00 6:00 1:00 7:00

6-8 3:30 3:00 6:30 1:00 7:30

11 4:00 3:30 7:30 1:00 8:30

Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.


• Measure a student’s ability to integrate knowledge and skills across multiple standards

• Used to better measure capacities such as depth of understanding, research skills, and complex analysis

Performance Task


• Classroom Activity - 30 minutes (Scripted)– introduces students to the context of a performance task– Include:

– an understanding of the setting or situation in which the task is placed,– potentially unfamiliar concepts that are associated with the scenario– key terms or vocabulary students will need to understand in order to

meaningfully engage with and complete the performance task

• Student Directions / Task:

What to Expect on a PT

ELA Mathematics- Sources- Research Questions

Two Constructed ResponseOne Selected Response

- Full Write

- 6 questions- Claims 2, 3, and 4

Practice Resources

http://wa.portal.airast.org/

• Practice Test– Mirrors summative test in length and components

– All item types and Performance Tasks

– Available to all online since May 2014 (previously on Smarter Balanced website)

• Training Test– Shorter than Practice Test

– Trains students on features and tools



Office of Superintendent of Public Instructionhttp://k12.wa.us/SMARTER/Webinars.aspx

http://k12.wa.us/SMARTER/Webinars.aspx

http://k12.wa.us/SMARTER/Webinars.aspx


This Concludes our Morning. Thank you!

English Language Arts- Assessment

• Beth Simpson English Language Arts Assessment Specialist [email protected]

• Cindy Knisely English Language Arts Assessment Specialist [email protected]

• Terese Otto ELA Support Staff [email protected]

Mathematics- Assessment

• Anton Jackson Mathematics 6-8 Assessment Specialist [email protected]

• Julie Wagner Mathematics 3-5 Assessment Specialist [email protected]

• Jennifer Judkins Mathematics High School Assessment Specialist [email protected]

• Tracy Godat Support Staff [email protected]








Beth Simpson- ELA Assessment Specialist Smarter Balanced Teacher Involvement Coordinator Digital Library State Lead Anton Jackson- Mathematics Assessment.

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