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Smarter Balanced Sample Items and Performance Tasks OSPI – Assessment and Student Information October 11, 2012.

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Presentation on theme: "Smarter Balanced Sample Items and Performance Tasks OSPI – Assessment and Student Information October 11, 2012."— Presentation transcript:

1 Smarter Balanced Sample Items and Performance Tasks OSPI – Assessment and Student Information October 11, 2012

2 Today’s Topics Website and teaser item CCSS context for these items and Smarter Balanced tests Navigating Sample Item webpage Resources for reviewing –Customer support –FAQ Smarter Balanced timeline

3 Sample Items Smarter Balanced Website

4 Sample Item Teaser Swimmers

5 Sample Item Teaser The Contest

6 Purpose of Sample Items and Performance Tasks Demonstrate rigor and complexity of ELA/literacy and mathematics items Showcase variety of item types: Selected response Constructed response Technology enhanced Performance tasks Help teachers continue planning shifts in instruction related to Common Core State Standards (CCSS)

7 ESEA Flexibility CAREER AND COLLEGE READY LEARNING EXPECTATIONS FOR K-12 All students leave high school college and career ready Vision Purpose Core Values Every Washington Student and Educator Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and every educator is prepared and supported to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and students to implement the CCSS.

8 Common Core State Standards (CCSS) Implementation Timeline Phase 1: CCSS Exploration Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build State & District Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support Implementation

9 Smarter Balanced Assessment System Components 9 Common Core State Standards specify K-12 expectations for college and career readiness Common Core State 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 Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction

10 Exploring the Sample Items

11 Key features of Sample Item Tool Mathematics and English Language Arts/Literacy items Computer Adaptive Testing items and Performance Tasks: Selected response Constructed response Technology enhanced Meta-data for each item On the spot scoring for many items Items and tasks will be similar for summative and interim assessments

12 Sample Items and Tasks Navigation View English Language Arts/Literacy or Mathematics items Advance to next item, or go back to previous

13 “Students can demonstrate progress toward college and career readiness in English Language arts and literacy.” “Students can demonstrate college and career readiness in English language arts and literacy.” “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” “Students can produce effective and well-grounded writing for a range of purposes and audiences.” “Students can employ effective speaking and listening skills for a range of purposes and audiences.” “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Overall Claim for Grades 3-8 Overall Claim for Grade 11 Claim #1 - Reading Claim #2 - Writing Claim #3 - Speaking and Listening Claim #4 - Research/Inquiry Claims for the ELA/Literacy Summative Assessment

14 Sample Items and Tasks Navigation Content Claim Grade band

15 ELA Comparison Washington State & Smarter Balanced SimilaritiesDifferences Multiple Choice/Selected Response Short Answer/Constructed Response Online Essay Writing Computer Adaptive Listening Items Text Complexity Brief Write, Revise and Edit Performance Tasks

16 Technology Enhanced Vocabulary Grade 4 Item

17 Measurements of Student Progress Reading Vocabulary Item

18 Listening Task

19 Item Metadata About this item Evidence Note the Common Core standards connected to this target Access information on text complexity View the rubric

20 Scoring Rubric Item Item Rubric

21 Text Complexity Analysis The Placemat

22 Brief Write with Text Evidence

23 High School Proficiency Exam Writing Grade 10 Persuasive Argumentative Writing Experience-based persuasive prompt Curfews Community officials have proposed that individuals under the age of 18 cannot be out after 9:00 p.m. unless they are with an adult. Take a position on this proposal. Write a multiple-paragraph letter persuading community officials to support your position.

24 Smarter Balanced Grade 11 Performance Task Smarter Balanced – Nuclear Power –Source-based performance task 20-minute classroom activity (accessibility) Part I: Research and evaluate sources (take notes and answer questions) Part II: Write argumentative essay citing evidence from sources

25 Performance Task: Classroom Activity

26 Performance Task: Introduction to Activity

27 Performance Task: Research

28 Performance Task: Research (continued)

29 Performance Task: Research Questions

30 Performance Task: Argumentative Essay Assignment

31 Performance Task: Essay Scoring Criteria

32 “Students can demonstrate progress toward college and career readiness in mathematics.” “Students can demonstrate college and career readiness in mathematics.” “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Overall Claim for Grades 3-8 Overall Claim for Grade 11 Claim #1 - Concepts & Procedures Claim #2 - Problem Solving Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis Claims for the Mathematics Summative Assessment

33 Smarter Balanced Grade 5 Item

34 Measurements of Student Progress Grade 5 Mathematics Item Find the quotient. 9,018 ÷ 3 What is the quotient? A. 36 B. 306 C. 3,006

35 Smarter Balanced Grade 8 Item

36 Smarter Balanced High School Item

37 Mathematics End of Course Exam Item The cylinder shown has a volume of 36 cubic feet. What is the height of the cylinder? 2 ft

38 Smarter Balanced High School Item

39 Item Score Selected response and technology enhanced items are machine scorable

40 Sample Items and Tasks Navigation Filter by item type, themes

41 Sample Items and Tasks Navigation Filter by item type, themes

42 Feedback and Support available through first week of November Online feedback and phone support available

43 Additional Resources mple-items-and-performance-tasks/ mple-items-and-performance-tasks/ FAQ Washington State Lead:

44 Accessibility and Accommodations Sample items do not include accessibility and accommodations features Full range of accessibility tools and accommodations options under development guided by: –Magda Chia, Ph.D., Director of Support for Under-Represented Students –Accessibility and Accommodations Work Group –Students with Disabilities Advisory Committee Chair: Martha Thurlow (NCEO) –English Language Learners Advisory Committee –Accessibility & Accommodations Framework Learn more online : represented-students/

45 Smarter Balanced Items Developed with Educators and Other Experts Early 2012: Assessment claims for ELA/literacy and mathematics approved by Governing States April 2012: Item/task specifications and review guidelines published –http://www.smarterbalanced.org/itemspecshttp://www.smarterbalanced.org/itemspecs June 2012: Training modules available for item writers/reviewers –http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and- reviewhttp://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and- review Summer 2012: Educators from Governing States begin writing items and tasks; cognitive labs / small scale trials begin September 2012: Sample items reviewed by Smarter Balanced staff and advisors, Student Achievement Partners October 2012: Sample items and tasks available February / March 2013: Pilot Test of first 10,000 items and performance tasks

46 Our guiding beliefs and approach for CCSS Implementation in WA 2-Prongs: 1. The What: Content Shifts (for students and educators) –Belief that past standards implementation efforts have provided a strong foundation on which to build for CCSS; HOWEVER there are shifts that need to be attended to in the content. 2. The How: System “Remodeling” –Belief that successful CCSS implementation will not take place top down or bottom up – it must be “both, and…” –Belief that districts and communities across the state have the conditions and commitment present to engage wholly in this work. –Professional learning systems are critical

47  Shifts in ELA 1.Building knowledge through content-rich nonfiction and informational texts in addition to literature 2.Reading and writing grounded in evidence from the text 3.Regular practice with complex text and its academic vocabulary These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.  Shifts in Mathematics 1.Focus: 2-3 topics focused on deeply in each grade 2.Coherence: Concepts logically connected from one grade to the next and linked to other major topics within the grade 3.Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts The “What”: ELA and Math Content Shifts 47

48 Smarter Balanced Timeline (Summative tests) 47 districts invited to conduct Small Scale Trials in October/November 2012 Limited pilot in –Need 22% of state –Available to all Comprehensive field test in Operational use in

49 Testing System Transition Current Testing System Reading and Math: Grades 3–8 and 10 Writing: Grades 4, 7, 10 Science: Grades 5, 8, 10 SMARTER Balanced (SBAC) / Common Core State Standards (CCSS) Testing System English/Language Arts and Math: Grade 3–8 and 11* Science exams are required under ESEA but are not included in SBAC * 11 th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).

50 Current Statewide Summative (Student) Assessments ReadingMathematicsScienceWriting Grade 3MSP Grade 4MSP Grade 5MSP Grade 6MSP Grade 7MSP Grade 8MSP High SchoolHSPEEOC HSPE MSP= Measurements of Student Progress; HSPE = High School Proficiency Exams; EOC= End of Course exams

51 Washington’s Context… Likely Summative Assessments in 2014–15 English/LAMathematicsScience Grade 3SBAC Grade 4SBAC Grade 5SBAC MSP Grade 6SBAC Grade 7SBAC Grade 8SBAC MSP Grade 10E/LA using SBAC items EOCs using SBAC items EOC Grade 11SBAC SBAC=SMARTER Balanced Assessment Consortium EOCs= End of Course exams * SBAC is vertically scaled; MSP/HSPE are not. 51 *

52 Questions? 52

53 Feedback and Support available through first week of November Online feedback and phone support available


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