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OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Division of Assessment and Student Information Smarter Balanced in Washington Preparing for the Transition.

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Presentation on theme: "OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Division of Assessment and Student Information Smarter Balanced in Washington Preparing for the Transition."— Presentation transcript:

1 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Division of Assessment and Student Information Smarter Balanced in Washington Preparing for the Transition Webinar #2 February 4, 2014

2 02/04/2014 Slide 1 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Organization of Webinars Series  Future webinars are scheduled for 3:30-4:30 PM on: February 27 March 20 April 9 May 13 June 10 July 15 August 13  PowerPoint and answers to questions raised during the webinar are posted on OSPI Smarter Balanced web-page; audio recording of webinar is included  We will minimize repeating previously provided information, so please check the webpage.

3 Improving Teaching & Learning 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 Summative: College and career readiness assessments for accountability Interim: Flexible and open assessments, used for actionable feedback Formative resources: Supporting classroom-based assessments to improve instruction 2

4 02/04/2014 Slide 3 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION But first….  We have been getting two overarching questions about the new state assessment system: 1. What parts of the system will OSPI provide? Summative, Interim and Formative tools (Digital Library) 2. Will districts have to pay for the Interim assessments or Digital Library? No  The costs of the summative tests are covered by the state, unless you choose to administer paper/pencil

5 Summative Field Tests Getting Ready for the Tests

6 02/04/2014 Slide 5 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Field Testing Updates  Still waiting for USED approval on request to avoid double testing  We have alerted the Department of Ed that due to the late date, we will not be double-testing. 5

7 02/04/2014 Slide 6 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Training and Resources  The TIDE Training Module is now available. You can access the modules on the Smarter Balanced Field Test portal, or through the OSPI Smarter Balanced webpage.Smarter Balanced Field Test portalOSPI Smarter Balanced webpage  The TIDE Training Module is a supporting document to the TIDE User Guide, also available on the Smarter Balanced Field Test portal and the OSPI Smarter Balanced Webpage.TIDE User GuideSmarter Balanced Field Test portalOSPI Smarter Balanced Webpage  Test Administration Manual is also now available – posted on the OSPI Smarter Balanced webpage.OSPI Smarter Balanced webpage

8 02/04/2014 Slide 7 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Training and Resources, continued  Six of the 9 Field Test training modules have also been released – posted on Smarter Balanced Field Test portal at  What is a Field Test?  Let’s Talk Universal Tools  What is a CAT? (Computer Adaptive Test)  Performance Task Overview  Student Interface for Online Testing  Technology Requirements for Online Testing  Three more modules are due out Feb 10 th.  If you have questions not addressed in these resources, contact OSPI’s Assessment Operations office.

9 02/04/2014 Slide 8 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Training Test Overview  In addition to the online training modules, both Practice Tests and Training Tests are available for users at  Purpose of Training Tests: Provide students with an opportunity to quickly become familiar with the software and interface features that will be used in the Field Test  Grade Bands:  3-5  6-8  High school

10 02/04/2014 Slide 9 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Training Test Overview – Cont.  6-9 items per grade band per content area  Non-PT items only  Includes new item types:  Matching tables (ELA and math)  Fill in tables (math)  Evidence-based selected response (ELA)  Includes all universal tools, designated supports and accommodations

11 Comparison of Training Test and Practice Test Training TestPractice Test Purpose Provide students with an opportunity to quickly become familiar with the software and interface features Provide students with a grade specific testing experience that is similar in structure and format to the Field Test Grade Levels 3 grade bands High school Each grade 3-8, 11 Number and Types of Items Approximately 15 items per grade band (6 in ELA and 8-9 in math) No Performance Tasks Approximately 30 items in ELA and 30 items in math per grade level Includes 1 ELA PT and 1 math PT per grade level Universal Tools, Designated Supports, and Accommodations All included on Field Test are included (including streamlining) Most included Refresh scheduled for late April

12 Scheduled Downtimes AdministrationDowntime Practice Test/Training Test Sunday, February 9, 2014 Saturday, April 26 – Tuesday, April 29, 2014 Field Test Thursday, April 10 – Sunday, April 13, 2014 Thursday, May 8 – Sunday, May 11, 2014

13 02/04/2014 Slide 12 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Updates on Field Testing Windows  There are four test administration blocks:  March 18 – April 4  April 7 – April 25  April 28 – May 16  May 19 – June 6 (not for grades 9-10)  Scheduled system downtime for Field Test: April (Block 2) and May 8-11, 2014 (Block 3)  If you must change the testing window, do so by Feb 7, by contacting the OSPI data analysts.  After Feb 7, no test window changes will be allowed.

14 Estimated Testing Times for 2014 Field Test and 2015 Operational Assessment Test TypeGradesCAT Perf. Task OnlyTotal Class ActivityTotal English Language Arts 3-51:302:003:30:304: :302:003:30:304:00 112:00 4:00:304:30 Mathematics 3-51:301:002:30:303: :001:003:00:303:30 112:001:303:30:304:00 COMBINED 3-53:00 6:001:007: :303:006:301:007:30 114:003:307:301:008:30 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.

15 02/04/2014 Slide 14 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Updates on Scheduling the Field Tests  All sessions of all tests are untimed.  Some outdated time limits are available in test specs on Smarter Balanced website – the consortium is aware and will be removing to lessen confusion.  The classroom activity, which is designed to introduce the Performance Task (PT), must occur prior to the PT.  Smarter Balanced recommends that students take the PT and the non-PT questions on separate days.  There is no prescribed order to giving students the PT or the Non-PT component first. However, Smarter Balanced recommends that students begin with the non-PT questions, followed by the classroom activity, and then the PT.

16 02/04/2014 Slide 15 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Updates on Scheduling the Field Tests Non-Performance Task Questions Classroom ActivityPerformance Task (PT) Number and Duration of Sessions Recommendations:  No fewer than two sessions (recommended) and no more than six sessions (rare/extreme)  Session durations range from 40 to 60 minutes Recommendations:  Administer in one session  Approximate session duration 15 – 30 minutes  Should occur one to three days prior to PT  Should NOT occur on the same day as the ELA performance task The performance task is presented in two parts. Recommendations:  Administer in two sessions corresponding to parts one and two of the PT  Session durations range from 60 to 120 minutes Breaks within Sessions Breaks can be provided during the testing sessions using the software’s pause feature. If the test is paused for more than 20 minutes, the student will not be able to go back to items on the previous screens. NAThe performance task is presented in two parts. Students can take breaks within parts one and two; however, once a student moves to part two, he/she will not be able to review or revise items in part one. Recommendation: Students complete part one in one testing session and part two the next school day. Total Duration Once a student has started the non-PT questions, they will be available for 45 days. Recommendation: Student completes this portion within five days of starting. NAOnce a student has started the PT, it will be available for 10 days. Recommendation: Student completes each part of the PT within one day Additional Required Resources Headphones are required for the listening portion of the ELA assessment NAHeadphones are required for some performance tasks

17 02/04/2014 Slide 16 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Pre-ID’ing and Data Topic Updates  Known TIDE Hiccups: 1. Leading zeroes in district code blocking user access: RESOLVED! Shouldn’t be an issue for student data upload 2. Confirmation s not being sent to some users  typically the issue is on the user (district) end; make is ‘whitelisted’ at both the district and user level  if you’ve received the confirmation and logging in didn’t work, contact the Smarter Balanced help desk  if someone in your district has logged in, they are able to view the user list in detail, so  have them check the user list - if you’re on it and didn’t receive a temp password, delete and retry. If that doesn’t work, call the Smarter Balanced help desk  if you are not on it, you can be added by a DA-level user  if nobody in your district has received the confirmation and logged in: – I’ll check on who was uploaded

18 02/04/2014 Slide 17 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Pre-ID’ing and Data Topic Updates  User Roles  Begin assigning user roles based on local needs and tasks defined in user guide  User roles is typically a DDSM responsibility; tasks should be coordinated by ‘District Administrator’  Treat user role assignment as if it were a secure accountability assessment (not a field test) – think of who should have access at which level based on typical testing processes

19 02/04/2014 Slide 18 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Pre-ID’ing and Data Topic Updates  Pre-ID - Big upload 10 Feb  New and moved files; dates  District level upload and entry tasks  ‘Straggler’ records to be uploaded/entered by district  Instructions in TIDE user guide for template or screen entry  Please add as much optional data as possible  SSID and Confirmation Code  SSID: must be unique statewide – school code plus ssid is unique, so that’s what we’re using (in case of shared ssid across districts, of which there are plenty in our test pre-ID file)  Confirmation code: used to confirm student identity, so it’s just student’s first name  The combination of these two elements

20 02/04/2014 Slide 19 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Security Reminder  The field tests are secure. All test items and test materials are secure and must be appropriately handled.  Teachers and administrators will NOT have access to test items. The same professional practices expected on all state assessments are expected here and consequences can be administered for violations.

21 02/04/2014 Slide 20 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Supports and Accommodations  The Usability, Accessibility and Accommodations Guidelines are available on OSPI’s website:  Two accommodations/designated supports planned for the Operational Test will not be available for the Field Test: Audio Glossary (designated support) and Closed Captioning (accommodation).  We’ll highlight one or two accommodations in each webinar.  Today, we’ll highlight translations, but first…

22 02/04/2014 Slide 21 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Supports and Accommodations for Visually Impaired Students  Support for students with visual impairments  We have heard the anxiety some are having over supports and accommodations for students who are visually impaired or blind (Braille, large print, etc.).  We are working with Smarter Balanced to try to get answers to the questions that have been forwarded.  We want as many visually impaired/blind students as possible to participate in the field test. Districts, OSPI and the consortium will learn from the experience.  We appreciate your patience as we try to navigate the special needs of these students.

23 02/04/2014 Slide 22 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Translation as a Designated Support  Designated supports are those features that are available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student).  Assigning a designated support does not require documentation of need in an IEP or 504 plan. It is recommended that a consistent process be used to determine these supports for individual students.  Designated supports need to be identified and assigned in the Test Information Distribution Engine (TIDE) prior to assessment administration.  Students should be familiar with using the designated supports assigned to them.

24 02/04/2014 Slide 23 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Translation as an EMBEDDED Designated Support Math Translated Glossaries: for construct-irrelevant terms Spanish, Vietnamese, Arabic, Tagalog/Filipino, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian, Ukrainian Math Stacked Translations: full translation of each math item “stacked” on top of the original item in English, in addition to any item test directions. Spanish Note: A shift for Washington students is that translations are written, not oral. A student using the translation support must be literate in the language of translation. Since construct-relevant terms will not be glossed, the student must be familiar with the terms in instruction. The assignment of translations is appropriate for students in a dual language classroom or for students recently arrived in the US who have been well-schooled in their country of origin.

25 02/04/2014 Slide 24 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Translation as a NON-EMBEDDED Designated Support ELA Bilingual/Dual Language Word-to-Word Dictionary Only for the full-write portion of an ELA performance task (part 2) Note: A translated glossary will not be available for the Field Test.

26 02/04/2014 Slide 25 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Translation as an Accommodation  Accommodations are those features available for use by a student with a documentation of need in an Individualized Education Program (IEP) or 504 accommodation plan.  Accommodations need to be identified and assigned in the Test Information Distribution Engine (TIDE) prior to assessment administration.  Students should be familiar with using the accommodations assigned to them.

27 02/04/2014 Slide 26 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Translation as an EMBEDDED Accommodation Math Listening (ELA) Content is translated into an ASL video: An ASL human signer and the signed test content are viewed on the same screen. Students may view portions of the ASL video as often as needed. ASL Note: For many students who are deaf or hard of hearing, viewing signs is the only way to access information presented orally. The use of this accommodation may result in the student needing additional overall time to complete the assessment. Listening (ELA) Closed Captioning: not available for the Field Test To satisfy students who need this accommodation for the Field Test, the closed caption accommodation can be designated in TIDE. With this designation, the Listening Portion of the ELA test will be suppressed for these students, eliminating the need for closed captioning.

28 Summative Operational Assessments

29 02/04/2014 Slide 28 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Assessment Design: ELA (Writing)  Writing purposes possible in each grade band:  3-5 narrative, opinion, explanatory/informative;  6-8 narrative, explanatory/informative, argumentative;  11 explanatory/informative, argumentative

30 02/04/2014 Slide 29 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Assessment Design: ELA (Writing)  Writing prompts in the ELA CAT:  One brief write (opinion, narrative, or explanatory/informational) item, which should take 5-10 minutes.  Machine-scored revision and word choice items that specify a writing purpose: opinion, narrative, or explanatory/informative.  There are also editing items in the CAT.

31 02/04/2014 Slide 30 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Assessment Design: ELA (Writing)  Writing in the ELA Performance Tasks (PT):  In the first part of the PT, the student will read sources and answer 3 research questions.  In the second part, students will be asked to write either an explanatory/informational, narrative, or opinion extended piece of writing, using the sources they have read.  Students will not know ahead of time which writing purpose they will be assigned.  The performance task is untimed.  Smarter Balanced recommends the entire performance task be done in 2 hours, each part taken on a separate day. 

32 Interim Assessments We are all life long learners… patiently learning a little each month about interim assessments

33 02/04/2014 Slide 32 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Interim Assessment Design Principles  Administered through the same system as Summative  Can be administered at various points in the year  Optional for districts  Online administration  Adaptive as appropriate  Adhere to Usability, Accessibility, and Accommodations Guidelines  Items drawn from same pool as Summative; full array of item types  Not intended for accountability decisions Page 32

34 Interim Assessment Components Interim Assessment Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) Page 33

35 Interim Comprehensive Assessments (ICA): Sample Use Cases Mid-year (e.g., February), a teacher might want to know how students are doing in preparation for the summative test, to better know what areas to focus more efforts/attention on. Beginning of the year, students entered a class from another state, and the teacher did not have data for them. A teacher decides to give these students the previous year’s ICA to complete the data for the class. Page 34

36 Interim Assessment Blocks (IABs) Sample Use Cases A teacher is providing focused instruction on opinion in grades 3-5 writing (argumentative in the higher grades). Teacher could use a block focused on opinion writing to determine degree of students’ understanding before or after the instruction. An 8th grade math team of teachers wants to be informed about how their students are doing in geometry after teaching a geometry unit. Page 35

37 IABs for ELA Current Thinking on Coverage Proposed Interim Assessment Blocks (IAB) 1 Read Literary Texts 2 Read Informational/Explanatory Texts 3 Write Brief Narrative Text 4 Narrative Performance Task 5 Write Brief Informational/Explanatory Texts 6 Informational Performance Task 7 Write Brief Opinion** Texts 8 Opinion** Performance Task 9 Revise/Edit (across Narrative, Informational/Explanatory, and Opinion texts) 10 Listen/Interpret 11* Speaking 12 Research *Placeholder until items are developed **”Opinion” is “Argumentative” for grades 6-8 and 11 Page 36

38 IABs for math Current Thinking on Coverage Proposed Interim Assessment Blocks (IAB) Grades 3-5 1Operations and Algebraic Thinking 2Numbers and Operations in Base Ten 3Fractions 4Geometry 5Measurement Proposed Interim Assessment Blocks (IAB) Grades 6-7 1Ratios and Proportional Relationships 2Number System 3Expressions and Equations 4Geometry 5Statistics and Probability Proposed Interim Assessment Blocks (IAB) Grade 8 1Expressions and Equations - I 2Expressions and Equations - II 3Functions 4Geometry Page 37

39 IABs for math Current Thinking on Coverage Proposed Interim Assessment Blocks (IAB) High School Algebra and Functions 1Linear Functions 2Quadratics 3Exponentials 4Polynomials 5Radicals 6Rationals 7Trigonometric Geometry 8Transformations 9Right Triangle Ratios 10Three-Dimensional Geometry 11Proofs 12Circles 13Applications Other 14Statistics and Probability Page 38

40 Interim Assessment User Interface, Scoring and Reporting User interface – Details for accessing items are not yet determined. Interim test engine is still in development. Scoring – Interim assessments will have various item types, most of which will be machine scored – Hand scoring will be a local (school/classroom) responsibility – Rubrics and training will be provided Page 39

41 Interim Assessment User Interface, Scoring and Reporting, continued Reporting – Interim Comprehensive Assessment (ICA) Report same information as Summative Assessment – Overall composite scale score – Achievement levels – Claim level information – Interim Assessment Blocks (IABs) Report information consistent with claim level information – Item level reporting is a future feature (not on current work plan) Page 40

42 02/04/2014 Slide 41 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Interim Assessments Timeline  Interim Assessments will be available in late fall of 2014  Items have to get through field testing, scoring, and standard setting  Initial release will include a fixed form Interim Comprehensive Assessment (ICA) for each grade level and content area  Adaptive forms will be available as the item pool allows  Initial release will also include a fixed form Interim Assessment Block (IAB) for most blocks  Adaptive IABs will be available as the item pool allows  All blocks will have adaptive IABs after

43 Resources For You!  For the latest news and developments on Smarter Balanced in Washington:  For questions about Smarter Balanced or the assessment system transitions, contact:

44 | Slide WASL: Preparing Students to Live, Learn and Work in the 21 st Century Thank you!


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