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Smarter Balanced Assessment Consortium Introduction & Workshop (Secondary Version) Presented by Sandy Sanford August 21, 2012.

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Presentation on theme: "Smarter Balanced Assessment Consortium Introduction & Workshop (Secondary Version) Presented by Sandy Sanford August 21, 2012."— Presentation transcript:

1 Smarter Balanced Assessment Consortium Introduction & Workshop (Secondary Version) Presented by Sandy Sanford August 21, 2012

2 History of CCSS & SBAC CCSS0NGA 2009 CCSS California On Board—15% Rule PARCCSBAC PARCC SBAC 2010 2011 Calif CCSS

3 Assessment Based Transition Techniques Instruction Based Progressive Based Full Implement TRAINING

4 CILA Cycle—Teaching Content Standards Instruction Assessment Learning WHAT? HOW? WHY? HOW WELL?

5 CILA Cycle—Development Content Standards Instruction Assessment Learning WHAT? HOW? WHY? HOW WELL?

6 Take Notes You’ll need them for the final activity

7 SBAC Workshop LOL What?—You will learn the basics of the SBAC assessment system and the instructional impact on CCSS. How?—Your table group will collaboratively create a Non-Linguistic Representation to demonstrate the instructional impact of SBAC on the teaching of CCSS AND you will share it with other table groups via a gallery walk. Relevance?—Full implementation of CCSS and SBAC in 2014-2015 school year!

8 SBAC Workshop Agenda 12:30 – 12:45 - Introductions, Opening Activity, Pretest, and Venting 12:45 to 2:00—SBAC Organization, Activity, Timeline, and Venting 2:00 to 2:15—Break 2:15 to 2:45—Tools, SBAC Sample Item Walk, & Venting 2:45 to 3:15—Instructional Impact Activity 3:15 to 3:45—Concluding Activity (Non-Linguistic Representation with Gallery Walk focusing on Instructional Impact of SBAC on Teaching of the CCSS) 3:45 to 4:00—Wrap-up, Questions, & Venting Closure

9 Very Short Pre-Test

10 Terminology Standards (CA and CS) Instruction (3 components) Assessment Accountability Summative Assessment (SA) Interim Assessment (IA) Formative (Cluster) Assessment (FA)

11 Limitations of Workshop Introductory Many unknowns Emphasis on Math Items Limited ability to address Accountability Does not address alternative assessments More content specific detail in subsequent workshops Too long until first activity

12 Venting Unavoidable & Natural Write down “vents” as we go Hold “vents” until designated times Consolidate “vents” on a table group list At designated times, groups tape “vent list” to SBAC Bop Buddy and then SOCK him to your hearts content SBAC Bop Buddy

13 1997 2015 1998 2002 2003 20012000 1999 CA Content Stds SAT-9 API Inst Mat CSTs AYP NCLB CAHSEE 2012 CCSS SBAC The Deer in Historical Perspective 2008 Inst Mat

14 SBAC Organization & Description

15 What are Biggest differences between CA & CC Standards? ELA – Text complexity and content area integration Math – Cognitive vs Cognitive & Meta-Cognitive No Core Materials until at least 2017

16

17 Lexile® Measures & Grade Levels (2009) GradeReadersText BooksCCSS Demand 1Up to 300L230L to 420L220L to 500L 2140L to 500L450L to 570L450L to 620L 3330L to 700L600L to 730L550L to 790L 4445L to 810L640L to 780L770L to 910L 5565L to 910L730L to 850L860L to 980L 6665L to 1000L860L to 920L950L to 1040L 7735L to 1065L880L to 960L1000L to 1090L 8805L to 1100L900L to 1010L1040L to1160L 9855L to 1165L960L to 1110L1080L to 1230L 10905L to 1195L920L to 1120L1110L to 1310L 11 & 12940L to 1210L1070L to 1220L1210L to 1360L

18 CognitiveMetacognitive Estimate Rationalize the choice for your estimation. Include alternate choices and ideas. Multiply Explain which property of multiplication is represented in the given problem. Calculate the area Build a model that contrasts the difference between perimeter and area.

19 When are CCSS Operational? Already Adopted 2012-13 & 2013-14 Transition Years 2014-15 Fully Operational and Tested

20 SBAC Purpose 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 CCSS SBAC

21 Timeline 2012—Assessment Plan, ELD, Sup Materials to SBE 2013—Pilot SA, Revised Math FW, PD Modules 2014—Field Test SA, Revised ELA FW 2015—Operational SA 2017 to 2018—Core Inst Materials SA = Summative Assessment FW = Framework

22 Timeline 2012—Assessment Plan, ELD, Sup Materials to SBE 2013—Pilot SA, Revised Math FW, PD Modules 2014—Field Test SA, Revised ELA FW 2015—Operational SA 2017 to 2018—Core Inst Materials SA = Summative Assessment FW = Framework

23 Retake Start Year End Year Last 12 Weeks Summative Assessments Performance Tasks 1 Reading 1 Writing 2 Math Computer Adaptive Assessment 40-65 Items ELA & Math CR, SR, CE Interim Assessment (CAT) Interim Assessment (CAT) Form Asmt Form Asmt Form Asmt Form Asmt Form Asmt Optional & Probably Extra Cost SBAC Structure Digital Toolbox

24 Scoring & Accountability Output Vertical & Horizontal Scaling – Summative – Interim 2 week turnaround Full-Service Reports – Progress – Instruction Support Performance Tasks Computer Adaptive Assessment (CAT) Separate & Combined Scores

25 Horizontal Scaling 150 200 250 300 350 400 450 500 550 600 150 200 250 300 350 400 450 500 550 600 150 200 250 300 350 400 450 500 550 600 150 200 250 300 350 400 450 500 550 600 3 rd Grade ELA CST 4 th Grade ELA CST 5 th Grade ELA CST 6 th Grade ELA CST

26 100 200 300 400 500 600 700 3 rd Grade ELA SBAC Summative 4 th Grade ELA SBAC Summative 5 th Grade ELA SBAC Summative 6 th Grade ELA SBAC Summative 7 th Grade ELA SBAC Summative 8 th Grade ELA SBAC Summative VERTICAL SCALING 800

27 Computer Adaptive Testing (CAT) Student Computer HARD ITEMS EASY Standards

28 Basic Item Types Selected Response (Enhanced) Constructed Response Technology-Enhanced Performance Tasks CAT Items Perf Tasks CBT (Computer Based Testing)

29 Selected Response (Traditional)

30 Selected Response (Enhanced)

31 Scoring Rubric

32 Extended Activity In table groups study the elementary math item (RTQs from 1997 CA Standards) provided Convert that item to an Enhanced Selected Response Item (following the example problem just modeled) 5 minutes Be prepared to share out your enhanced item and explain your rationale

33 7NS1.3

34

35

36

37 ESR Item Advantages Guessing Factor Depth of Knowledge (DOK) Discriminate Partial Knowledge Accuracy of Measurement

38 Constructed Response The table below shows the number of students in each third- grade class at Lincoln School. There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer. The table below shows the number of students in each third- grade class at Lincoln School. There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer. Students in Third-Grade ClassNumber of Students Mrs. Roy24 Mr. Grant21 Mr. Harrison22 Ms. Mack25

39 Performance Tasks Take approximately one to two class periods Will “involve student-initiated planning, management of information & ideas, interaction with other materials and/or people, and production of an extended response such as an oral presentation, exhibit, product development, or an extended written piece.” Combination of machine and teacher scoring

40 Quick Activity In tables groups discuss the advantages of the Enhanced Selected Response (ESR) Items over traditional (4 response, best single answer). 2 minutes Be prepared to share out

41 VENTING ACTIVITY SBAC Bop Buddy

42 Venting Each table group writing (concisely) their “vents” on the half sheet of paper provided Send ONE group member to SBAC Bop Buddy and TAPE the “vent list” to him. One punch (not too hard yet) is allowed per table group (more punches later) Total time 3 minutes

43 SBAC Sample Item Walk

44 Tools to Help Technology Evaluation Tool Flexible Administration Platforms Blueprints Interim & Formative Assessments Cognitive Taxonomies Knowledge of CCSS (what’s new?) Instructional Videos (Teacher Channel) Crosswalks (e.g., SCOE) CDE, CCSS, & SBAC websites Sample Items (Both from SBAC & ETS)

45 Traditional Blueprint 4 th Grade Math, Number Sense Strand

46 SBAC Blueprint Simplicity of Traditional Blueprint is confounded by… – Computer Adaptive Testing (CAT) – Multiple Standards assigned to same item Likely SBAC Blueprint format… – Not as prescriptive as present format – Proportions of assessment assigned to groups of standards (Domains or Clusters)

47 Retake Start Year End Year Last 12 Weeks Summative Assessments Performance Tasks 1 Reading 1 Writing 2 Math Computer Adaptive Assessment 40-65 Items ELA & Math CR, SR, CE Interim Assessment (CAT) Interim Assessment (CAT) Form Asmt Form Asmt Form Asmt Form Asmt Form Asmt Formative Assessments Optional & Probably Extra Cost SBAC Structure

48 WestEd Study (March 2011) on SBAC Website Which CCSS standards are Eligible for SBAC Summative Assessment (SA)? – Learnable within the school year – Expected content for all students at the grade level/span – Measurable via on-demand tasks in an end-of-the-year summative assessment

49 ELA Eligible (285/333) 3 rd —35 of 42 4 th —35 of 43 5 th —35 of 43 6 th —36 of 41 7 th —36 of 41 8 th —36 of 41 9 th —36 of 41 10 th —36 of 41 11 th —36 of 41 12 th —36 of 41 Not Eligible (48/333) All Grades Reading Standard 10 (both RL & RI) Writing Standards 6 & 10 Speaking & Listening Standard 1 Grades 4-5 Reading Foundational Standard 3 Grades 3-5 Reading Foundational Standard 4 Writing Standard 7

50 Math Eligible (270/316) 3 rd —25/25 4 th —28/28 5 th —28/28 6 th —31/31 7 th —29/29 8 th —27/28 9 th —36 of 41 10 th —36 of 41 11 th —36 of 41 12 th —36 of 41 Not Eligible (46/316) Grade 8 Geometry Standard 1 High School Grades Number & Quantity (43) Geometry (2)

51 CC Reading Literature Informational Text CC Writing Narrative Expository More CC ELA Vernacular

52 Writing Approach CA = Genre Response to Lit Persuasive Narrative Summary Letter Writing CC = Text Structure 3 Genres = Narrative Information/Explanatory Opinion/Argument

53 Old & New Bloom’s 1956 Evaluation Synthesis Analysis Application Comprehension Knowledge 2000 Creating Evaluating Analyzing Applying Understanding Remembering

54 Costa Levels Level 1—Input – What are the components of this picture? Level 2—Process – Why is the gun lower down than the gavel? – How are the gun and gavel similar or different? Level 3—Output – What do you think this picture is trying to communicate?

55 Classroom Questioning Power The level of question dictates the level of student thinking The person asking the question is the one doing the thinking What might be the implications if teachers created an experience in the classroom where the students asked most of the questions? From Micael Kelly’s AVID presentation 6-13-12

56 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low Teacher/Student Roles

57 Study the Standard CognitiveMetacognitive Estimate Rationalize the choice for your estimation. Include alternate choices and ideas. Multiply Explain which property of multiplication is represented in the given problem. Calculate the area Build a model that contrasts the difference between perimeter and area.

58

59 CCSS/SBAC Challenges Activity In table groups Discuss the CCSS & SBAC as presented so far What are the two most significant challenges regarding CCSS/SBAC that your group sees? What specifically are the challenges of the type of SBAC items just shown? You have 5 minutes Be prepared to report

60 What are CCSS Significant Challenges? No Core instructional materials until ~2017 or later No state money for training, etc. New strategies will constitute a paradigm shift for may teachers & administrators Running parallel standards for 2 more years New high-stakes assessment system (SBAC) has many unknowns.

61 CCSS Resources http://www.scoe.net/castandards/ http://www.smarterbalanced.org/ http://www.cde.ca.gov/ci/cc/ http://www.cde.ca.gov/ta/tg/sa/smarterbalan ced.asp http://www.cde.ca.gov/ta/tg/sa/smarterbalan ced.asp http://www.smarterbalanced.org/resources- events/publications-resources/ http://www.smarterbalanced.org/resources- events/publications-resources/ http://www.achievethecore.org

62 Instructional Impact

63 Instructional Impact Café Conversation In your table groups, discuss and generate a list of the factors contributing to the IMPACT that SBAC will likely have on Instruction of CCSS? Please include both positives & challenges. Use Costa’s “Levels of Thinking” to generate 3-5 fabulous discussion questions focused on how CCSS will impact instruction. Add your 2 best questions to a piece of chart paper. You have 25 minutes

64 Concluding Activity Post-Test Your group will prepare a Non-Linguistic Representation of the SBAC Instructional Impact factors you compiled in the previous activity. (15 minutes) Your group will share your NLR with neighboring tables and learn from those tables using a Gallery Walk. Directions will be provided

65 Contact sandy@youasksandy.com 951-675-2953 sandy@youasksandy.com


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