1. Smarter Balanced Assessment Consortium: Next Generation Assessment

2. What’s Next? Overview of the Smarter Balanced Assessment Consortium Overview of the Smarter Balanced Assessment Consortium Significant Assessment Shifts Significant Assessment Shifts Types of Items Types of Items Cognitive Rigor Matrix Cognitive Rigor Matrix Deconstruction of a Performance Task Deconstruction of a Performance Task

3. A National Consortium of States 28 states representing 44% of K-12 students 28 states representing 44% of K-12 students 21 governing, 7 advisory states 21 governing, 7 advisory states Wisconsin is a governing state Wisconsin is a governing state

4. SBAC Balanced Assessment System 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

5. Using Computer Adaptive Technology for Summative and Interim Assessments Turnaround in weeks compared to months Faster results Fewer questions compared to fixed form tests Shorter test length Provides accurate measurements of student growth over time Increased precision Item difficulty based on student responses Tailored to student ability Larger item banks mean that not all students receive the same questions Greater security GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP) Mature technology

6. Significant Assessment Shifts Performance Tasks Performance Tasks Close Reading Close Reading Informational Text Informational Text Analytical Writing Analytical Writing Technology Enhanced Questions Technology Enhanced Questions

7. SBAC Evidence-Based Design Identify what students should know and be able to do to demonstrate readiness for college and career: Identify what students should know and be able to do to demonstrate readiness for college and career: Four Claims

8. Turn & Talk: Four Claims 1. Students can read closely and analytically to comprehend a range of increasingly complex literacy and informational texts 2. Students can produce effective and well-grounded writing for a range of purposes and audiences 3. Students can employ effective speaking and listening skills for a range of purposes and audiences 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information

9. SBAC Evidence-Based Design Identify the kinds of evidence that would be sufficient to support the claims. These evidence statements are: Identify the kinds of evidence that would be sufficient to support the claims. These evidence statements are: Assessment Targets Turn & Talk-What kinds Turn & Talk-What kinds of assessment do you of assessment do you typically use in your classroom? typically use in your classroom?

10. SBAC Item Types  Selected Response  Constructed Response  Performance Tasks  Technology Enhanced Complex Thinking Skills Analysis Analysis Synthesis Synthesis Critical Thinking Critical Thinking

11. SBAC Item Types  Selected Response 1 Claim 1 Claim 1 Assessment Target 1 Assessment Target Multiple Choice-may have multiple Multiple Choice-may have multiple answers. 1-2 minutes per item  Constructed Response 1 Claim 1 Claim 1 Assessment Target 1 Assessment Target Short or long responses scored according to a rubric Short or long responses scored according to a rubric 5-10 minutes per item 5-10 minutes per item

12. SBAC Item Types  Performance Tasks Multiple Claims Multiple Claims Multiple Targets Multiple Targets

13. SBAC Cognitive Rigor Foundation What is cognitive rigor? What is cognitive rigor? Write down your definition Write down your definition Discuss with your table Discuss with your table

14. Your class has just read some version of Little Red Riding Hood. What is a basic comprehension question you might ask? What is a basic comprehension question you might ask? What is a more rigorous question you might ask? What is a more rigorous question you might ask? Now let’s apply your rigor definition…

15. Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different. Bloom –What type of thinking (verbs) is needed to complete a task? Bloom –What type of thinking (verbs) is needed to complete a task? Webb –How deeply do you have to understand the content to successfully interact with it? How complex is the content? Webb –How deeply do you have to understand the content to successfully interact with it? How complex is the content? Developing the Cognitive Rigor Matrix

16. Knowledge—Define, duplicate, label, list, name, order, recognize, relate, recall Remember—Retrieve knowledge from long-term memory, recognize, recall, locate, identify Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate recognize, report, review, select, translate Understand—Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict… Application—Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write Apply—Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task Analysis—Analyze, appraise, explain, calculate, categorize, compare, criticize discriminate, examine Analyze—Break into constituent parts, determine how parts relate Synthesis—Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write Evaluate—Make judgments based on criteria, check, detect inconsistencies/fallacies, critique Evaluation—Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value Create—Put elements together to form a coherent whole, reorganize elements into new patterns/structures Bloom’s Taxonomy [1956 ] & Bloom’s Cognitive Process Dimensions [2005]

17. Webb’s Depth-of-Knowledge Levels Webb's DOK Webb's DOK

18. DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non- routine; often more than one possible answer DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non- routine; often more than one possible answer DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Webb’s Depth-of-Knowledge Levels

19. Why Depth of Knowledge (DOK)? 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

20. Same Verb— Three Different DOK Levels DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

22. Turn and Talk Using the Cognitive Rigor Matrix, discuss your Little Red Riding Hood questions with your tablemates. Using the Cognitive Rigor Matrix, discuss your Little Red Riding Hood questions with your tablemates. What DOK level would you assign to each of your questions and why? What DOK level would you assign to each of your questions and why? How would you describe the differences between DOK 2 and DOK 3? How would you describe the differences between DOK 2 and DOK 3? How would you describe the differences between DOK 3 and DOK 4? How would you describe the differences between DOK 3 and DOK 4?

23. Depth + thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking Remember -Recall facts Understand -Identify characters, setting, etc. -Retell or summarize… Apply Analyze -Compare-contrast-Analyze multiple texts/sources & using text evidence for support Evaluate -Justify judgments using details/evidence from text Create -Develop a creative summary The CR Matrix: A Reading Example Back to Little Red Riding Hood…

24. If there is only one correct answer, it is probably level DOK 1 or DOK 2 If there is only one correct answer, it is probably level DOK 1 or DOK 2 DOK 1: you either know it (can recall it, locate it, do it) or you don’t DOK 1: you either know it (can recall it, locate it, do it) or you don’t DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept DOK 2 (conceptual): apply one concept, then make a decision before going on applying a second concept If more than one solution/approach, requiring evidence, it is DOK 3 or 4 If more than one solution/approach, requiring evidence, it is DOK 3 or 4 DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning) DOK 3: Must provide supporting evidence and reasoning (not just HOW solved, but WHY – explain reasoning) DOK 4: all of “3” + use of multiple sources or texts DOK 4: all of “3” + use of multiple sources or texts Some general rules of thumb…

25. Assessing only at the highest DOK level will miss opportunities to know what students do & don’t know – go for a range; end “high” in selected/prioritized content Assessing only at the highest DOK level will miss opportunities to know what students do & don’t know – go for a range; end “high” in selected/prioritized content Performance assessments can offer varying levels of DOK embedded in a larger, more complex task Performance assessments can offer varying levels of DOK embedded in a larger, more complex task Planned formative assessment strategies and tools can focus on differing DOK levels Planned formative assessment strategies and tools can focus on differing DOK levels Take-Away Message: Cognitive Rigor & Some Implications for Assessment

26. Revisit your definition of rigor – has it changed/been refined? In what way? Revisit your definition of rigor – has it changed/been refined? In what way? What is one way you might apply these ideas in your work? What is one way you might apply these ideas in your work? What existing curriculum/assessment materials could you/your school examine for a range of cognitive rigor? What existing curriculum/assessment materials could you/your school examine for a range of cognitive rigor? Classroom/instructional practices? Classroom/instructional practices? Turn & Talk: Reflecting on your own learning

27. SBAC Sample Items http://sampleitems.smarterbalanced.org

28. SBAC Selected Response Example Read the sentence from the text. Then answer the question: “Nanodiamonds are stardust, created when ancient stars exploded long ago, disgorging their remaining elements into space.” Read the sentence from the text. Then answer the question: “Nanodiamonds are stardust, created when ancient stars exploded long ago, disgorging their remaining elements into space.” Based on the context of the sentence, what is the most precise meaning of disgorging? Based on the context of the sentence, what is the most precise meaning of disgorging? A. scattering randomly B. throwing out quickly C. spreading out widely D. casting forth violently

29. SBAC Constructed Response Example In the space below, identify the sentences from the paragraph that are unnecessary, and briefly explain why each one should be removed. In the space below, identify the sentences from the paragraph that are unnecessary, and briefly explain why each one should be removed.

30. SBAC Performance Tasks StimulusInformation ProcessingProduct/Performance Stimulus Information Processing Product/Performance readings video clips audio clips research topic/issue/problem graphs, charts, other visuals etc. research questions comprehension questions simulated internet search etc. essay, report, story, script oral presentation or speech with/without graphics, other media responses to embedded constructed-response questions etc. Structure of Performance Task

31. Performance Tasks Primary Claims to be Measured Primary Claims to be Measured Writing-narrative, research, possibly reading Writing-narrative, research, possibly reading Writing-informational/explanatory, research, possibly reading Writing-informational/explanatory, research, possibly reading Writing-argumentative, research, possibly reading Writing-argumentative, research, possibly reading Writing-opinions, research, possibly reading Writing-opinions, research, possibly reading Speaking, research, reading, listening Speaking, research, reading, listening

32. Performance Tasks 1. Task Overview 2. Classroom Activity 3. Student Tasks: 1. Part 1 : Read, research and respond to research and possible reading questions 2. Part 2: Respond to a writing or speech prompt 4. Task Specifications and Scoring Rubrics

33. Performance Task Sample Which claims does this task address? Which claims does this task address? What do you think the assessment targets are? What do you think the assessment targets are? What do students need to be able to do to complete this task? What do students need to be able to do to complete this task? Which standards does this task address? Which standards does this task address? What vocabulary do students need to have in order to complete this task? What vocabulary do students need to have in order to complete this task? What is the Depth of Knowledge level required for this task? What is the Depth of Knowledge level required for this task? What are the implications for your classroom? What are the implications for your classroom?

34. Performance Task Sample Discuss the Task Specifications : Discuss the Task Specifications : 11 th on page 10 11 th on page 10 6 th on page 8 6 th on page 8 Did you agree with the claims, assessment targets, standards and DOK level? Did you agree with the claims, assessment targets, standards and DOK level? Peruse pages 12 – 15. How do these scoring rubrics compare to your classroom expectations? How might you change your classroom expectations to align with these rubrics and scoring information? Peruse pages 12 – 15. How do these scoring rubrics compare to your classroom expectations? How might you change your classroom expectations to align with these rubrics and scoring information?

35. “In two years from now, if you are teaching almost the same lessons that you have always taught, then you have not adopted the CCSS. These standards demand a new way of teaching and assessing.” Tony Frontier Standards Based NOT Standards Referenced

36. Teachers are the Key “Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.” “Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.” James Stigler and James Hiebert, The Teaching Gap

37. Quality Instruction Makes A Difference “Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.” “Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.” Paraphrase Dr. Heather Hill, University of Michigan

38. Research has indicated that... “teacher quality trumps virtually all other influences on student achievement.” (e.g., Darling-Hammond, 1999; Hamre and Pianta, 2005; Hanushek, Kain, O'Brien and Rivken, 2005; Wright, Horn and Sanders, 1997)