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November 20, 2014 West Virginia Department of Education

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Presentation on theme: "November 20, 2014 West Virginia Department of Education"— Presentation transcript:

1 Welcome to the ELA Smarter Balanced Research and Speaking and Listening Claims
November 20, 2014 West Virginia Department of Education Office of Assessment and Research While you wait for the webinar to begin, please be sure to turn on your speakers. You can try this link if your speakers aren’t working.

2 ELA Smarter Balanced Research and Speaking and Listening Claims Welcome
Stacey Murrell, Ed. D. Interim Assessments Coordinator Office of Assessment and Research

3 Smarter Balanced ELA Claims
ELA: Targets by Grade Level for each Claim

4 Agenda Claim 4 Research Claim 4 Targets/Content Standards
Claim 4 Sample Items Claim 3 Speaking and Listening Claim 3 Targets/Content Standards Claim 3 Sample Items Question and Answer Session

5 Claim 4 Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

6 Shift in Assessment Relative to Claim 4
Increased emphasis on writing informative/explanatory texts and arguments Emphasis on using multiple texts when researching Emphasis on source-based writing Using sources to research and write about topics Evaluation and analysis of sources Inclusion of multiple types of sources

7 Claim 4 Stimuli Most Claim 4 stimuli should appear to be excerpts from research sources of various academic disciplines Examples such as: Journal articles Informational books/websites Scientific sources Paired excerpts on the same topic Primary and secondary sources

8 Claim 4 Assessment Targets
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Target 1: Plan/Research [Not assessed on summative] Target 2: Interpret/Integrate/Analyze Information Target 3: Analyze/Evaluate Information/Sources Target 4: Use Evidence

9 Target 2: Interpret/Integrate/Analyze Information
Focus on analyzing information within and among research sources At the elementary level, the student chooses information that can be categorized into central ideas, key details, or subtopics of a report. OR, the student chooses information for a given purpose At the middle and high school levels, students are analyzing information for research purposes, paraphrasing, and identifying instances of plagiarism.

10 Claim 4 Target 2 Elementary
Grade 3 Standards Grade 5 Standards

11 Claim 4 Target 2 Analyze/Integrate Middle Grades
Grade 6 Standards

12 Claim 4 Target 2 Analyze/Integrate Middle Grades
Grade 7 Standards

13 Claim 4 Target 2 Analyze/Integrate Middle Grades
Grade 8 Standards

14 Claim 4 Target 2 Analyze/ Integrate High Grades
Grade 9-11 Standards Claim 4 Target 2 Analyze/ Integrate High Grades

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18 Target 3: Analyze (Grades 3-5) Information/Sources Evaluate (Grades 6-11) Information/Sources
Focus on finding relevant sources of information For 3-5, focus is on analyzing sources in order to locate additional information For 6-11, focus is evaluation of sources for accuracy and credibility

19 Claim 4 Target 3 Elementary Analyze (Grades 3-5) Information/Sources
Grade 3 Standards Grade 5 Standards

20 Claim 4 Target 3 Middle Grades Evaluate (Grades 6-8) Information/Sources
Grade 6 Standards Grade 7 Standards Grade 8 Standards

21 Claim 4 Target 3 High Grades Evaluate (Grades 9-11) Information/Sources
Grade 9-11 Standards

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25 Target 4: Use Evidence Focus on using information to support opinions/conjectures/arguments/critiques/ analyses, depending on the grade Requires the use of evidence- all items focus on selecting evidence to support research

26 Claim 4 Target 4 Use Evidence
Grade 3 Standards Grade 5 Standards

27 Claim 4 Target 3 Middle Grades Use Evidence
Grade 6 Standards

28 Claim 4 Target 3 Middle Grades Use Evidence
Grade 7 Standards

29 Claim 4 Target 3 Middle Grades Use Evidence
Grade 8 Standards

30 Claim 4 Target 3 High Grades Use Evidence
Grade 9-11 Standards

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34 Claim 3 Students can employ effective speaking and listening skills for a range of purposes and audiences.

35 Shift in Assessment Relative to Claim 3
Increased emphasis on speaking and listening skills Emphasis on determining main ideas and details from an audio stimuli Emphasis on use of ability to use evidence from an audio stimuli Using audio to interpret and use information Evaluation and analysis of audio sources Inclusion of informational audio sources

36 Claim 3 Stimuli Claim 3 stimuli are 1 minute audio presentations used to measure listening Types GR3-5: biographies, autobiographies, history, social studies, science, the arts, technical texts GR6-11: exposition, argument, personal essays, speeches, opinion pieces, the arts, literature, memoirs, journalism, historical texts, scientific, technical, economic Students can pause, rewind, and replay

37 Claim 3 Assessment Targets
Students can employ effective speaking and listening skills for a range of purposes and audiences Target 1: Language and Vocabulary Use [Not assessed on summative] Target 2: Clarify Message [Not assessed on summative] Target 3: Plan/Speak/ Present [Not assessed on summative] Target 4: Listen/ Interpret

38 Target 4: Listen/Interpret
Focus on analyzing and interpreting information within an audio presentation At the elementary level, the student identifies purpose, central idea, or key points. OR, the student identifies use of supporting evidence. At the middle and high school levels, students are identifying, interpreting, or analyzing the point of view, purpose, central idea, or key points. OR, the students are analyzing how information is presented and/or the effects of the delivery. OR, the students are analyzing the sufficiency of evidence within the audio OR, the students are drawing and supporting a conclusion based on the content

39 Claim 3 Target 4 Listen/Interpret Elementary
Grade 3 Standards Grade 4 Standards Grade 5 Standards

40 Claim 3 Target 4 Listen/Interpret Middle Grades
Grade 6 Standards Grade 7 Standards Grade 8 Standards

41 Claim 3 Target 4 Listen/Interpret High Grades
Grade 9-11 Standards

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45 Practicing Claim 3 and 4 Items

46 WVDE Interim Resources on http://tinyurl.com/wvnxg-interims
Grade 3: 20 Claim 4 questions Grade 4: 20 Claim 4 questions Grade 5-11: 10 Claim 4 questions (should be available end of November. I am reviewing them before posting.) Grade 3-11: 10 Claim 3 questions (should be available mid-December. I am working on audio stimuli for questions.)

47 Smarter Balanced Practice Test (Includes Claim 3 and 4) and Answer Keys
Grade 3 ELA/Braille [pdf] Grade 4 ELA/Braille [pdf] Grade 5 ELA/Braille [pdf] Grade 6 ELA/Braille [pdf] Grade 7 ELA/Braille [pdf] Grade 8 ELA/Braille [pdf] Grade 11 ELA/Braille [pdf]

48 Write your own using Smarter Balanced Item Specifications
English Language Arts/Literacy Item Specification ELA CAT Item Specs Grades 3-5 (ZIP) (Update 2/4/14) ELA CAT Item Specs Grades 6-8 (ZIP) (Update 2/4/14) ELA CAT Item Specs Grades 9-11 (ZIP) (Updated 2/4/14)

49 Questions and Answers

50 When should we begin practicing with students?
Your teachers and principals would want to decide the plan for practicing. Two considerations: Practice as a classroom activity (using SmartBoard, etc.) and Practice in a computer lab Smarter Balanced Practice and Training Tests WVDE Interim Resources on

51 Will performance tasks be computer adaptive?
Performance tasks have to be hand scored, so they are not computer adaptive. Computer adaptive items are ones that can be automatically scored.

52 Where can we locate question stems?
English Language Arts/Literacy Item Specification ELA CAT Item Specs Grades 3-5 (ZIP) (Update 2/4/14) ELA CAT Item Specs Grades 6-8 (ZIP) (Update 2/4/14) ELA CAT Item Specs Grades 9-11 (ZIP) (Updated 2/4/14) Performance Tasks ELA PT Item Specs Opinion Grades 3-5 (ZIP) (5/20/14) ELA PT Item Specs Narrative Grades 3-5 (ZIP) (5/20/14) ELA PT Item Specs Informative Grades 3-5 (ZIP) (5/20/14) ELA PT Item Specs Narrative Grades 6-8 (ZIP) (10/27/14) ELA PT Item Specs Explanatory Grades 6-8,11 (ZIP) (5/20/14) ELA PT Item Specs Argumentative Grades 6-8,11 (ZIP) (5/20/14)

53 Will we be involved with grading writing?
Teachers will grade their students performance tasks in the Interim Assessments website; however, the testing vendor will hire hand scorers for the summative test.

54 What are two or three websites to use for basic information or classroom resources?
Digital Library: Dr. Vaughn Rhudy,

55 Agenda Claim 4 Research Claim 4 Targets/Content Standards
Claim 4 Sample Items Claim 3 Speaking and Listening Claim 3 Targets/Content Standards Claim 3 Sample Items Question and Answer Session

56 Questions? Survey on this training session Go here:


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