1. What Administrators Need to Know: Smarter Balanced Assessment
Grades K-5
Penny Plavala, School Improvement Specialist
Multnomah ESD

2. Session Goals
• Review the Smarter Balanced Assessment Components • Identify Key Points to Share with Teachers • Review the SBA Practice Test
Instructional design:
direct instruction; work independently;
with a partner; and in small groups
Please choose a partner.

4. What Will Be Tested? Place text here Reading Claim 1
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Writing
Claim 2
Students can produce effective and well-grounded writing for a range of purposes and audiences.
Speaking & Listening
Claim 3
Students can employ effective speaking and listening skills for a range of purposes and audiences.
Research
Claim 4
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Place text here

5. Next Generation Assessments
Common Core Timeline
YOU ARE HERE
2013 – 2014
Next Generation Assessments
Students in grades 2-7
and 10 this year will test next year
Annual test for grades 3-8
and 11

6. Common Core Assessment
Developing the
Common Core Assessment

7. What is the Smarter Balance Assessment Consortium?
SBAC is a group of 25 states that have been working collaboratively to develop next-generation assessments that are aligned to the CCSS and that accurately measure student progress toward college and career readiness.
The other consortium: PARCC ~ Partnership for the Assessment of Readiness for College and Careers

8. SBAC Member States SMARTER: Summative Multi-State Assessment
Six ODE staff members are on SBAC Work Groups
SMARTER: Summative Multi-State Assessment
Resources for Teachers and Educational Researchers

9. Smarter Balanced Assessment System Components
Summative assessments
Benchmarked to college and career readiness
Teachers and schools have information and tools they need to improve teaching and learning
Common Core State Standards specify
K-12 expectations for college and career readiness
All students leave high school college and career ready
Interim assessments Flexible, open, used for actionable feedback
Teacher resources for
formative assessment practices
to improve instruction

10. The SBAC Assessment System
Prepared by the Center for K-12 Assessment & Performance Management at ETS
4/21/2017
English Language Arts and Mathematics, Grades 3 – 8 and High School
Grade 11 will test the last 6 weeks of the year
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.
Computer Adaptive Assessment and Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive Assessment and Performance Tasks
INTERIM ASSESSMENT
PERFORMANCE
TASKS
Reading
Writing
Math
COMPUTER
ADAPTIVE ASSESSMENT
Scope, sequence, number, and timing of interim assessments locally determined
Optional Interim assessment system —
no stakes
Summative assessment for accountability
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

11. Components of the Summative Assessment
Prepared by the Center for K-12 Assessment & Performance Management at ETS
4/21/2017
Components of the Summative Assessment
PERFORMANCE TASKS
COMPUTER
ADAPTIVE
ASSESSMENT +
Measure the ability to integrate
knowledge and skills, as required
in CCSS
Computer-delivered, during final
12 weeks of the school year*
Scored by teachers. Results within
2 weeks
A computer adaptive assessment
given during final 12 weeks of the
school year*
Multiple item types, scored by
teachers: items per test
Scores from the performance assessment and the computer adaptive
assessment will be combined for annual accountability scores.
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

12. What is Computer Adaptive Testing?

13. Computer Adaptive Testing
Faster Results
Turnaround in weeks compared to months
Shorter Test Length
Fewer questions compared to fixed form tests
Increased Precision
Provides accurate measurements of student growth over time
Tailored to Student Ability
Item difficulty based on student performance
Greater Security
Larger item banks mean that not all students receive the same questions

14. SBAC Assessment • headphones • external keyboard
• some way to move the curser

15. Assessment Item Types Selected Response (SR) Constructed Response (CR)
Variety of multiple choice and true/false
Constructed Response (CR)
Short or long answer using textual evidence
Technology Enhanced (TE)
Technology embedded into items
Performance Tasks (PT)
Use higher level thinking skills; integrate reading, writing and speaking

16. Smarter Item Types Selected Response Multiple Choice
Assess a broad range of content.
Scoring is objective, fast, and generates immediate results.
Difficult to understand a student’s reasoning process and to assess higher-order thinking skills.
Selected Response

17. Components of Selected Response Items
Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions.
What is the best way to revise the highlighted sentence to match the language and style of the paragraph?
Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.
Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.
Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.
Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as
STIMULUS
(Reading Passage)
STEM
What is the best way to revise the highlighted sentence to match the language and style of the paragraph?
OPTIONS
Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.
Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.
Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.
Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet.
The Smarter Balanced Assessment System uses both traditional and non-traditional selected response items. Let’s take a look at the format and components of a traditional selected response item.
{+}
This item is a traditional Grade 9 selected response that is sometimes referred to as a multiple choice item. This item contains a stimulus, a stem and four options.
The stimulus is the passage that sets the context for the item.
The stem is the statement of the question to which the student responds. The stem is sometimes also referred to as a prompt.
The options are possible answers the students must select from. Options should be arranged according to a logical order such as numerically, alphabetically, or the order in which information is presented in the stimulus. There are four different ways to respond to this item but only one correct answer.
Distractors are incorrect answer options and the key is the correct answer. The distractor analysis explains why the correct answer is correct.

18. Selected Response
Read the sentence from the text. Then answer the question.
“Only three strokes?” Little Liang’s face got as red as a cherry.
What does the phrase face got as red as a cherry suggest about
Liang?
A. He is upset by his writing mistake.
B. He worries about returning to school.
C. He is happy about what he has learned.
D. He hopes that his teacher will show him another trick.
3rd grade

20. Selected Response Multiple Response
Select three details from the presentation that tell what all three polar bears have in common.
A) They are orphaned.
B) They were born in the wild.
C) They play in dirt.
D) They live at the San Diego Zoo.
E) They have a book written about them.
F) They sleep with a toy.
G) They enjoy morning naps.
4th grade

22. Smarter Item Types Selected Response Constructed Response
Multiple Choice
Assess a broad range of content.
Scoring is objective, fast, and generates immediate results.
Difficult to understand a student’s reasoning process and to assess higher-order thinking skills.
Selected Response
Require the student to generate a response as opposed to selecting a response.
Include both short and extended responses.
Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness.
Constructed Response

23. Components of a Constructed Response Item
The Shepherd’s Boy and the Wolf
A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.
In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.
STIMULUS
(Reading Passage)
STEM
In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.
All constructed response items are worth 2 to 4 points.
{+}
Let’s take a look at an example of a 2 point constructed response item. Like selected response items,
Constructed response items have a stimulus
and a stem.
SPACE FOR ANSWER

24. Constructed Response Read the sentence and the directions that follow.
The hermit crabs in the ocean have learned to adapt to the
changing housing situation.
Using details from the text, define the word adapt and explain how the crabs have adapted.
Type your answer in the space provided.
5th grade

25. Constructed Response
Explain why the author is interested in dragonflies. Use details from the passage to support your explanation.
Type your answer in the space provided.
3rd grade

26. Constructed Response
Coyote’s plan to get the honey fails. Support this statement with
two details from the passage.
Type your answer in the space provided.
4th grade

27. Scoring a Constructed Response Item
2-point Use Evidence Rubric 2
The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas. 1
The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
The response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
All constructed response items also must include
{+}
a scoring rubric,
scoring notes,
and sample responses.
The scoring rubric for each item distinguishes between characteristics of responses that provide evidence that the student has partially or fully developed the skill or knowledge defined by the assessment target.
The scoring notes detail the information that should be included in a correct response.
The sample responses provide concrete examples of what a response for each point value might look like. The top score sample should showcase a complete and thorough response. The language contained in samples should model what is expected from a student at the grade level being assessed.

28. Smarter Item Types Selected Response Constructed Response
Multiple Choice
Assess a broad range of content.
Scoring is objective, fast, and generates immediate results.
Difficult to understand a student’s reasoning process and to assess higher-order thinking skills.
Selected Response
Require the student to generate a response as opposed to selecting a response.
Include both short and extended responses.
Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness.
Constructed Response
Students manipulate information (example: drag and drop)
May have digital media for stimulus: video, animation, sound.
Technology Enhanced

29. Technology Enabled Technology Enhanced Video Animation Sound
Specialized interaction
May have digital media for stimulus
Same requirements as selected and constructed response items
Students manipulate information
Drag & Drop, click to highlight

30. Technology Enhanced
A student is writing a story for class. She needs to correct the punctuation mistakes in her paragraph. Read this paragraph from her story and the directions that follow.
We were eating supper last night when we heard a huge crash from outside. What had happened. For about ten seconds, we all sat there wondering, and looking at each other. My dad stood up, and we followed him into the yard to see what had caused the loud noise. A giant branch had fallen off the oak tree next to the house. If it had dropped just three feet to the left, it would have crashed right through the roof!
Click to highlight two sentences that do not have correct punctuation.
4th grade

31. Technology-Enhanced Sample Item
The narrator states, “The bears are easy to tell apart once you get to know them.”
Then, she describes their actions.
Complete the chart below by placing the words that describe the bears’ personalities
under Description. Then, place the actions that show their personalities under Action.
Descriptions Actions
calm rolls in the dirt
friendly takes a nap in the leaves
lively finds toys to share with others
helpful likes it when visitors wear hats
This is an example of an ELA technology-enhanced item for grade 8. For this item, students begin by reading a poem. Next, students find and
{+}
highlight lines in the text that reveal a change in the speaker’s message. Depending on how the item writer designed the item, students are able to select one or more blocks of text in the poem.
Description
Action
Kaluk
Takik
Shanuk
4th grade

32. Technology Enabled
This is an example of a listening item. After listening to the audio, students will answer a set of items.

34. Let’s look closely at sample items from
SBAC Practice Test
• First launched in May 2013 • All grades that are assessed • Answers and rubrics released August 2013
• Mock computer adaptive portion:
Reading passages
SR, CR, and TE questions
Let’s look closely at sample items from
the Practice Test.

35. Smarter Item Types Selected Response Constructed Response
Multiple Choice
Assess a broad range of content.
Scoring is objective, fast, and generates immediate results.
Difficult to understand a student’s reasoning process and to assess higher-order thinking skills.
Selected Response
Require the student to generate a response as opposed to selecting a response.
Include both short and extended responses.
Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness.
Constructed Response
Students manipulate information (example: drag and drop)
May have digital media for stimulus: video, animation, sound.
Technology Enhanced
Measure multiple claims
Require students to demonstrate ability to think and reason, and produce fully developed products.
Provide evidence of college and career readiness.
Performance Tasks

36. Performance Tasks Extended projects demonstrate real world writing
and analytical skills
May include online research, group discussions, and
presentations
Require 1-2 class periods to complete
Included in both interim and summative assessments
Applicable in all grades being assessed
Evaluated by teachers using consistent scoring rubrics
Shelbi:

37. • Not looking to assess surface knowledge or literal comprehension • Performance tasks attempt to tap a deeper understanding on the part of the student
• Students write about what they have just read and
viewed

38. Components of a Performance Task
Stimulus: Reading Passage
Readings
Video clips
Audio clips
Graphs, charts, other visuals
Research topic/issue/ problem
etc.
Information Processing
Research questions
Comprehension questions
Simulated Internet search
etc.
Product/Performance
Essay, report, story
Responses to embedded constructed response questions.
etc.
For each component of a performance, a variety of elements may be included.
{+}
As an example, stimulus can be presented in a variety of formats including reading passages, video or audio clips, images, and topics that require research or investigation.
Information processing may occur by having students research specific questions or by asking them to think about specific aspects of stimuli to which they were exposed.
Products and performances can also take many forms including essays, stories, reports, and speeches. A wide variety of performance tasks may be developed by combining various stimuli, information processing tasks, and products.
The number of stimuli to be used for a performance task differs across grade levels, from one or two at grade 3 to as many as five at the high school level.
While stimulus materials should include a wide range of informational pieces, heavy emphasis should be placed on material involving science, history, or social studies content or themes that are consistent with the Common Core State Standards.
Emphasis on stimuli related to science, history, and social studies.
Can use up to four different stimuli for grades 3-5.

39. Let’s explore the components of a 3rd grade performance task on Dental Health.

40. 3rd Grade Performance Task
• Session 1
Ultimately tasked with writing an informative essay telling how to maintain good dental health, students will be introduced to the topic through watching a short video and reading two articles, taking notes on these sources. They will then respond to three constructed-response questions addressing the research skills of analyzing and evaluating information.

41. 3rd Grade Performance Task
• Session 2
Finally, students will work individually to compose a full-length informative essay telling how to maintain good dental health, referring to details from the video or the texts. Students may also refer to their notes or back to the video or passages as needed. Pre-writing, drafting and revising will be involved.

42. 3rd Grade Performance Task
• Student Directions
Write an informative essay explaining what a person should do to have good dental health. Include details
from the video and articles to support your ideas.

43. Sample Performance Task
Read:
Article
Watch:
Video clip
Answer:
- Constructed Response questions
Write:
- Informative essay

44. • We must prepare students for a very different type of
performance assessment that may include:
Taking notes while watching a video
Taking notes when reading an article, short story, etc.
Answering Constructed Response questions (use evidence)
Participating in small group discussions
Students writing about what they read
Analyzing, synthesizing, evaluating, and integrating
information read in order to write a complete essay

45. Teaching Key Literacy Skills
• Teachers must create a plan for integrating these
Common Core skills into instruction.
• Teachers should collaborate with other teachers to
create lessons around key skills across the content areas.
• Teachers might visit other classrooms to see skill
instruction.
What are your first ideas on how to assure that these key literacy skills are being taught in classrooms?

46. Smarter Balanced Assessment
• Pilot Test • Field Test • Practice Test • Training Test
• Spring 2013
• Spring 2014
• 37 questions per grade level
• 7 questions per grade level

47. Additional Information
• Revised SBAC Writing Rubrics (3 traits) released in August 2013.
• The rubrics have not been field tested.
• These are not final drafts. Expect revisions.
• Anchor papers are expected in fall 2014.

48. Smarter Balanced Summative Assessments
Estimated testing times for
Smarter Balanced Summative Assessments
Test Type
Grades
Computer Adaptive
Performance Task Only
Total
In-Class Activity
English Language Arts/Literacy
3-5
1:30
2:00
3:30
:30
4:00
6-8 11
4:30
Times are estimates of test length for 75% of students. Accommodations and modifications will be finalized after the Field Test in the spring of 2014.

49. SBAC Timeline Technology readiness tool available
Field testing of summative assessment, training school- and district-level staff in formative tools
Technology readiness tool available
Teams of teachers evaluate formative assessment practices and curriculum resources
Full implementation of assessment system
Writing and Review of Pilot Items/Tasks (including Cognitive Labs and Small-Scale Trials)
Pilot Testing of Summative and Interim Items/Tasks Conducted
Formative tools available to teachers
Content and Item Specifications Development
Writing and Review
Items/Tasks for Field Testing
(throughout the
school year)

50. ODE Staff on SBAC Work Groups
Kathleen Vanderwall: Item Development
Doug Kosty: Sustainability
Rachel Aazzerah: Test Administration
Holly Carter: Accessibility & Accommodations
Mark Freed: Reporting
Steve Slater: Scoring and Psychometrics

51. Common Core Solutions SBAC Practice Test Sample Performance Tasks
Frequently Asked Questions
CCSS Documents
Professional Development Tools
And more!