Smarter Balanced Assessment Consortium (SBAC)

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Sally Dastoli , Director of Curriculum and Instruction Pauline Greer, Curriculum Specialist March 10, 2014. Smarter Balanced Assessment Consortium (SBAC). Please silence your cell phones . Common Core State Standards. CSBE adopted July 2010. Edweek July 17, 2013 . - PowerPoint PPT Presentation

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Smarter Balanced Assessment Consortium (SBAC)

Smarter Balanced Assessment Consortium (SBAC)Sally Dastoli, Director of Curriculum and InstructionPauline Greer, Curriculum Specialist

March 10, 2014Please silence your cell phones 11Common Core State Standards

CSBE adopted July 20102The Smarter Balanced next generation assessment system is designed to measure students learning of the important concepts, knowledge, and skills that form the Common Core State Standards. {+}The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects {+}and the Common Core State Standards for Mathematics represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers. Throughout the training modules, the Common Core State Standards are sometimes referred to as the standards.2

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EdweekJuly 17, 2013 44Next Generation AssessmentsRigorous assessment of progress toward college and career readinessConsistent scoring across all Consortium statesValid, reliable, and fair for all studentsAdminister onlineUse multiple measures55Assessment System ComponentsAssessment system that balances summative, interim, and formative components for ELA and mathematics:Summative Assessment (Computer Adaptive)Mandatory comprehensive assessment in grades 38 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growthSelected response, short constructed response, extended constructed response, technology enhanced, and performance tasksInterim Assessment (Computer Adaptive)Optional comprehensive and content-cluster assessmentLearning progressionsAvailable for administration throughout the yearItem types: Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasksFormative Processes and Tools Optional resources for improving instructional learningAssessment literacy6Balance of these 3 componentsInterim assessment is the next task to develop should it look like mini summative?Formative assessment literacy, 54 modules 3 per content per grade due June 2012 Ex videos of formative assessmentWhat is CAT? Administered by computer, a Computerized Adaptive Test (CAT) dynamically adjusts to the trait level of each examinee as the test is being administered.

Starting the spring 2015, the SBAC assessment will be adaptive within a grade level window. 7The advantage to CAT verses traditional grade level testing is that teachers will acquire more information about skills students have and skills students need. A grade level test will only give most information about students performing in the 50th percentile range while a CAT will give information about students performing art all ranges.7Advantages of CAT versus Conventional TestsReporting: Results can be made available more quickly (NOT for the Pilot spring 2014)Results available to CSDE in November 2014

Test Security/Item Exposure: All students are not presented with the same items

More Flexibility for Computer Capacity: Students do not need to be assessed on the same schedule 83-4 weeks for data As a district you should assess students in a close amount of time (do not want a 3rd grade test in March and another one in June)12 weeks includes the performance tasksRight now an option for a performance task in HS in grade 9/10 so those grades are involved in testing8Students can demonstrate progress toward college and career readiness in mathematics.

Students can demonstrate college and career readiness in mathematics.

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.Overall Claim for Grades 3-8Overall Claim for Grade 11 Claim #1 - Concepts &Procedures

Claim #2 - Problem Solving

Claim #3 - CommunicatingReasoning

Claim #4 - Modeling and Data AnalysisScore Reports for the Mathematics Summative Assessment99Students can demonstrate progress toward college and career readiness in English language arts and literacy.

Students can demonstrate college and career readiness in English language arts and literacy.

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Students can produce effective and well-grounded writing for a range of purposes and audiences.

Students can employ effective listening skills for a range of purposes and audiences.

Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.Overall Claim for Grades 3-8

Overall Claim for Grade 11 Claim #1 - ReadingClaim #2 - Writing Claim #3 - Listening

Claim #4 - Research/InquiryScore Reports for the ELA/LiteracySummative Assessment1010Summative AssessmentsAPPROXIMATE Testing TimesThe test duration estimates described above are applicable to most students. However, Smarter Balanced assessments are not timed tests. Some students may need more time while others may need less time to complete the assessment.Content AreaGradesComputer RequiredIn-Class ActivityTotalCATPT OnlyTotalEnglish language arts/Literacy3-51:302:003:300:304:006-81:302:003:300:304:00112:002:004:000:304:30Mathematics3-51:301:002:300:303:006-82:001:003:000:303:30112:001:303:300:304:00Combined3-53:003:006:001:007:006-83:303:006:301:007:30114:003:307:301:008:301111SBAC Field Test spring 2014On-line Practice Tests in Grades 3-8 and 11 in English language arts/literacy and mathematics:Provide an opportunity for teachers, students, parents, and other stakeholders to experience the features of on-line testing Gain insight into how Smarter Balanced will assess students application of CCSS skills and concepts. Provide a preview of the SBAC assessments, but they do NOT encompass the full range of content and should not be used to guide instructional decisions (unlike the operational assessments in 2015)

1212SBAC Field Test sprint 2014Not Computer Adaptive (different forms piloted)Some schools may also pilot grades 9 & 10We have a 3 week test window:Window 1: March 18 - April 4 Silas Deane and WHSWindow 3: April 28 - May 16 all 5 elementary schools

1313Universal Accessibility Tools New Universal Accessibility tools available to all students, IEP, 504 and/or ELL students.NCSC National Center and State Collaborative is developing new Alternate Assessment (to replace Skills Checklist)1414Content Standard: Grade 6.G.2Practice Standards: MP.1; MP.5; MP.7Understanding the Range of Item ComplexityMike is using cubes that measure inch on each side to fill a box that has a height of 5 inches, width of 3 inches, and length of 2 inches.How many inch cubes will Mike need to fill the box?Mike is using cubes that measure inch on each side to fill a box that has a height of 5 inches, width of 3 inches, and length of 2 inches.How many inch cubes will Mike need to fill the box?Mike is using cubes that measure inch on each side to fill a box that has a height of 5 inches, width of 3 inches, and length of 2 inches.How many inch cubes will Mike need to fill the box?1515Smarter Balanced Response Types

MC with one correct response

MC with multiple correct responsesTwo Part multiple-choice Matching Tables

Yes/No or True/False Tables

Fill-in TablesSelect or order text or graphics Complex drag and drop Graphing

Equation or numeric responseShort Text Long EssayConstructed ResponseSelected ResponseResponse Types1616Drag & Drop / Line Tool1717Multiple Correct Response1818Matching Table1919Equation WriterGrade 32020Equation WriterGrade 82121Hot Spot2222Hot Spot2323Constructed Response2424Multiple Parts2525Two-Part Multiple Choice2626Drag & Drop2727Matching Tables2828Constructed Response2929Multiple Correct Response3030Hot Text3131Claim 3: Listening

...Our World: Sleeping On-Board the International Space StationListen to the presentation. Th en answer th e qu estions. -----------21

Select two questions that the listener can answer after listening to the presentation.How was the International Space Station bui lt?How far is the Internationa l Space Station from Earth?How long do astronauts stay in the International Space Station?What jobs do astronauts do on board the International Space Station?What time do astronauts go to sleep on the International Space Station?How do astronauts talk to family and friends back on Earth while on the International Space Station?22Based on the presentation, select two things that can interrupt an astronaut's sleep on the International SpaceStation.heathungerlightsnoiseswork3232Sample Grade 3 Performance TaskResearch Questions Claim 43333Sample Grade 3 Performance TaskFull Write Claim 23434Preparing for SBACTest prep is embedded in instructionCreate instructional activities that encourage high levels of student engagement.Expose students to multiple resources- both print and digital.Enable students to extract information from text and make inferences based on this information.Provide opportunities for ongoing, short research projects.Provide students with rich experiences that require them to persevere and apply skills and concepts in order to solve high level problems. Provide students with opportunities to justify or defend their answers.3535Sample SBAC Itemshttp://www.smarterbalanced.org/sample-items-and-performance-tasks/

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