SBAC Overview PowerPoint Presentation

Report
S MARTER B ALANCED A SSESSMENT
C ONSORTIUM (SBAC)
Sally Dastoli, Director of Curriculum and Instruction
Pauline Greer, Curriculum Specialist
March 10, 2014
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C OMMON C ORE S TATE
S TANDARDS
CSBE adopted July 2010
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Edweek
July 17, 2013
N EXT G ENERATION
A SSESSMENTS
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
Rigorous assessment of progress toward “college
and career readiness”

Consistent scoring across all Consortium states

Valid, reliable, and fair for all students

Administer online

Use multiple measures
A SSESSMENT S YSTEM
C OMPONENTS
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Assessment system that balances summative, interim, and formative components
for ELA and mathematics:
•Summative
Assessment (Computer Adaptive)
•
Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last
12 weeks of the instructional year) that supports accountability and measures growth
•
Selected response, short constructed response, extended constructed response, technology
enhanced, and performance tasks
•Interim
Assessment (Computer Adaptive)
•
Optional comprehensive and content-cluster assessment
•
Learning progressions
•
Available for administration throughout the year
•
Item types: Selected response, short constructed response, extended constructed response,
technology enhanced, and performance tasks
•Formative
Processes and Tools
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Optional resources for improving instructional learning
•
Assessment literacy
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W HAT
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.
A8DVANTAGES

OF
CAT
VERSUS
C ONVENTIONAL
T ESTS
Reporting: 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
Score Reports for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Concepts &
Procedures
“Students 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.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and
Data Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
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Score Reports for the ELA/Literacy
Summative Assessment
Overall Claim for Grades 3-8
“Students can demonstrate progress toward college and
career readiness in English language arts and literacy.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in
English language arts and literacy.”
Claim #1 - Reading
“Students can read closely and analytically to comprehend
a range of increasingly complex literary and informational
texts.”
Claim #2 - Writing
“Students can produce effective and well-grounded writing
for a range of purposes and audiences.”
Claim #3 - Listening
“Students can employ effective listening skills for a range of
purposes and audiences.”
Claim #4 - Research/Inquiry
“Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and present
information.”
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Summative Assessments
APPROXIMATE Testing Times
Content Area Grades
English
language
arts/Literacy
Mathematics
Combined
Computer Required
CAT
PT Only
Total
In-Class
Activity
3-5
1:30
2:00
3:30
0:30
4:00
6-8
1:30
2:00
3:30
0:30
4:00
11
2:00
2:00
4:00
0:30
4:30
3-5
1:30
1:00
2:30
0:30
3:00
6-8
2:00
1:00
3:00
0:30
3:30
11
2:00
1:30
3:30
0:30
4:00
3-5
3:00
3:00
6:00
1:00
7:00
6-8
3:30
3:00
6:30
1:00
7:30
11
4:00
3:30
7:30
1:00
8:30
The 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.
Total
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SBAC F IELD T EST SPRING
2014
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
On-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)
SBAC F IELD T EST SPRINT
2014
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
Not Computer Adaptive (different forms piloted)

Some schools may also pilot grades 9 & 10

We have a 3 week test window:

Window 1: March 18 - April 4 – Silas Deane and
WHS

Window 3: April 28 - May 16 – all 5 elementary
schools
U NIVERSAL A CCESSIBILITY
TOOLS
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
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)
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Understanding the Range of Item Complexity
Mike is using cubes that measure ½ inch on each side to fill a box that has a
height of 5 ½ inches, width of 3 inches, and length of 2 ½ inches.
How many ½ inch cubes will Mike need to fill the box?
Mike is using cubes that measure ¼ inch on each side to fill a box that has a
height of 5 ¼ inches, width of 3 inches, and length of 2 ½ inches.
How many ¼ inch cubes will Mike need to fill the box?
Mike is using cubes that measure ½ inch on each side to fill a box that has a
height of 5 ¼ inches, width of 3 inches, and length of 2 ½ inches.
How many ½ inch cubes will Mike need to fill the box?
Content Standard: Grade 6.G.2
Practice Standards: MP.1; MP.5; MP.7
Response Types
Smarter Balanced Response Types
Selected
Response
Constructed
Response
MC with one correct response
MC with multiple correct responses
Two Part multiple-choice
Matching Tables
Yes/No or True/False Tables
Fill-in Tables
Select or order text or graphics
Complex drag and drop
Graphing
Equation or numeric response
Short Text
Long
Essay
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Drag & Drop / Line Tool
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Multiple Correct Response
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Matching Table
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Equation Writer
Grade 3
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Equation Writer
Grade 8
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Hot Spot
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Hot Spot
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Constructed Response
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Multiple Parts
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Two-Part Multiple Choice
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Drag & Drop
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Matching Tables
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Constructed Response
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Multiple Correct Response
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Hot Text
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Claim 3: Listening
...
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Our World: Sleeping On-Board the Internat ional Space Station
Select two questions that the listener can answer after listening to the presentation.
List en to the pr esentation. Th en answer th e questions.
A) How was the International Space Station bui lt?
B) How far is the International Space Station from Earth?
C) How long do astronauts stay in the International Space Station?
D) What jobs do astronauts do on board the International Space Station?
E) What time do astronauts go to sleep on the International Space Station?
F) How do astronauts talk to family and friends back on Earth while on the International Space Station?
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•
Based on the presentation, select two things that can interrupt an astronaut' s sleep on the International Space
Station.
<
> ·• - - - - - - - - - - -
A) heat
B) hunger
C) lights
D) noises
E) work
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Sample Grade 3 Performance Task
Research Questions – Claim 4
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Sample Grade 3 Performance Task
Full Write – Claim 2
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P REPARING
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FOR
SBAC
“Test prep” is embedded in instruction

Create 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.
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S AMPLE SBAC I TEMS
http://www.smarterbalanced.org/sample-items-andperformance-tasks/

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