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Introduction to the new testing system.

Introduction to the new testing system.

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    Cue smarter-balanced-3-2013 Cue smarter-balanced-3-2013 Presentation Transcript

    • Apple Valley Introduction to
    • C. I. A. CurriculumAssessment Instruction
    • California State StandardsWhat isis the best... Standards?What the Goal of our
    • California State Standards Curriculum InstructionAssessment
    • 3/13/13 5
    • College and Career Ready   Digital Citizenship
    • These Standardsare not intendedto be new names for old ways of doing business. Theyare a call to take the next step.
    • More  about  How  than  What  
    • College and Career Ready   Digital Citizenship Claims ClaimsMathematics Language Arts
    • Assessment  Claims  for  English  Language  Arts/Literacy           “Students can read closely and critically to Reading comprehend a range of increasingly complex literary and informational texts.” “Students can produce effective writing for a range of Writing purposes and audiences.” “Students can employ effective speaking and listeningSpeaking/Listening skills for a range of purposes and audiences.” “Students can engage appropriately in collaborative and Research/Inquiry independent inquiry to investigate/research topics, pose questions, and gather and present information.”
    • College and Career Ready   Digital Citizenship Claims ClaimsMathematics Language Arts Habits of AnchorsMind/Clusters
    • AnchorStandards
    • College and Career Ready   Digital Citizenship Beliefs Beliefs Mathematics Language Arts Habits of AnchorsMind/Clusters StandardsDepth  of  Knowledge   Depth  of  Knowledge   Depth  of  Knowledge   Depth  of  Knowledge   1   2   3   4  
    • Curriculum Assessment Instruction 21st
    • An  Overview  
    • 3/13/13 2
    • What Do You Know?
    • Look Through a New Lens
    • Accountability Testing AYP/API
    • 33 Waivers -- 10 Pending -- 2 Denied -- 5 not applying
    • Will: promote high-quality teaching and learning, assessment items need to elicit behaviors that students exhibit when they engage in high- quality instruction.
    • linkyy.com/assessplan
    • Standard One STAR QuestionStandard Two STAR QuestionStandard Three STAR QuestionStandard Four STAR QuestionStandard Five STAR Question
    • The work of Smarter Balanced isguided by the belief that a high-quality assessment system canprovide information and tools forteachers and schools to improveinstruction and help studentssucceed
    • 3/13/13 41
    • College and Career Ready   Digital Citizenship Claims ClaimsLanguage Arts Mathematics
    • Assessment  Claims  for  English  Language  Arts/Literacy           “Students can read closely and critically to Reading comprehend a range of increasingly complex literary and informational texts.” “Students can produce effective writing for a range of Writing purposes and audiences.” “Students can employ effective speaking and listeningSpeaking/Listening skills for a range of purposes and audiences.” “Students can engage appropriately in collaborative and Research/Inquiry independent inquiry to investigate/research topics, pose questions, and gather and present information.”
    • Assessment Designers Believe Therefore they ask 3rd Graders: Informative/explanatory writing taskStudentscan Students may use a computer and associated technologyproduce Students view a video: Throw Your Tooth on the Roof:effective Tooth Traditions From Around the World.writing for Students write down information about each world cultural tradition.a range ofpurposes Each student will create a Venn diagram comparing his or her tradition to one world cultural tradition he or she hasand chosen.audiences Students use notes to write an informative/explanatory two-to-four-paragraph paper to describe and compare how traditions are the same and how they are different.
    • Assessment Claims forMathematics Concepts and “Students can explain and apply mathematical concepts and carry out mathematical procedures with precision Procedures and fluency.” “Students can frame and solve a range of complexProblem Solving problems in pure and applied mathematics.” Communicating “Students can clearly and precisely construct viable arguments to support their own reasoning and to Reasoning critique the reasoning of others.”Data Analysis and “Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve Modeling problems.”
    • Assessment Designers BelieveStudents  can  explain  and  apply  mathemaBcal  concepts  and  carry  out  mathemaBcal  procedures  with  precision  and  fluency   Therefore they ask 8th Graders: 3/13/13 46
    • How Does3/13/13 it Work? 47
    • A  NaBonal  ConsorBum  of  States  •  29 states representing 48% of K-12 students•  21 governing, 8 advisory states•  Aligned to CCS•  Grades 3-8 and 11•  11th grade high stakes
    • BALANCEInterconnected system of summative, interim, andformative componentsAdvanced computer adaptive testing (CAT) and extended,thematically related performance tasks.
    • Computer Performance Adaptive Tasks Connected to a single scenario 2 Hours (varies) Each content area 45-60 minutes3/13/13 50
    • Takes  less  Bme  More  than  one  standard  tested  Computer  scored—GRE  AdapBve   3/13/13 51
    • Party Analogy! 3/13/13 52
    • Computer Adaptive?Based on student responses, the computerprogram adjusts the difficulty of questionsthroughout the assessment. For example, astudent who answers a question correctlywill receive a more challenging item, whilean incorrect answer generates an easierquestion. By adapting to each student’sabilities, these assessments quickly identifywhich skills students have mastered."
    • 3/13/13 54
    • Basic Characteristics in Design•  Part of an integrated system•  Assessments provide evidence of student performance•  Teachers are involved in the development and scoring of assessments•  Assessments are structured to continuously improve teaching and learning•  Assessment, reporting, and accountability provide USEFUL information on multiple measures
    • A Balanced Assessment System Summative Accountability Assessments Benchmarked to college and career Common readiness Core State Standards All students Teachers and leave specify schools have K-12 high school information and collegeexpectations tools they need for college and career to improve ready and career teaching and readiness Formative learning Assessment Interim Assessments Resources linked to Summative: for teachers to Flexible, open, used for improve instruction actionable feedback 3/13/13 56
    • A Balanced Assessment System3/13/13 57
    • SMARTER Approach•  3 Assessments Each Year – Reading – Writing, Listening and Speaking, Language – Math•  Optional Interim Assessments in ELA and Math
    • SMARTER End of Year•  Computer-adaptive•  2 ELA and 2 Math “performance events” for Grades 3-8•  Up to six math and ELA “events” for Grade 11•  Grades 9 & 10 Optional•  Combination of computer and human scoring
    • New Assessment Will ImpactInstructional Delivery •  Will be approximately 40% selected response, computer adaptive •  60% constructed response •  Performance based component, scored at the site - may be a collaborative activity
    • Look Through a New Lens
    • What ten words best describe the Smarter Balanced test?linkyy.com/5words
    • Scoring Depth of Knowledge 63
    • Achievement Level Descriptors Achievement level descriptors (ALDs) are textstatements that articulate the knowledge, skills,and abilities represented at different categories of performance on the Smarter Balancedassessments, including the college- and career-ready category for the high school assessment. They describe how students are progressing toward mastery of the Common Core State Standards and provide clear explanations of student performance for policymakers, 3/13/13 educators, and parents 64
    • Achievement Level Descriptors
    • Academic Learning Descriptors3/13/13 66
    • Achievement Level DescriptorsMinimal Sufficient Partial Deep
    • Link to the Draft ALDs linkyy.com/ALD
    • College and Career Ready   Digital Citizenship Claims ClaimsLanguage Arts Mathematics Test Organization Different than organization of standards
    • Map ofSBAC Claim  1  Similar to Anchors and Clusters NOT identical Claim  2  
    • 3/13/13 71
    • Let’s Look at Some Items!    linkyy.com/samples  
    • Let’s look at sometest questions
    • Conventional Multiple ResponseIn [a reading passage], which phrase bestsupports [the author’s perspective]? A.  XXX B.  YYY C.  WWW D.  ZZZ
    • Conventional Multiple Response
    • Multiple Selected ResponseClick which actions from thepassage are examples offoreshadowing. A.  SSS B.  TTT C.  MMM D.  ZZZZ E.  None of the above
    • Short Constructed Response•  Below is information from the passage. Organize it by central idea, supporting details, and a comparison•  Place the events in the order they occurred
    • Conventional Response
    • Constructed Response•  Explain how the author used symbolism. Use evidence from the passage to support your response.•  Show how [a specific idea] is developed in the passage.•  Analyze the meaning of bravery and the author’s purpose for using it.
    • Short Constructed Response
    • Writing/Listening Task•  Phase 1 (1 hour) –  Work alone to write a draft –  Exchange with writing partner –  Provide feedback with a form –  Revise and submit final draft for scoring•  Phase 2 (30 minutes) –  View video –  Write guided notes –  Create Venn diagram –  Write 2 to 4 paragraph paper
    • Writing Listening Task
    • Math Items•  Short Items•  Constructed Response Tasks•  Extended Performance Task
    • Short Items•  Which one shows the same value as 3X?•  Click on graph that shows the correct rate of improvement.
    • Short Items
    • Constructed Response Task•  Provide information (text and diagrams) – How much roofing material will be needed? – Which company offers best deal (and why)?
    • Constructed Response Task
    • Constructed Response Tasks•  Based on the diagram what will be the charge for a complete auto service?
    • Constructed Response Task
    • Extended Performance Task•  Here is a typical story about saving energy: – Assess the cost effectiveness. – Decide whether adding solar windows was cost effective.
    • 3/13/13 92
    • SMARTER Timeline10-11 Content Analysis, Develop protocol and materials, Develop Items and Performance Events11-12 Pilot Testing, Include English language learners and students with disabilities12-13 Field Testing in all states; Alignment of all items to CCSS13-14 Field Testing continues, Set cut scores in summer of 1414-15 Implementation in all states
    • Where can I learn more?•  CDE •  http://www.cde.ca.gov/ci/cc/•  ACSA –  http://www.acsa.org/commoncore –  http://www.acsa.org/smarter•  County Offices of Education –  http://www.scoe.net/castandards/index.html (Sacramento County) –  http://www.ocde.us/commoncore/Pages/ default.aspx (Orange County) –  http://www.tcoe.org/CCSS (Tulare County)
    • Blueprint! CAT= Computer Adaptive Test PT= Performance TaskClaims  
    • Blueprint! SR=Selected Response Claims   Targets   CR= Constructed Response
    • Blueprint!
    • Blueprint!
    • Blueprint!
    • Link to the entire blueprint linkyy.com/blueprint
    • Curriculum Assessment Instruction 21st