Introduction to Smarter Balanced Assessment Readiness Prof Learning

27,658 views

Published on

Professional Learning workshop for teachers providing an authentic experience of the SBAC Assessment using reflections/practice assessment.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
27,658
On SlideShare
0
From Embeds
0
Number of Embeds
26,733
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • {"2":"The sample items and performance tasks represent a milestone in the development of the assessment system. For the first time, teachers, policymakers, and interested stakeholders can see what the new assessments will look like.\nThe sample items represent the first of many steps to help familiarize teachers, students, and parents with the expectations of the Common Core State Standards and next-generation assessments. \nThe sample items illustrate the knowledge and skills students will be expected to demonstrate on the Smarter Balanced assessments, giving educators clear benchmarks to inform their instruction.\nIn addition, the sample items showcase the variety of item and task types under development by Smarter Balanced. \nSelected response: Prompt students to select one or more responses for a set of options\nConstructed response: Prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target\nTechnology enhanced: Takes advantage of computer-based administration to assess a deeper understanding of content and skills; collect evidence through a non-traditional response type, such as editing text or drawing an object\nPerformance tasks: Measures capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items\nWhile the items are not intended to be used as sample tests, educators can use the items to begin planning the shifts in instruction that will be required to help students meet the demands of the new assessments.\nIt is important to note that these samples represent only a small fraction of the 10,000 items and tasks currently in development to support the Pilot Test in early 2013.\n","3":"Smarter Balanced sample items and performance tasks were developed in collaboration with educators and content experts.\nThis process began with the development of content specifications in ELA/literacy and mathematics. The specifications ensure that the assessment system will cover the full range of college- and career-ready knowledge and skills in the Common Core State Standards. \nEarlier this year, Governing States adopted assessment claims for ELA/literacy and mathematics, following two rounds of public review and comment. These guide development of assessments, providing descriptions of knowledge and skills (“assessment targets”) that items/tasks will assess.\nItem/task specifications were finalized in April to provide detailed instructions to writers for developing items. Review guidelines ensure that all items and performance tasks are reviewed consistently for content, accessibility, bias and sensitivity. \nSmarter Balanced recruited K-12 teachers and higher education faculty to participate in the writing and review of items and tasks. \nThe sample items and tasks were reviewed by content experts, including Student Achievement Partners.\nThe Pilot Test will occur this spring and will be open to all schools in Smarter Balanced states.\n"}
  • Introduction to Smarter Balanced Assessment Readiness Prof Learning

    1. 1. Smarter Balanced October/November 2013 Greenwich Public Schools Prepared by Media Services, F. Kompar
    2. 2. Purpose of Student Practice Test Professional Learning Module • • • • Provide authentic experience of rigor and complexity of ELA/literacy and mathematics questions Showcase variety of item types: • • • • Selected response Constructed response Technology enhanced Performance tasks Help teachers to begin planning for the shifts in instruction The Student Practice Test can be accessed at: • https://sbacpt.tds.airast.org/student
    3. 3. SBAC Development Timeline • • • • • • • Early 2012: Assessment claims for ELA/literacy and mathematics approved by Governing States April 2012: Item/task specifications and review guidelines published – http://www.smarterbalanced.org/itemspecs June 2012: Training modules available for item writers/reviewers – http://www.smarterbalanced.org/smarter-balancedassessments/item-writing-and-review Summer 2012: Educators from Governing States begin writing items and tasks; cognitive labs / small scale trials begin September 2012: Sample items reviewed by Smarter Balanced staff and advisors, Student Achievement Partners October 2012: Sample items and tasks available – • ELA http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.ht m • Math http://sampleitems.smarterbalanced.org/itempreview/sbac/index.h tm February / March 2013: Pilot Test of first 10,000 items and
    4. 4. Claims 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.” 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 - Speaking and Listening “Students can employ effective speaking and 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.”
    5. 5. Claims for the Mathematics Summative Assessment Overall Claim for Grades 3-8 “Students can demonstrate progress toward college and career readiness in mathematics.” Claim #1 - Concepts & Procedures “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.”
    6. 6. Exploring the Student Practice Tests https://sbacpt.tds.airast.org/student
    7. 7. Choose the Practice tests for a grade-level  After reviewing keyboard shortcuts.  Begin the test. Complete assessments for:  ELA, ELA Performance Task, Math  Refer to “assessment-specific guide” for quick help and keyboard short cut poster.  Complete organizer as you run through each assessment – noting any content/strategies/tech skills students will need to complete assessment.  Be prepared for discussion/reflection and planning with your grade-level team.
    8. 8. TEST SETTINGS OPTIONS  Language (English default, Braille available)  Color Choices (default black text on white background)  Print Size (tests are 14 pt. – size can be increased by 3x)  Word List (glossary available)  Text-to-Speech
    9. 9. Shortcuts
    10. 10. SBAC Readiness: “Look Fors” and Essential Questions THE WHAT Content: What do students need to know in order to answer the questions? Skills & Strategies: What skills are you applying as you process the questions? Technology Skills: What computer skills are needed to answer the question and take the test? Habits of M ind: What attributes/character traits are necessary for students to be successful?
    11. 11. SBAC Readiness: “Look Fors” and Essential Questions THE SO WHAT Discuss, reflect and post: As a grade level or program team, what common skills are needed to be successful?
    12. 12. SBAC Readiness: “Look Fors” and Essential Questions THE NOW WHAT What does it mean? What do we need to plan and teach differently? What new content knowledge, instructional strategies or technology skills do we need to learn?
    13. 13. Synthesize Reflections on Padlet Wall  Go to:  Padlet wall to synthesize your reflections link: http://padlet.com/wall /gps-sbac

    ×