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NCCE 2013 - The Smarter Balanced System for Improving Teaching and Learning


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presentation by Tony Alpert

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NCCE 2013 - The Smarter Balanced System for Improving Teaching and Learning

  1. 1. The Smarter Balanced System for Improving Teaching and Learning Tony Alpert Chief Operating Officer, Smarter Balanced Assessment Consortium Tony Alpert Chief Operating Officer, Smarter Balanced Northwest Council for Computer Education
  2. 2. Smarter Balanced Minimum Technology Requirements• Made a conscious decision to support the oldest operating systems that have the least amount of memory possible that still supported valid measures of the CCSS• Limiting the amount of bandwidth required by controlling file size during item writing• Limiting the total cost of ownership by releasing the applications into open source and restricting the use of proprietary components
  3. 3. Smarter Balanced Technology Planning• The Smarter Balanced Technology Framework can be found at: content/uploads/2013/01/Technology-Strategy- Framework_1-11-13.pdf• Engaging member states in a conversation about establishing reasonable timeframes for advanced notice regarding changes to these requirements• Upcoming changes, such as future use of “Natural User Interfaces” for assessing mathematical reasoning, will be provided well in advance
  4. 4. Technology Readiness• Data down to school-level are accessible to member states• The interpretations of the data depend on school participation rate. This varies by state• Member states are receiving periodic summaries of the data• As of mid-January, the online reports for districts compared schools‟ existing technology to the minimum requirements.
  5. 5. Smarter Balanced Sample Items preview/sbac/ Slide 5
  6. 6. MathematicsWhat is Changing? 6
  7. 7. The CCSS Require Three Shifts in Mathematics • Focus strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity Slide 7
  8. 8. Claims for the Mathematics Summative Assessment “Students can demonstrate progress toward college and careerOverall Claim for Grades 3-8 readiness in mathematics.” “Students can demonstrate college and career readiness in Overall Claim for Grade 11 mathematics.” Claim #1 - Concepts & “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and Procedures fluency.” “Students can solve a range of complex well-posed problems in pure Claim #2 - Problem Solving and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim #3 - Communicating “Students can clearly and precisely construct viable arguments to Reasoning support their own reasoning and to critique the reasoning of others.”Claim #4 - Modeling and Data “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve Analysis problems.”
  9. 9. Coherence: Some Standards from Early Grades are Critical Through Grade 12 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Slide 9
  10. 10. What it Looks Like in Grade 3True or False: 3 x 8 = 20 + 4 T F 50 ÷ 10 = 5 x 1 T F 9 x 9 = 8 x 10 T F Slide 10
  11. 11. What it Looks Like in Grade 8Tell how many solutions:3x + 17 = 3x + 12 Slide 11
  12. 12. What it Looks Like in High SchoolX4 – 5x3 + x2 + 2x + 1 =Drag the correct expression to make a trueequation.x3 + (x + 1)2 + X4 – 6x3X4 – 3x3 + 2x3 + x2 + 2x + 1X4 – 5x3 + x + x + 2x + 1… Slide 12
  13. 13. How Can Assessments Deliver on the Promise of Focus, Coherence and Rigor?• FOCUS: Assessments focus where the standards focus. Major content represents the majority of points and problems on assessments.• COHERENCE: Assessments honor the coherence in the standards. Balance of tasks assessing individual standards and related standards within the context of the grade and, as relevant, the progressions.• RIGOR: Assessments reflect the rigor of the standards. Balance of tasks assessing conceptual understanding, procedural skill and fluency, and application of mathematics to solve problems. Slide 13
  14. 14. Key Talking Points for Item 43083: The Contest• This is a “line item” that shows how the content of grade 3 progresses up to grade 4, from multiplication and division within 100 to understanding the factors of a number and interpreting the remainder in a division problem Part C: How many four-eyed space creatures are needed to make a group with 24 total eyes? (grade 3) Part D: Somebody told the five-eyed space creatures that they could not join the contest. Explain why five-eyed space creatures cannot make a group with 24 total eyes. Slide 14
  15. 15. Key Talking Points for Item 43328: Fractions 2a• This item is one of a set of four in the domain “Fractions” across grades 3-5• Although part of the focus of this item is on operations with fractions (either multiplication of a mixed number by whole number or addition with mixed numbers), the response format asks students to “understand” that the resulting number is between two whole numbers, which is a more global goal of the standards in this domain• Although the item has text with it, the set-up allows for students to easily understand what it is asking them to do, a nice feature for assessing mathematics of struggling readers and English Learners Slide 15
  16. 16. Key Talking Points for Item 42933: Calculator• This item maps the 21st century onto the standards, acknowledging that students use apps, applets, and other tools – and determining whether these tools are functioning (or calculating) as intended is a critical skill• This item type will be very useful in assessing students ability to create explicit formulas based on input and resulting output (while giving the student some control over the input) Slide 16
  17. 17. Key Talking Points for Item 42968: Water Tank• This item allows some student choice in how much water is moved from Tank A to Tank B to derive the radius of Tank B.• The set-up allows students to deduce what is being asked even if they struggle to read the item text• The item draws on the content of earlier grades, but calling for more sophisticated use of that Slide 17
  18. 18. English/Language Arts What is Changing? 18
  19. 19. The CCSS Require Three Shifts inEnglish/Language Arts • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text • Regular practice with complex text and its academic language 19
  20. 20. Claims for the English Language Arts/ Literacy Summative Assessment “Students can demonstrate progress toward college and career Overall Claim for Grades 3-8 readiness in English Language Arts and literacy.” “Students can demonstrate college and career readiness in English Overall Claim for Grade 11 Language Arts and Literacy.” “Students can read closely and analytically to comprehend a range of Claim #1 - Reading increasingly complex literary and informational texts” “Students can produce effective and well-grounded writing for a Claim #2 - Writing range of purposes and audiences.” “Students can employ effective speaking and listening skills for aClaim #3 – Speaking/Listening range of purposes and audiences” “Students can engage in research/inquiry to investigate topics, and to Claim #4 - Research analyze, integrate, and present information
  21. 21. Key Talking Points for Item 43600: Grandma Ruth• Requires students to use text as a source evidence for their opinions• Passage is relatively rich text comprised of over 700 words What does Naomi learn about Grandma Ruth? Use details from the text to support your answer. Type your answer in the space provided. Slide 21
  22. 22. Key Talking Points for Item 43000: Grandma Ruth• Use technology for students to identify content that serves as evidence Read the sentences from the passage. Then answer the question. “My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said „Babe Ruth.‟ I began to shake inside.” Click on two phrases from the paragraph that help you understand the meaning of scarred. Slide 22
  23. 23. Key Talking Points for Item 43599: Edit• Narrative Requires students to demonstrate an understanding of how the text can be improved• Standardizes the content in a manner more conducive to efficient scoring• Authentic representation of the skills students need to be successful Slide 23
  24. 24. Find Out MoreSmarter Balancedcan be foundonline Slide 24