This document is a presentation by Robin Munson from the Office of Superintendent of Public Instruction about the Smarter Balanced assessment. It provides 12 reasons why implementing Smarter Balanced is important, including that it aligns to more rigorous learning standards, involves Washington teachers, allows for quicker results, and makes scores more comparable between states. It also gives 12 tips for a successful testing season, such as grounding work in the standards, practicing assessments, and celebrating accomplishments. The presentation encourages a positive attitude and collaboration around transitioning to Smarter Balanced.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
Modern Dental Assisting Instructor Resources for Distance EducationEmily Ploch
In this presentation Debbie Robinson, co-author of Modern Dental Assisting 12th Edition, shares her advice for dental assisting instructors as they transition to an online classroom.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
Modern Dental Assisting Instructor Resources for Distance EducationEmily Ploch
In this presentation Debbie Robinson, co-author of Modern Dental Assisting 12th Edition, shares her advice for dental assisting instructors as they transition to an online classroom.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Learning dashboards for actionable feedback: the (non)sense of chances of suc...Tinne De Laet
Presentation at humane event on digital transformation in higher education (http://www.humane.eu/events/seminars-and-conferences/2018/aveiro-042018/).
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from two European projects (ABLE and STELA) that aimed at developing learning dashboards for more traditional higher education institutions and integrating it within actual educational practices. The talk will challenge your beliefs regarding “chances of success” and predictive models in higher education.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Assessing Students and Tutors with Learning Analytics DashboardsEADTU
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER.
Waymaker Economics Courses: Personalized Learning in 5 Simple StepsLumen Learning
Waymaker courses from Lumen Learning combine personalized learning with open educational resources, to provide a powerful and affordable learning experience. These slides introduce two Waymaker economics curriculum courses now available: Macroeconomics and Microeconomics. Both are designed using the OpenStax College OER textbooks for these subjects. The presentation walks through the simple process of setting up a Waymaker course and beginning to teach.
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
Although Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses, completion rates are extremely low due to the to the high level of autonomy and self-regulated skills that MOOCs require.
The aim of the present work is to investigate how self-regulated learning skills can be enhanced by encouraging metacognition and reflection in MOOC learners by means of social comparison. To this end, following an iterative process, we have developed the Learning Tracker, an interactive widget which allows learners to visualise their learning behaviour and com-
pare it to that of previous graduates of the same MOOC. Each iteration was extensively evaluated in live TU Delft MOOCs running on the edX platform while engaging over 20.000 MOOC learners.
Our results show that learners that have access to the Learning Tracker are more likely to graduate the MOOC. Moreover, we have observed that the widget has a positive impact on learners’ engagement and reduces procrastination. Based on our results, we argue that the mere fact of receiving feedback on a limited number of learning habits could trigger self-
reflection in learners and lead to improved learner performance.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Learning dashboards for actionable feedback: the (non)sense of chances of suc...Tinne De Laet
Presentation at humane event on digital transformation in higher education (http://www.humane.eu/events/seminars-and-conferences/2018/aveiro-042018/).
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from two European projects (ABLE and STELA) that aimed at developing learning dashboards for more traditional higher education institutions and integrating it within actual educational practices. The talk will challenge your beliefs regarding “chances of success” and predictive models in higher education.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Assessing Students and Tutors with Learning Analytics DashboardsEADTU
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER.
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Waymaker courses from Lumen Learning combine personalized learning with open educational resources, to provide a powerful and affordable learning experience. These slides introduce two Waymaker economics curriculum courses now available: Macroeconomics and Microeconomics. Both are designed using the OpenStax College OER textbooks for these subjects. The presentation walks through the simple process of setting up a Waymaker course and beginning to teach.
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
Although Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses, completion rates are extremely low due to the to the high level of autonomy and self-regulated skills that MOOCs require.
The aim of the present work is to investigate how self-regulated learning skills can be enhanced by encouraging metacognition and reflection in MOOC learners by means of social comparison. To this end, following an iterative process, we have developed the Learning Tracker, an interactive widget which allows learners to visualise their learning behaviour and com-
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Munson wera sbac symposium
1. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Division of Assessment and Student Information
Smarter Balanced
Are you in?
February 11, 2015
Robin G. Munson, Ph.D.
Assistant Superintendent, Assessment and Student Information
2. February 11, 2015 | Slide 2
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
How are you Smarter Balanced-wise?
1. Have your Smarter Balanced expectations been:
a. Met
b. Exceeded
c. Altered
d. Postponed
2. How prepared are you for the first operational year of
Smarter Balanced?
a. Good to go!
b. Ready but nervous
c. TIDE, ART, ORS, TDS – a bit confused
d. Just realizing this thing didn’t go away
e. Panic has ensued
3. February 11, 2015 | Slide 3
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
Attitude is Important
4. February 11, 2015 | Slide 4
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
Smarter Balanced – from Pre-season
Dreams to end of Season Realities
In the middle of this assessment’s debut season, it may be
time to step away from the details of user names, training
modules, designated supports and scoring rubrics and
remind ourselves of the significant accomplishment we
are pursuing.
• Assessment and RegistrationTool (ART)
• Test Information Distribution Engine (TIDE)
• Test Delivery System (TDS)
• Teacher Hand Scoring System (THSS)
• Online Reporting System (ORS)
5. February 11, 2015 | Slide 5
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
12 Reasons this is Really Big
Today, I want to share12 reasons I think the
implementation of Smarter Balanced is really big for
Washington’s students.
And I will highlight 12 keys to a successful testing
season.
But first….
Please take 1-2 minutes to jot down the reasons
you believe Smarter Balanced is really big – why
are you still in?
6. February 11, 2015 | Slide 6
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
1. The Right Learning Standards
Washington’s students deserve high-quality content
standards, and related assessments, to prepare them for
success.
Washington’s new state learning standards in English
language arts and math (Common Core) go deeper into
fewer topics and focus on developing students’ deeper
understanding of key concepts.
Because the standards have been adopted in so many
states, they provide consistent learning expectations for
all students.
7. February 11, 2015 | Slide 7
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
The Right Learning Standards, cont.’
Our learning standards are intended to prepare high
school graduates to be college and career ready, a more
difficult goal than we’ve had for our students in the past.
The high remediation rates we’ve witnessed in
Washington, and around the country, indicate less global
competitiveness than we would hope.
The standards build the critical skills students need in the
job market. Right now,Washington has 25,000 unfilled
jobs for highly-skilled workers – and that number is
projected to double by 2017.
We can solve this challenge!!
8. February 11, 2015 | Slide 8
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
2. Washington Teacher Involvement
Over the course of the grant,Washington teachers have:
Developed item specifications
Developed items
Vetted Digital Library materials
Established achievement level descriptors
Set achievement level cut scores
Helped communicate by contributing their voices
Washington has the best and most generous teachers!
9. February 11, 2015 | Slide 9
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
3. Multi-State Collaboration
States have various areas of experience and expertise.
The Smarter Balanced Consortium took advantage of
each member state’s technical, technological, practical, and
political expertise and used a member-state governance
process to ensure a blend of everyone.
Many opportunities for state involvement came with the
technical workgroups, task forces, State Network of
Educators, as well as development and review work.
10. February 11, 2015 | Slide 10
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
4. Computer Adaptive Testing
By adapting to the student as the assessment is taking
place, these assessments present an individually tailored
set of questions to each student and can quickly identify
which skills students have mastered.
This approach represents a significant improvement over
Washington’s traditional assessments, providing more
accurate scores for all students across the full range of
the achievement continuum.
11. February 11, 2015 | Slide 11
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
5. Aligned Interim Assessments
Optional interim assessments:
Are fully aligned with the new standards and summative
assessment.
Provide educators actionable information about student
progress throughout the year.
Will help teachers, students, and parents understand whether
students are on track, and identify strengths and limitations in
relation to the learning standards.
Are fully accessible for instruction and professional
development (non-secure).
Interim assessments will be computer adaptive (not this first
year) and includes performance tasks.
12. February 11, 2015 | Slide 12
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
Aligned Interim Assessments, cont.’
Schools will have the flexibility to assess small elements of
content or the full breadth of the standards at locally-
determined times throughout the year.
They will provide a more detailed picture of where
students excel or need additional support, helping
teachers to differentiate instruction.
The interim assessments will be reported on the same
scale as the summative assessment.
13. February 11, 2015 | Slide 13
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
6. Instructional Resources
• An online collection of resources
aligned to the Common Core
that will support K-12 teachers’
use of the formative assessment
process
• Assessment literacy modules
• Exemplar instructional modules
• Education resources submitted
and vetted by teachers
• Teachers can rate materials and
share their expertise with
educators across the country
14. February 11, 2015 | Slide 14
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
7. Quicker Results
Mostly Machine Scored Items
+ Online Delivery
______________________
ThreeWeek Turnaround
Individual scores will be available in the Online
Reporting System (ORS) within three weeks of a
student completing the summative assessment.
15. February 11, 2015 | Slide 15
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
8. More Accessible to More Students
• Designed for all students,
including students with
disabilities and English
language learners
• Three kinds of supports:
• Universal tools available to
all
• Designated supports for
those with identified need
• Accommodations for
students with an IEP or 504
plan
16. February 11, 2015 | Slide 16
OFFICEOFSUPERINTENDENTOFPUBLICINSTRUCTION
9. Connected to Higher Ed
K-12 Lead and Higher Ed Lead in every member state;
Higher ed representation from each state at every
teacher event;
Partnered on the definition of college readiness and
development of the achievement level descriptors;
Involved in achievement level setting cut scores;
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Higher Ed in Washington
Play
Pause
InWashington, higher ed has approved an MOU to use scores
for placement and remediation activities;
Washington Community and Technical Colleges are co-
developing transition courses to help students achieve college
and career readiness.
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10. Unprecedented Transparency
There are no secrets:
Consortium activities, finances, and governance
Digital Library resources
Practice tests
Achievement level setting
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11. Smarter Balanced Costs Less
Former tests cost ~$30 per test per student
Smarter Balanced costs ~$30/student for both tests, and
allows unlimited use of the interim assessments and
the Digital Library
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12. Standards and Scores Comparable
to Other States
Before Common Core states had different sets of
expectations for what students should know and be
able to do in each grade.
Students who move will have
continuity in their education.
Proficiency rates will finally be
comparable – perhaps we will
be the Smarter-NFC champs!
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12 Reasons this is Really Big
The right learning standards
Washington teacher involvement
Multistate expertise and collaboration
Computer adaptive
Aligned interims
Instructional resources
Quicker results
More accessible
Connection to higher ed
Unprecedented transparency
Less expensive
Comparable to other states
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12 Steps to a Testing Championship –
“Separation is in the preparation” #3RW
1. Ground all your work in the learning standards
2. Know the rules
3. Check your equipment
4. Rely on coaches (e.g., District Leaders, Principal)
5. Develop your bench of test coordinators
6. Use the training films
7. Practice, practice, and practice more (i.e., see #1)
8. Adjust the playbook to address needs
9. Don’t foul
10. Understand the score
11.Talk to the media
12. Celebrate your accomplishments!
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Why Not Us?
Have a great exchange of ideas today!
Thank you for your collaboration with OSPI!
Thank you for you patience!!!
Contact us if you need assistance:
Assessment@k12.wa.us
AssessmentAnalysts@k12.wa.us
robin.munson@k12.wa.us
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Thank you!robin.munson@k12.wa.us