Overview smarter balanced

Overview:
Smarter Balanced Assessment
Consortium
New Hampshire Department of Education

• 24 states
representing
39% of K-12
students
• 21 Governing,
3 Advisory
States
• Washington
state is fiscal
agent
• WestEd
provides
project
management
services
A National Consortium of States

Next-Generation Assessments
• Rigorous assessments of progress toward
“college and career readiness”
• Common cut scores across all Consortium states
• Information about grade-level achievement and
growth
• Valid, reliable, and fair for all students (except
those with “significant cognitive disabilities”)
• Administered online, using multiple measures
(paper/pencil option for 3 years)
• Fully operational in 2014-15 school year

What are the NH’s College & Career
Readiness?
▪ State-led initiative made up of the nation’s governors and education
commissioners; states voluntarily adopt the Standards - 46 states have
adopted so far
▪ Single set of clear educational standards for Kindergarten through 12th
grade in English Language Arts and Math that measure both content and
application of knowledge
▪ More rigorous set of standards designed to ensure all students are prepared for
college and career success and to collaborate and compete with their
peers in the United states and abroad
…working with but not only with the “Common Core State Standards” is a…
4

Common myths about the Common Core
▪ States will continue make all policy decisions with regard to the collection, storage
and use of student assessment data.
▪ Assessment consortia will not share identifiable student-level data with the federal
government and legislation prohibits the creation of a federal database with
students’ personally identifiable information
CCSS amounts to a
national curriculum that
will standardize teaching
and learning
Facts
▪ CCSS is not a curriculum –local teachers, principals, superintendents and others will
decide how the standards are to be met. Teachers will continue to devise lesson plans
and tailor instruction to the needs of their students
▪ CCSS are designed to build upon the most advanced current thinking about
preparing all students for success in college and careers - standards were informed
by the best in the country, the highest international standards, and evidence and
expertise about educational outcomes
CCSS is a Federal initiative
▪ The federal government did not lead and will not govern the Common Core state
Standards Initiative. The Initiative was and will remain a state-led effort.
▪ Teachers, parents, school administrators and experts from across the country worked
together to provide input into the standards; each state can add up to 15% of its own
standards to customize to its needs
CCSS will bring us down
to the lowest common
denominator
The new tests from the
Consortia put student
privacy at risk
Common Myths
5

This document is related to the analysis and formulation of consortium policies and actions.
Distribution is not authorized without the express written consent of Smarter Balanced leadership or their designees.
LastModified6/28/20133:28PMEasternStandardTimePrinted6/26/20134:29PMEasternStandardTime
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WORKING DRAFT
Common myths about the Common Core
▪ States will continue make all policy decisions with regard to the
collection, storage and use of student assessment data.
▪ Assessment consortia will not share identifiable student-level data with
the federal government and legislation prohibits the creation of a federal
database with students’ personally identifiable information
CCSS amounts to a
national curriculum
that will standardize
teaching and learning
Facts
▪ CCSS is not a curriculum –local teachers, principals, superintendents and
others will decide how the standards are to be met. Teachers will continue to
devise lesson plans and tailor instruction to the needs of their students
▪ CCSS are designed to build upon the most advanced current thinking
about preparing all students for success in college and careers -
standards were informed by the best in the country, the highest international
standards, and evidence and expertise about educational outcomes
CCSS is a Federal
initiative
▪ The federal government did not lead and will not govern the Common Core
state Standards Initiative. The Initiative was and will remain a state-led effort.
▪ Teachers, parents, school administrators and experts from across the
country worked together to provide input into the standards; each state can
add up to 15% of its own standards to customize to its needs
CCSS will bring us
down
to the lowest common
denominator
The new tests from the
Consortia put student
privacy at risk
Common Myths
6

7
WORKING DRAFT
Michigan employers cite lack of basic skills is one of the primary reasons
they cannot fill open positions in a time of relatively high unemployment
7
1 - Michigan Economic Developers Association, “Talent and Skill: Michigan’s Driving Economic Development Issue” (2012)
2 - 2013 Governor’s Economic Summit, “Outcomes of the Economic Summit” (2013)
3 - Pure Michigan Talent Connect (mitalent.org), as of June 5, 2013
4 - U.S. Bureau of Labor Statistics, seasonally adjusted unemployment, April 2013
“Across the state, employers report an
inability to hire skilled workers. Highly
skilled employees at all levels are in high
demand and low availability.”1
Michigan employers say many graduates do
not possess the skills they are looking for…
“Employers at the summit noted … that job
candidates are increasingly lacking the
basic and soft skills required for long-
term employment. These include literacy
and mathematics, as well as
communication, teamwork, and other social
engagement skills.”2
… resulting in positions left unfilled in a time
of relatively high unemployment
▪54,131 job openings3
▪8.4% unemployment rate
in Michigan4
– 10th
highest in nation
– National unemployment rate: 7.5%

8
WORKING DRAFT
Michigan employers cite lack of basic skills is one of the primary reasons
they cannot fill open positions in a time of relatively high unemployment
Distribution is not authorized without the express written consent of Smarter Balanced leadership or their designees. 8
1 - Michigan Economic Developers Association, “Talent and Skill: Michigan’s Driving Economic Development Issue” (2012)
2 - 2013 Governor’s Economic Summit, “Outcomes of the Economic Summit” (2013)
3 - Pure Michigan Talent Connect (mitalent.org), as of June 5, 2013
4 - U.S. Bureau of Labor Statistics, seasonally adjusted unemployment, April 2013
“Across the state, employers report an
inability to hire skilled workers. Highly
skilled employees at all levels are in high
demand and low availability.”1
Michigan employers say many graduates do
not possess the skills they are looking for…
“Employers at the summit noted … that job
candidates are increasingly lacking the
basic and soft skills required for long-
term employment. These include literacy
and mathematics, as well as
communication, teamwork, and other social
engagement skills.”2
… resulting in positions left unfilled in a time
of relatively high unemployment
▪54,131 job openings3
▪8.4% unemployment rate
in Michigan4
– 10th
highest in nation
– National unemployment rate: 7.5%
Click to jump back to Workshop 1 or Module A

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WORKING DRAFT
Describe
Explain
Interpret
Level
One
(Recall)
Level Three
(Strategic
Thinking)
(Extended
Thinking)
Level
Two
(Skill/
Concept)
Design
Synthesize
Connect
Apply Concepts
Critique
Analyze
Create
Prove
Arrange
Calculate
Draw
Repeat Tabulate
Recognize
Memorize
Identify
Who, What, When, Where, Why
List
Name
Use
Illustrate
Measure
Define
Recall
Match
Graph
Classify
Cause/Effect
Estimate
Compare
Relate
Infer
Categorize
Organize
Interpret
Predict
Modify
Summarize
ShowConstruct
Develop a Logical Argument
AssessRevise
Apprise
Hypothesize
Investigate
Critique
Compare
Formulate Draw Conclusions
Explain
Differentiate
Use Concepts to Solve
Non-Routine Problems
Level
Four
Source: Webb, Norman L. and others, “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research,
University of Wisconsin-Madison, 2 Feb 2006
9
Smarter Balanced will assess the more rigorous set of standards
established by the Common Core
Smarter
Balanced
assessments
move beyond
basic skills
and recall to
assess
critical
thinking and
problem
solving

10
WORKING DRAFT
Source: STARsamplequestions.org, Number Sense - Decimals, Fractions, and Negative Numbers (Performance Level: Advanced) – Question 02, Sample
Items; SmarterBalanced.org, Mathematics #43328– Fractions
Smarter Balanced assesses knowledge in a 21st
century way…
Note: “Summative” assessment” is an assessment of learning at the end of a unit, term, or school year
Sample STAR item (California)
The total length of a vehicle is 205.83
inches. What is the length of the
vehicle rounded to the nearest whole
number?
A 200 inches
B 205 inches
C 206 inches
D 210 inches
Correct answer:
23. AA BB CC DD
Sample Smarter Balanced item
Correct answer:
From testing only recall and basic
computation…
…to measuring problem-solving and
higher-order thinking
Jared is testing how much weight a bag can
hold. He plans to put juice bottles into three
bags. He wants each bag to have a total weight
within the given range.
▪ Drag juice bottles into each bag so that the
weight is within the given range.
▪ Leave the bag empty if the given range is not
possible using juice bottles.
Assessing knowledge about fractions and decimals
10

A Smarter Solution for States
• GOVERANCE: A state-led consortium with
equal representation across member states
• ECONOMIES OF SCALE: High-quality
assessments beyond what any single state can
afford
• APPLES-to-APPLES: Equivalent levels of rigor
across all member states
• STATE FLEXIBILITY: Different packages of
“core” and “optional” services available to meet
state needs

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WORKING DRAFT
Summary of what states GET with Smarter Balanced
An assessment system “built by states for states,” with ongoing input and control over
future development and allowing for true P-16 collaboration around a tangible agenda.
A high quality assessment system that yields comparable data on performance and
growth while also enabling flexibility in state implementation.
A reasonable, estimated cost per student, due to economies of scale across a 21-state
consortium
A summative assessment that is based on Common Core State Standards and serves
as an indicator of content proficiency and college and career readiness.
Performance tasks and high quality items delivered by an adaptive engine, yielding
more precise, valid, and timely measures of achievement and growth for all students to
support improved decision making and a fair accountability system.
Actionable formative tools and interim assessment that are part of a coherent system to
help support improved teaching and learning.
A positive and productive assessment experience for all students, including those from
under-represented groups, through the use of universal design, embedded digital
accessibility tools and external accommodations supported by research and practice.
12

A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectatio
ns for
college and
career
readiness
All
students
leave
high
school
college
and
career
ready
Teachers and
schools have
information
and tools they
need to
improve
teaching and
learning
Summative:
College and career
readiness
assessments for
accountability
Interim:
Flexible and open
assessments, used
for actionable
feedback
Formative
resources:
Supporting
classroom-based
assessments to
improve instruction

Smarter Balanced is more than just a test – it is a system
of tools and resources
Teachers, schools and districts have
access to high quality and highly
accurate student data and teaching
resources, through the digital library
throughout the year and across years
to improve teaching and learning
Teachers, schools and districts have
access to high quality and highly
accurate student data and teaching
resources, through the digital library
throughout the year and across years
to improve teaching and learning
Tools and resources for
professional development and
cross-consortia collaboration
Summative assessments
Longitudinal measures
benchmarked to college and
career readiness
Formative tools and interim
assessments customizable to
inform and improve instruction
Assessments fully aligned with
Common Core, tests skills and
knowledge and aligned with
state’s university and employer
expectations
Provides pre and in-service
resources for educators in
assessment evaluation, tech-
enabled consortia-wide Learning
Communities and instructional
linkages to student score results
Educators can leverage item bank
throughout the year to diagnose
students skills, assess “multiple
measures” and to provide computer
adaptive experiences to students,
throughout the school year
21-state consortium “built by states for states” to share costs, pool resources, and
enable comparisons that gives each state ongoing input and control over future
assessments, budgets, and organizational priorities
14

Here is how the Smarter Balanced system fits into the
school year
Performance
Tasks
Computer
Adaptive
Assessment
Scope, sequence and
timing of interim
assessments locally
determined
School year
Fast, detailed and digital with
year-on-year measurement…
Computer-adaptive
accurate, aligned to
Common Core and built
to promote great
instruction
Optional interim
assessments
Optional interim
assessments
InstructionInstruction
Formative tools (via Digital library)
15

Source: STARsamplequestions.org, Number Sense - Decimals, Fractions, and Negative Numbers (Performance Level: Advanced) – Question 02,
SampleItems.SmarterBalanced.org, Mathematics #43025
The total length of a vehicle is 205.83 inches.
What is the length of the vehicle rounded to the
nearest whole number?
A 200 inches
B 205 inches
C 206 inches
D 210 inches
Five swimmers compete in the 50-meter
race. The finish time for each swimmer is
shown in the video.
Explain how the results of the race would
change if the race used a clock that rounded
to the nearest tenth:
[Type response]
Sample STAR item Sample Smarter Balanced item
STANDARD TESTED: “Read, write, and compare decimals to thousandths”
What is a summative assessment? A summative is an assessment of learning at the end of a unit, term, or school year. If not
created correctly, it can have unintended consequences of “narrowing the curriculum” or teachers ‘teaching to the test’
16
Side by side comparison of summative items

“Not just another test”…Smarter Balanced is critical to
helping New Hampshire achieve its vision
Supports teachers with a
practical suite of
resources
Connects learning to life
after high school – career
or college
Prepares New
Hampshire’s students
for a changing world
Keeps New Hampshire
educators in the driver’s
seat
Provides meaningful
information to guide
student growth
Assessments model instruction and
prepare students for the new economy
Tools for instruction and information are
integrated from promote and inform great
teaching
Aligned with college and employer
expectations
State Educators, researchers, policymakers
helped build Smarter Balanced
Actionable and timely data for teachers,
parents and students
5
1
2
3
4
17

New Hampshire and Smarter Balanced have the opportunity to support
teachers and students in a new way
18
Current state of assessments
in New Hampshire…
… opportunities for New Hampshire
and Smarter Balanced
Summative
assessments
▪ Don’t comprehensively or reliably assess the
breadth and higher order skills of current New
Hampshire standards
▪ Test results turnaround takes several weeks,
limiting educators ability to act on data in a
timely fashion
▪ Summative assessments of skills and
knowledge, more completely and tightly
aligned with current New Hampshire standards
▪ Faster score turnaround and deeper student
performance data offered by computer-
adaptive testing techniques
▪ Districts conduct formative and interim
assessments that vary widely in what,
how and when they test and how long score
reporting takes
▪ Teachers create assessments from scratch for
tracking and measuring student progress across
units and skill sets
Formative tools
and interim
assessments
▪ Rapid turnaround of New Hampshire
standards-aligned interim assessments that
allow teachers to measure mastery of learning
objectives and tailor instruction as needed
▪ Teachers have access to bank of formative
assessment tools they can customize and use
throughout the school year
Tools and
resources
▪ Teachers have limited access to high-quality
tools and communities to inform assessments
and align with instruction
▪ Students get little exposure to testing modules
and testing interfaces prior to the end-of-year
assessment
▪ Tools and resources for differentiated
instruction, collaboration and professional
development
▪ Practice test for exposure to and practice with
technologically enabled items and
performance tasks

Smarter Balanced will improve on New Hampshire’s existing
assessments by providing timely and actionable data aligned to current
state standards
1 Grades 4, 7 and 11 only
19
NECAP Smarter Balanced
Governance
Developed specifically for New Hampshire*
Built "by states, for states,” with New Hampshire in leading role*
Preserves New Hampshire control over test delivery, scoring, and reporting
Developed in coordination with New Hampshire higher education institutions(?)
System
design
Built from the ground up to measure New Hampshire’s current standards
Includes multiple-choice items
Includes many items of diverse types to assess higher-order thinking skills
Computer-adaptive
Lowers cost by leveraging efficiencies of scale across multiple states
System
components
Aligned set of formative tools and interim assessments
Digital library with PD modules, implementation guides, other resources
System
features
Student- and school-level reports
Rapid turnaround scoring and reporting
Online assessment delivery
Facilitates cross-state comparison and sharing of resources and best practices
Accepted by higher education as a college-entrance exam ?
Content
Math
Reading
Writing
Listening
Research





















*



 



20
WORKING DRAFT
Smarter Balanced’s design reflects what we have learned assessment
can do for instruction – both good and bad
NECAP was designed to… Smarter Balanced will be designed to…
Be a stand-alone event
that provides a valid and
reliable snapshot in time
Provide an integrated system of customizable, aligned
assessments and formative tools to be used as a
feedback loop throughout the year by teachers
Formative
and interim
tools
Measure content
standards (that were not
vertically aligned)
Measure content standards that are vertically aligned,
to show growth across grades
Curricular
alignment
Summative
Be a fixed-form test to be
accurate at a point in time
Be an adaptive test to provide an accurate, individual
assessment of a student’s knowledge and skills over
time
Provide data for an
accountability measure
Provide detailed information about students to inform
instruction, and an accountability measure
Primarily be a multiple
choice assessment
Assess deeper learning beyond multiple choice
capabilities through performance tasks, constructed
response and tech-enhanced items
Be as secure as a paper,
fixed form, handled test
can be
Be secure through a 35,000 item bank, adaptive,
and electronic
Security
20

21
WORKING DRAFT
Fact or Fiction? (1/3)
21
▪ Fiction: These tests represent a new federal intrusion into education.
▪ Fact: For decades Congress has required assessments of student learning for accountability under the Elementary and
Secondary Education Act (ESEA). The 2001 reauthorization of ESEA, known as the “No Child Left Behind Act” enacted
during the Bush Administration, expanded those federal testing requirements to include state testing of every student in
language arts and mathematics in grades three through eight and once in high school. In 2010, the federal government
funded the State of Washington to act on behalf of a consortium of states to develop new, next-generation assessments
aligned to the Common Core State Standards in English language art/literacy and mathematics. While federal funding
currently supports the research and development work of the Smarter Balanced Assessment Consortium, all policy
decisions about the structure and content of the assessments are made by the member states based on input from
stakeholders across the county. At the conclusion of the federal grant in September 2014, Smarter Balanced will become
an operational assessment system supported by its member states. The Consortium does not plan to seek additional funds
from the U.S. Department of Education.
▪ Fiction: Nothing is known about these new tests
▪ Fact: Smarter Balanced aims for complete transparency. All of the key documents describing the assessment (content
specifications, item specifications, item writing training materials, test blueprints, accommodations framework, achievement
level descriptors, technology specifications, etc.) are available to the public on the Smarter Balanced web site
(www.SmarterBalanced.org). Practice tests also are available to the general public on the Smarter Balanced web site for
each tested grade (3 through 8 and 11) and both subject areas (English language arts/literacy and mathematics).
▪ Fiction: The cost of these test are unknown
▪ Fact: Smarter Balanced has released cost estimates for its assessments that include expenses for ongoing research and
development of the assessment system as well as test administration and scoring. The end-of-year summative assessment
alone is estimated to cost $22.50 per student. The full suite of summative, interim and formative assessments is estimated
to cost $27.30 per student. These costs are less than the amount that two-thirds of the Consortium’s member states
currently pay. These costs are estimates because a sizable portion of the cost is for test administration and scoring
services that will not be provided by Smarter Balanced; states will either provide these services directly or procure them
from vendors in the private sector.
SOURCE: Smarter Balanced ‘Fact or Fiction’ document

22
WORKING DRAFT
▪ Fiction: These new assessments are untested
▪ Fact: Smarter Balanced has incrementally tested the content of the assessment and the technology that will support the
assessment. Smarter Balanced has already completed:
▪ Cognitive Labs: Individual students provided feedback to test developers about their experience with the innovative test
questions, accommodations for students with special needs, and the testing software.
▪ Small-scale Trials: Promising types of questions and software features were further tried out with hundreds of students.
▪ Pilot Test: Students at about 5,000 schools across the Consortium responded to a preliminary pool of test questions and
performance tasks.
▪ In spring 2014, the Consortium will conduct its field test to present the entire pool of Smarter Balanced items to students
across member states. The field test is expected to involve students in about 15 to 20 percent of Consortium schools, and
will gather the information necessary for final evaluation of item quality.
▪ Fiction: These tests will result in the collection of intrusive and inappropriate data on children
▪ Fact: States will make all policy decisions with regard to the collection, storage and use of student assessment data.
Smarter Balanced will adhere to all federal and state privacy laws, including but not limited to the Family Educational
Rights and Privacy Act (FERPA). The Consortium will not share identifiable student-level data with the federal
government. The Higher Education Opportunity Act (HEOA) of 2008, No Child Left Behind (NCLB) legislation amending
the Elementary and Secondary Education Act, the Education Reform Sciences Act of 2002, and the Individuals with
Disabilities Education Act (IDEA) all prohibit the creation of a federal database with students’ personally identifiable
information.
▪ Fiction: These tests will require advanced technology that schools don’t have and can’t afford
▪ Fact: The Smarter Balanced assessment is being designed to work with the computing resources in schools today. The
assessments can be offered on very old operating systems and require only the minimum processors and memory…
22
SOURCE: Smarter Balanced ‘Fact or Fiction’ document

23
WORKING DRAFT
▪ …required to run the operating system itself (for example, the summative assessment can be delivered using computers
with 233 MHz processors and 128 MB RAM that run Windows XP). Likewise, the file size for individual assessment items
will be very small to minimize the network bandwidth necessary to deliver the assessment online. A 600 student middle
school could test its students using only one 30-computer lab. To assist states that have not yet made the transition to
online testing, the Consortium also will offer a paper-and-pencil option for the first three years of operational testing.
▪ Fiction: These assessments will result in standardization of teaching and learning
▪ Fact: A founding principle of Smarter Balanced is that teachers and students need high quality data, tools and resources
to support improvements in student learning. Smarter Balanced isn’t just an end-of-year accountability test. It is an
assessment system that features flexible, non-secure interim assessments to be offered at teachers’ and schools’
discretion throughout the school year and a digital library of formative assessment tools, practices, and professional
development resources built by teachers, for teachers to improve the quality of information collected through the daily
classroom activities of assignments, quizzes, and observation of student work. The end of year tests will help schools
evaluate how well their students performed by comparing their aggregate data with aggregate data from other schools
across the nation. The end of year assessments also will empower students and parents by providing them with a clear
indication of how well their children are progressing toward mastering the academic knowledge and skills necessary for
college and career readiness.
23

24
WORKING DRAFT
New Hampshire will maintain control over critical elements of the delivery
and usage of the Smarter Balanced system
Under Smarter Balanced, New Hampshire will …
▪ Assessment delivery
▪ Assessment scoring
▪ Score reporting
▪ Data management and
distribution
▪ Relationships with
[state] districts,
principals, teachers and
parents
▪ Contracting for all of the
above activities
▪ All aspects of non-
Smarter Balanced
assessments
(e.g., social studies,
science, K-2 reading)
Own
▪ Mission and goals of
Smarter Balanced
▪ Assessment design,
including development
of future assessments
▪ Smarter Balanced
budget, including
membership fee levels
▪ Long-term
organizational structure
and sustainability plan
Lead and shape
▪ Teacher-developed test
items
▪ Formative tools and
other professional
development resources
created by New
Hampshire educators
Contribute
24

25
WORKING DRAFT
Collect data on statewide technology capacity using an
inventory tool like the Smarter Balanced Technology Readiness
Tool: www.TechReadiness.net
…determine an approach to estimate the cost of
upgrading your districts to support online assessment
Encourage districts to evaluate local bandwidth by
running speed tests using a tool like the Smarter
Balanced Bandwidth Checker or working with an
organization like Education Super Highway
Identify weak links between schools' network-
connected devices and the Internet backbone, then…
Understand potential Federal, state, and local
resources exist to bring connectivity to your districts
Recommended checklist to assessing technology readiness
25
Given the current load on your system, you
should be able to test the requested number of
students at this location (Please note:
Throughput estimates change as the network
conditions change and can vary from run to
run)

26
WORKING DRAFT
26
Consider running speed tests to understand readiness for implementing
Smarter Balanced
Education Super Highway will work with you to run free,
state-tailored speed tests of technological readiness related
to Smarter Balanced
Smarter Balanced Bandwidth checker:
http://www.smarterbalanced.org/wordpress/wp-
content/uploads/2012/11/Bandwidth-Check-Instructions.pdf
Using speed test data, states can focus on districts and schools with issues and understand
the specific problems in need of solving and begin to address the technology gaps
▪ Education Super Highway speed tests give states:
– Customized state campaign and website
– Step-by-step assistance and attention
– Troubleshooting Support for Schools
▪ The results allow states to immediately begin:
– Identifying bottlenecks at schools
– Prioritizing hardware and connectivity upgrades based on
your data to make high-impact purchases
– Identifying schools requiring additional assessment
▪ Allows you to check your current bandwidth of your
network based on test type and the maximum number of
students likely to take the test at one time
▪ Additionally, use the text-to-speech check for schools who
will be administering the Pilot test and requires the use of
the secure browser
▪ Once you run the checker, you will get a message like:

27
WORKING DRAFT
Evaluating The Smarter Balanced Assessment
We will spend some time evaluating the SBAC Practice Test
SBAC Practice Test Location:
http://sbac.portal.airast.org/Practice_Test/default.html
Limitations: Practice test is not full range of content so should not be
used as an instructional guide. Has no reports or scores and is fixed-
form not computer adaptive.
Please log into the SBAC Practice Test Location provided
above

28
WORKING DRAFT
Process:
1.With at least one computer able to connect to the WiFi and using either
Mozilla Firefox, Google Chrome, Apple Safari or with the SBAC Secure
Browser, break into groups. If you need the SBAC Secure Browser
(Explorer/Windows):
http://sbac.portal.airast.org/browsers/default.html
2.Log into SBAC Practice Test Portal:
(http://sbac.portal.airast.org/Practice_Test/default.html) or initiate the
SBAC Secure Browser.
3.Please review the materials on the “Welcome to the Smarter Balanced
Test” page.
4.Click on the green icon “Student interface Practice Test” if you are not
using the SBAC Secure Browser.

29
WORKING DRAFT

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