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Got Skills?
Assessment System
AnnuallyState Summative
Assessments
2-4 Times per yearPeople, Practices & Perceptions
End of UnitBenchmark Common Assessments
1-4 Times a MonthFormative Common Assessments
DailyFormative Classroom Assessments
OAKS Transition
Science OAKS
Current 2009 Oregon Science StandardsAssessed through 2014/2015
Next Generation Science StandardsPotential adoption early 2014
Smarter Balanced Assessment System
PERFORMANCETASKS
• Reading• Writing• Math
END OF YEARADAPTIVE
ASSESSMENT
English Language Arts and Mathematics, Grades 3–8 and High School
Computer AdaptiveAssessment andPerformance Tasks
BEGINNING OF YEAR
END OF YEAR
INTERIM ASSESSMENT INTERIM ASSESSMENT
Formative Assessments
Smarter Balanced ClaimsClaim 1 – Concepts and Procedures
Apply, Explain and Interpret with Precision and Fluency
Claim 2 – Problem Solving Solve Complex Problems
Claim 3 – Communicating Reasoning Construct Viable Arguments and Critique the Reasoning of Others
Claim 4 – Modeling and Data Analysis Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve Problems
Calibrate Smarter Balanced to OAKS
Option 1Set achievement level on Smarter Balanced that represents equivalent rigor on OAKS
Option 2Accept the “meets” level set by Smarter Balanced. Students must receive adequate notice.
Accountability
Essential Skills
Smarter Balanced Targeting Up
Smarter Balanced Testing Opportunities
Calculator PolicyGrades 3-5
No Calculator
Grades 6-8Calculator Available and Not AvailableFour Function Calculator Grade 6Scientific Calculator Grade 7 and 8
High SchoolCalculator Available and Not AvailableGraphing Calculator with Scientific and Regression
Smarter Balanced Estimated Times
Smarter Balanced Practice Tests
Smarter Balanced Practice Tests
Performance Tasks
Assessment System
AnnuallyState Summative
Assessments
2-4 Times per yearPeople, Practices & Perceptions
End of UnitBenchmark Common Assessments
1-4 Times a MonthFormative Common Assessments
DailyFormative Classroom Assessments
Local Performance Assessment
Work Sample for Essential Skills
Work Sample Administration
Product of an Individual Student Work
Supervised by an Authorized Adult
Scored using Official Math Scoring Guide
Feedback
Raters must be Well Trained
Work Samples to Assess Essential Skills
Designing Good TasksTied to StandardsTied to Curriculum and InstructionThought ProvokingNot Immediately SolvableClearly WordedScored on all Dimensions of the Scoring Guide
Official Scoring GuideMaking Sense of the Problem
Representing and Solving the Problem
Communicating Reasoning
Accuracy
Reflecting and Evaluating
Mr. Gerard’s Oil TankMr. Gerard bought a house that contained an empty heating oil tank with the dimensions shown in the drawing. The left and right arcs of the tank are perfect semi-circles. If heating oil costs $3.50 per gallon, how much would it cost Mr. Gerard to fill this tank? (There are 231 cubic inches in a gallon.)
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
5 4 5 4 4
Score the First Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
4 4 4 4 1
Score the Second Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
5 4 5 4 1
Score the Third Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
3 3 2 4 1
Score the Fourth Anchor Paper
Designing Tasks
I am sitting on my boat reviewing state math problems and I really need a break! I decide to go paddle boarding. After I am 30 meters from the boat, I turn on my wrist GPS unit to track my progress so I can log it in my exercise journal when I am done. After 3 minutes of steady paddling (no falling in the water, stopping to admire the pretty fish or having a speed boat go by and knock me over with its wake) I am 69 meters from the boat. At this rate, how far will I be from the boat in 15 minutes?
Designing TasksRead through and refineI AM SITTING ON MY BOAT REVIEWING STATE MATH PROBLEMS AND I REALLY NEED A BREAK!
TOO MANY WORDS…
Not important to the task – not something kids (or you) can relate to
More Concise Wording
I decide to go paddle boarding.Joan is paddle boarding. She is 30 meters from the shore.
After I am 30 meters from the boat, I decide to turn on my wrist GPS unit.
AFTER 3 MORE MINUTES OF STEADY PADDLING,( NO FALLING IN THE WATER OR STOPPING TO ADMIRE THE PRETTY FISHES)
I AM JOAN IS A TOTAL OF 69 METERS FROM SHORE
Clarify the Question
How far will Joan be from shore after 15 more minutes of paddling?
Refine the Problem
Find the SolutionTied to grade level standardsAre there multiple possible approaches or entry
points to the problem?Rich task to elicit scores in all process dimensionsCould you use different numbers?Ask colleagues to work the problem
Pony RidesBen and Sarah own lots of ponies and often take them to fairs and other gatherings and sell pony rides. They have found that when they charge $6.00 per ride, they average 310 riders a day. Ben has been perfectly satisfied traveling around the countryside and bringing in that daily average revenue of $1860.00. Sarah, however, wants to bring in more money. She says that if they charge $12 per ride, their daily revenue will be $3720.00. Ben doesn’t agree. He says…
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
5 6 5 5 6
Score the First Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
3 4 4 3 2
Score the Second Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
3 3 3 2 2
Score the Third Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
3 4 5 3 3
Score the Fourth Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
6 6 5 6 6
Score the Fifth Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
3 3 4 3 3
Score the Sixth Anchor Paper
Making Sense of the Task
Representing and Solving the
Task
Communicating and Reasoning
Accuracy Reflecting and Evaluating
5 4 4 4 2
Score the Seventh Anchor Paper
Design and Collaboration
State
ESD
District
Building Level Teams
Classroom Teachers
Work Sample Network
Assessment System
AnnuallyState Summative
Assessments
2-4 Times per yearPeople, Practices & Perceptions
End of UnitBenchmark Common Assessments
1-4 Times a MonthFormative Common Assessments
DailyFormative Classroom Assessments
MPStandards
As my colleague Jason Zimba likes to say, you don’t teach
standards you teach mathematics.
Bill McCallum
Mathematical Practices
Hunt Institute Video
http://youtu.be/m1rxkW8ucAI
Mathematical Practices
1. Making sense of problems and persevering in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of
others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Looking for and expressing regularity in repeated
reasoning
Construct Viable Arguments
Economics Teacher
http://youtu.be/dxPVyieptwA
Construct Viable Arguments
Never Say Anything a Kid Can Say!
My definition of a good teacher has changed from “one who explains things so well that students understand” to “one who gets the students to explain things so well that they can be understood.”
Critique the Reasoning of Others
Success at the Core Video
http://successatthecore.com/teacher-development/featured-video.aspx?v=40
Construct Viable Arguments
Success at the Core Video
http://successatthecore.com/teacher-development/featured-video.aspx?v=30
Critique the Reasoning of Others
Success at the Core Video
http://successatthecore.com/teacher-development/featured-video.aspx?v=42
Got Skills?What has been your Essential Skills implementation strategy to date and what remains to be done?
Resources
Articlehttp://courses.edtechleaders.org/documents/patterns/neversay.pdf
VideosSuccessatthecore.comHunt Institute
SBAC Accommodations Manualhttp://www.smarterbalanced.org/wordpress/ wp‒
content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf
