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2014-15 Smarter Balanced Consortium Testing Update
Digital Library and
Interim AssessmentsOctober 21, 2014
Rick Phelan
http://www.scoe.org/sbac
OutcomesParticipants will:
● Understand general background information related to Smarter Balanced Assessments
● Learn about the SBAC Digital Library as a guide for formative assessment
● Learn about SBAC Interim Assessments and how teachers will be able to use them
Background Informationabout the
• 24 member states and territories representing 39% of K-12 students
• 22 Governing States, 1 Advisory State, 1 Affiliate Member
• Washington state is fiscal agent
• WestEd provides project management services
A State-led Assessment Consortium
Improving Teaching & Learning
Common Core State Standards
specify K-12
expectations 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 BalancedEvidence-Centered Design
• Identify Claims – Students will be college and career ready
• Determine Targets
• Collect evidence through student assessment which support the claim(s)
SBAC Claims:What’s being measured...
Mathematics Items
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.
SBAC Claims:What’s being measured...
English Language Arts Items
Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim #2: Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim #3: Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim #4: Students can engage in research /inquiry to investigate topics and to analyze, integrate, and present information.
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.
Methods of Response…• Multiple choice
– one correct response– multiple correct responses– two-part
• Matching tables– yes/no – true/false
• Fill-in tables• Select or order text or graphics• Drag and drop• Graphing• Equation or numeric response• Short text• Long essay
We’re not in Kansas anymore…
Student and teacher familiarity with technology is essential:
• Operating multiple screens/windows with scroll bars• Manipulating objects• Calculators & spreadsheets• Entering and Editing Text• Making Answer Corrections• Accessing SBAC Accommodations
Adaptive Assessment
SBAC algorithm adjusts the difficulty of questions throughout the assessment
SBAC Blueprints for ELA and Mathematics
Preliminary Math Blueprint- 4/30/14http://goo.gl/fndUiD
Preliminary ELA Blueprint- 4/30/14http://goo.gl/d6OPAG
Subject to refinement and revision from 2014 Field Tests & Online Panels
Helpful Resource for Understanding SBAC Questions
Grade & Content Area AnalysisGrades 3-8 & High School: ELA & Math
from Riverside COEhttp://goo.gl/LzrwjD Wow!!
Useful!!
Smarter Balanced Assessmentsare one component in California’s Testing
System now known as:
California Assessment of Student Performance and Progress
CAASPP
CAASPP Elements Include…
• Smarter Balanced Assessments
• California English Language Development Test
• California High School Exit Exam
• Early Assessment Program
• California Alternative Performance Assessment
Presentation Check Point
Kahoot.it
SBAC Digital Library Access• Access is managed by LEAs
• Users are now associated with districts & schools
• Digital Library Coordinator Guide Instruction manual sent to LEA Test Coordinators and Superintendents on October 9, 2014http://goo.gl/tGZto0
• Support from CDE: [email protected] (916) 319-0345
Digtial Library Criteria Guides
Quality Criteria Guide http://goo.gl/DGP0j1
Gate Keeping Criteria Guide http://goo.gl/9Nc0Vx
What the Digital Library Is Not…
Criteria for ResourcesSummarized
• Aligns with Common Core State Standards• Demonstrates high-quality instruction• Addresses learner differences• Is engaging/user-friendly• Incorporates formative assessment
practices• Gatekeeping managed by teams of
educators and SBAC
Contents & Connections for Educators...
Exemplary instructional modules
Examples of formative assessment in a balanced assessment system
Coaching materials and demonstrations of effective formative assessment process implementation
Communities of educators from across the 22-state consortium that will be able to collaborate and share their knowledge
Definition of the Formative Assessment Process
Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.
Four Attributes of the Formative Assessment Process
Clarify intendedlearning
Elicit evidence
Act onevidence
Interpret evidence
Digital Library Exploration
Activities
Take a look at resources and share info on what you find!
http://tinyurl.com/digitallibrary10-21
Presentation Check Point
• Google Document Summary • Observations & Comments
SBAC Interim Assessments
● Interim Comprehensive Assessments (ICAs)
● Interim Assessment Blocks (IABs)
● Use the same item quality criteria as the summative assessment
● Provide the same accessibility: universal tools, same designated supports, and accommodations
● Are available to all K-12 California teachers ● Are optional
Interim Comprehensive Assessments (ICAs)Interim Assessment Blocks (IABs)
Interim Comprehensive Assessments (ICAs)
Mirrors the summative assessment:● Uses the same blueprints as the summative● Assesses the same range of standards● Has the same item types and formats● Includes performance tasks for each content area● Requires the same amount of time● Provides information regarding student readiness
for the end-of-year summative assessment
Example Use of ICAs
● Beginning of the year: Student from another state could be given the
previous year’s ICA.
● Mid-year: Teacher gives the ICA in order to learn how
students might do on the summative test.
Interim Assessment Blocks (IABs)
Tests smaller sets of skills:● Uses the same assessment targets, by grade level,
as the summative blueprints● Short, focused sets of items● Provides information about a student’s strengths
and needs related to the assessment targets● Offers varied blocks by grade level and subject
area
Blocks for ELA, Grades 3 to High School
Blocks for Mathematics, Grades 3 to 5
Blocks for Mathematics, Grades 6 to 8
Blocks for Mathematics, High School
Example Use of IABs
● A teacher could use a block focused on argumentative writing to determine the degree of a student’s understanding before or after instruction
● A team of teachers could use a block to be informed about how a group of students are doing in geometry
Initial Rollout of ICAs and IABs
● Initial item pool will be limited in depth● Initial ICAs and IABs will be in a fixed format● As the item pool grows, the availability of
Computer Adaptive Tests (CATs) will increase
ICA and IAB Administration
● Administered online● Same test delivery interface as the summative● Items are not secure● Locally determined intervals● No restrictions on the number of times administered
Grades Supported
● Tests for grades 3, 4, 5, 6, 7, 8 and high school - however -● Administration is not constrained by grade level
○ e.g., fifth grade ICA/IAB can be administered to grades above or below fifth grade
○ high school IABs, because they test content appropriate across grade levels, could be given in grades 9, 10, 11,
and/or 12
Scoring
● Most items are scored by the Smarter Balanced test delivery engine
● Scoring of human-scored constructive-response items and performance tasks is a local responsibility
Results
● Score reports are generated once the constructed item scores and performance task scores are input into the system
● Both the ICA and the IABs provide individual student results that teachers can examine in relation to the standards for the purpose of adjusting instruction○ ICA: Overall scale score and Score of “Below” “At/Near” or “Above” Standard for each Claim○ IAB: Score of “Below” “At/Near” or “Above” Standard for each Block
Use of Interim Assessment Scores
● Results are reported locally, not to the state
● Results are not intended to be used for accountability
When will the Interim Assessments be Available?
January 2015
Presentation Check Point• Questions • Session Evaluation
http://tinyurl.com/eval10-21
Acknowledgment and appreciation to Mary Tribbey and the California Department of Education for assistance in preparing this presentation!
