Chrystyna V Mursky Director of Professional Learning Smarter Balanced Assessment Consortium Education Consultant GiftedTalented Wisconsin Department of Public Instruction Wisconsin Association for Talented and Gifted ID: 405251
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Smarter Balanced and High Ability Learners
Chrystyna V. MurskyDirector of Professional LearningSmarter Balanced Assessment ConsortiumEducation Consultant, Gifted/TalentedWisconsin Department of Public Instruction
Wisconsin Association for Talented and GiftedOctober 10, 2013Slide2
Four Corners
How familiar are you with the Smarter Balanced Assessment Consortium?How familiar are you with computer adaptive assessment?How familiar are you with the shifts in the CCSS for Mathematics? For English Language Arts?
How familiar are you with the Smarter Balanced sample summative assessment items? How familiar are you with the Smarter Balanced resources for formative assessment practice?Slide 2Slide3
Topics
Background on the Smarter Balanced Assessment ConsortiumOverview of the Smarter Balanced Assessment SystemThe Smarter Balanced Summative AssessmentOverviewShifts in the CCSS for MathematicsSample Summative Items for Mathematics
Shifts in the CCSS for English Language ArtsSample Summative Items for English Language ArtsThe Smarter Balanced Interim Assessment
Resources
for
the Formative
Assessment
Process
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What is Smarter Balanced?
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26 member states and territories representing 39% of K-12 students
23 Governing States, 2 Advisory States, 1 Affiliate MemberWashington state is fiscal agent
WestEd provides project management services
A National Consortium of StatesSlide6
K-12 Teacher Involvement
Write and review items/tasks for the pilot test (2012-13) and field test (2013-14)Develop teacher leader teams in each state (2012-14)
Evaluate formative assessment practices and curriculum tools for inclusion in Digital Library (2013-14)Score portions of the interim and summative assessments (2014-15 and beyond)
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Higher Education Collaboration
Involved 175 public and 13 private systems/institutions of higher education in applicationTwo higher education representatives on the Executive Committee
Higher education lead in each state and higher education faculty participating in work groupsGoal: The high school assessment qualifies students for entry-level, credit-bearing coursework in college or university
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A Balanced Assessment System
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
Interim assessments
Flexible, open, used for actionable feedback
Summative assessments
Benchmarked to college and career readiness
Teacher resources for
formative assessment practices
to improve instruction
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A Balanced Assessment System
School Year
Last 12 weeks of the year*
DIGITAL LIBRARY
of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
ELA/Literacy and Mathematics, Grades 3-8 and High School
Computer Adaptive
Assessment and
Performance Tasks
Computer Adaptive
Assessment and
Performance Tasks
Scope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Performance Tasks
ELA/literacy
Mathematics
Computer Adaptive Assessment
ELA/literacy
Mathematics
Optional Interim
Assessment
Optional Interim
Assessment
Re-take option available
Summative Assessment for Accountability
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HuddleDiscuss the following with a few people around you:How do you use a balanced assessment system now?How will your practices be affected?
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Smarter Balanced Summative AssessmentSlide12
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12Summative Assessment: Purpose, Benefits and LimitationsSlide13
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13Summative Assessment:Two-pronged ApproachSlide14
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14Using Computer Adaptive Technology for Summative and Interim Assessments
Provides accurate measurements of student growth over time
Increased precision
Item difficulty based on student responses
Tailored for Each Student
Larger item banks mean that not all students receive the same questions
Increased Security
Fewer questions compared to fixed form tests
Shorter Test Length
Turnaround time is significantly reduced
Faster ResultsSlide15
Estimated Testing Times for Summative Assessment
TestGradesCATPerf. Task OnlyTotal
In-Class ActivityTotalEnglish Language Arts/Literacy
3-5
1:30
2:00
3:30
:30
4:00
6-8
1:30
2:00
3:30
:30
4:00
11
2:00
2:00
4:00
:30
4:30
Math
3-5
1:30
1:00
2:30
:30
3:00
6-8
2:00
1:00
3:00
:30
3:30
11
2:00
1:30
3:30
:30
4:00
The testing window is the final 12 weeks of the academic year.Slide16
Huddle
Talk with a few people about the following questions:How would you rate your school district’s readiness for the Smarter Balanced summative assessment?What questions do you have about the summative assessment?Slide 16Slide17
Common Core State Standards
Define the knowledge and skills students need for college and careerDeveloped voluntarily and cooperatively by states; more than 40 states have adopted
Provide clear, consistent standards in English language arts/literacy and mathematicsSource: www.corestandards.org
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Mathematics
What is Changing?Slide 18Slide19
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19The CCSS Require Three Shifts in MathematicsFocus:
strongly where the standards focusCoherence: 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 intensitySlide20
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20Grade
Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2
Addition
and subtraction - concepts, skills, and problem solving and place value
3–5
Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
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Ratios and proportional reasoning; early expressions and equations
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Ratios and proportional reasoning; arithmetic of rational numbers
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Linear algebra
and linear functions
Shift #1: Focus
Key
Areas of Focus
in MathematicsSlide21
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21Shift #1: FocusContent Emphases by Cluster
The Smarter Balanced Content Specifications help support focus by identifying the content emphasis by cluster. The notation [m] indicates content that is major and [a/s] indicates content that is additional or supporting.Slide22
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22Shift #2: Coherence Think Across Grades, and Link to Major Topics Within Grades
Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.Slide23
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 23Slide24
What it Looks Like in Grade 3
True or False:3 x 8 = 20 + 4 T F50 ÷ 10 = 5 x 1 T F9 x 9 = 8 x 10 T F
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What it Looks Like in Grade 5
True or False:Slide 25Slide26
What it Looks Like in Grade 8
Tell how many solutions:3x + 17 = 3x + 12Slide 26Slide27
What it Looks Like in High School
X4 – 5x3 + x2 + 2x + 1 =Drag the correct expression to make a true equation.x3 + (x + 1)2 + X4 – 6x
3X4 – 3x3 + 2x3 + x2 + 2x + 1X
4
– 5x
3
+
x
+
x + 2x + 1…
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28Shift #3: Rigor In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application
The CCSSM require a balance of:Solid conceptual understanding
Procedural skill and fluency
Application of skills in problem solving situations
Pursuit of all three requires equal intensity in time, activities, and resources.Slide29
Smarter Balanced Sample Items
http://sampleitems.smarterbalanced.org/itempreview/sbac/Item 43328: Fractions 2aItem 43081: The ContestItem 42933: CalculatorAs
you analyze the sample items, consider the following 2 questions:Slide
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English Language Arts
What is Changing?Slide 30Slide31
Key Shifts in the CCSS for
English Language Arts1.Complexity: Regular practice with complex text and its academic language 2.Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Knowledge: Building knowledge through content-rich nonfiction
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Implications for Assessment
FromToFocusing only on reading skillsAlso focusing on complexity of what students can read
Students moving quickly through a textStudents taking time to read and reread, study, and ponderAssessing literary terminology
Assessing academic vocabulary
Mostly assessing through SR items that do not require specific reference to textual evidence
Assessing through a range of items
that require students to draw evidence from text; use CR items to require a variety of complex performances
Mainly
writing to de-contextualized prompts
Focusing on text-based writing prompts (arguments
and informative essays)
Measuring ELA only
Measuring literacy across disciplines
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Smarter Balanced Sample Items
http://sampleitems.smarterbalanced.org/itempreview/sbac/Grandma Ruth 3Writing: Cell PhonesListening: Exercise in Space 2
As you analyze the sample items, consider the following 2 questions:
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Smarter Balanced Interim AssessmentSlide35
Interim AssessmentSlide36
Formative Assessment Practices
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Digital Library Resources
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Commissioned Professional Development Modules
Resources for students and families
Frame Formative Assessment within a Balanced Assessment System
Articulate the Formative Assessment Process
Highlight Formative Assessment Practices and Tools
Assessment Literacy Modules
Commissioned Professional Development Modules
Instructional materials for educators
Instructional materials for students
Demonstrate/support effective implementation of the formative process
Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts
Exemplar Instructional Modules
High-quality vetted instructional resources and tools for educators
High-quality vetted resources and tools for students and families
Reflect and support the formative process
Reflect and support the Common Core State Standards for Mathematics and English Language Arts
Create Professional Learning Communities
Education ResourcesSlide38
Inside/Outside Circles
Take two minutes to write down your Aha’s from this afternoon’s conversation.Share your thoughts using Inside/Outside Circles.Slide 38Slide39
Slide
39Find Out MoreSmarter Balanced can be found online at:
SmarterBalanced.orgSlide40
Common Core State Standards
Public HearingsWednesday, October 16 2:00 p.m.-8:00 p.m. Fond du Lac City/County Building,Wednesday, October 23 2:00 p.m.-8:00
p.m. Eau Claire Chippewa Valley Technical College, andWednesday, October 30 2:00 p.m.-8:00 p.m.Wausau
Northcentral
Technical College.
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Chrystyna Mursky
Education Consultant, Gifted and Talented and Advanced PlacementWisconsin Department of Public Instruction608-267-9273chrystyna.mursky@dpi.wi.gov