Smarter Balanced and High Ability Learners

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, 2013

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?

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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 MathematicsShifts in the CCSS for English Language ArtsSample Summative Items for English Language ArtsThe Smarter Balanced Interim AssessmentResources 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 agentWestEd provides project management services

A National Consortium of States

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 CommitteeHigher 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 practicesto 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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Huddle

Discuss 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 Assessment

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Summative Assessment: Purpose, Benefits and Limitations

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Summative Assessment:Two-pronged Approach

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Using 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 Results

Estimated Testing Times for Summative Assessment

TestGradesCATPerf. Task OnlyTotalIn-Class ActivityTotalEnglish Language Arts/Literacy3-51:302:003:30:304:006-81:302:003:30:304:00112:002:004:00:304:30Math3-51:301:002:30:303:006-82:001:003:00:303:30112:001:303:30:304:00

The testing window is the final 12 weeks of the academic year.

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?

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Common Core State Standards

Define the knowledge and skills students need for college and career

Developed voluntarily and cooperatively by states; more than 40 states have adoptedProvide clear, consistent standards in English language arts/literacy and mathematics

Source: www.corestandards.org

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Mathematics

What is Changing?

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The CCSS Require Three Shifts in Mathematics

Focus: strongly where the standards focusCoherence: Think across grades and link to major topics within gradesRigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

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GradeFocus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual UnderstandingK–2Addition and subtraction - concepts, skills, and problem solving and place value3–5Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving6Ratios and proportional reasoning; early expressions and equations7Ratios and proportional reasoning; arithmetic of rational numbers8Linear algebra and linear functions

Shift #1: Focus

Key

Areas of Focus

in Mathematics

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Shift #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.

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Shift #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.

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.

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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:

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What it Looks Like in Grade 8

Tell how many solutions:3x + 17 = 3x + 12

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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 – 6x3X4 – 3x3 + 2x3 + x2 + 2x + 1X4 – 5x3 + x + x + 2x + 1…

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Shift #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.

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:

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English Language Arts

What is Changing?

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Key Shifts in the CCSS for English Language Arts

1.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 readStudents moving quickly through a textStudents taking time to read and reread, study, and ponderAssessing literary terminologyAssessing academic vocabularyMostly assessing through SR items that do not require specific reference to textual evidenceAssessing through a range of items that require students to draw evidence from text; use CR items to require a variety of complex performancesMainly writing to de-contextualized promptsFocusing on text-based writing prompts (arguments and informative essays)Measuring ELA onlyMeasuring 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 2As you analyze the sample items, consider the following 2 questions:

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Smarter Balanced

Interim Assessment

Interim Assessment

Formative Assessment Practices

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Digital Library Resources

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Commissioned Professional Development ModulesResources for students and familiesFrame Formative Assessment within a Balanced Assessment SystemArticulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools

Assessment Literacy Modules

Commissioned Professional Development ModulesInstructional materials for educators Instructional materials for studentsDemonstrate/support effective implementation of the formative processFocus 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 educatorsHigh-quality vetted resources and tools for students and familiesReflect and support the formative processReflect and support the Common Core State Standards for Mathematics and English Language ArtsCreate Professional Learning Communities

Education Resources

Inside/Outside Circles

Take two minutes to write down your Aha’s from this afternoon’s conversation.Share your thoughts using Inside/Outside Circles.

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Find Out More

Smarter Balanced can be found online at:SmarterBalanced.org

Common Core State Standards Public Hearings

Wednesday, 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.WausauNorthcentral Technical College.

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Chrystyna Mursky

Education Consultant, Gifted and Talented and Advanced Placement

Wisconsin Department of Public Instruction

608-267-9273

chrystyna.mursky@dpi.wi.gov