Smarter Balanced Math Performance Tasks

1. Smarter Balanced Math Performance Tasks Superintendent’s Summer Institute Eugene, Oregon – August 1 - 3, 2012

2. Welcome • Presenters: • Smarter Balanced: Shelbi Cole, Director of Mathematics • OCTM PD Cadre: Winnie Miller and Jane Osborne • ODE: • Rachel Aazzerah, Science Specialist • Derek Brown, Mgr., Assessment of Essential Skills • Holly Carter, Assessment Policy Analyst • Ken Hermens, English Language Arts Assessment Specialist • Jim Leigh, Mathematics Assessment Specialist • Kathleen Vanderwall, Mgr., Assessment Test Design and Operations • Objective: Overview of Smarter Balanced mathematics performance tasks with emphasis on the increased rigor, depth, and breadth relative to Oregon’s existing work sample tasks. www.ode.state.or.us/go/assessment

3. Audience Survey • Raise your hand if: • You work in elementary grades K-5 • You work in middle school 6-8 • You work in high school • You are a TOSA • You work in the district office • You are a curriculum specialist • You are just interested • Using one hand (0-5), show your knowledge of: • Common Core Standards • Smarter Balanced Assessment in General • Smarter Balanced Assessment Performance Tasks www.ode.state.or.us/go/commoncore

4. Overview 1. Informing Policy Changes 2. Implementation Timelines 3. Item Development 4. Item Types 5. Performance & Work Sample Tasks 6. Work Sample Task Enhancement 7. Wrap Up www.ode.state.or.us/go/commoncore

5. Policy Changes - National Level Elementary and Secondary Education Act (ESEA) • ESEA authorizes federally funded Ed programs administered by the states. • In 2011-12 ~ 12% of el and sec funding is from Federal sources. • Policy Change reaching five decades: “War on Poverty” (1965), Improving America’s Schools Act (Goals 2000: Educate America Act (1994)), No Child Left Behind (2001), ESEA Flexibility (2011). Common Core State Standards (CCSS) • Following inclusive development by CCSSO and NGA, adopted by 45 states, 3 territories and the Dept of Defense Ed Activity. • Career and College Ready • Increased Rigor Race to the Top (RTTT) Fund Funding for States and consortia of States to advance reforms, early learning, top districts, and Assessment Programs. www.ode.state.or.us/go/commoncore

6. Smarter Balanced Assessment Timeline www.ode.state.or.us/go/commoncore

7. Policy Changes - State Level • OAKS to SMARTER Balanced Assessment • Field test and alignment work (2013-2014) • Scoring Guide Alignment • Determine the degree to which the current scoring guides measure student proficiency in the Common Core State Standards • Other Policy Questions • Will evidence collected prior to the transition (2014-2015) be allowable for graduation purposes? Yes • Will work samples and the other approved options be allowable through the transition period? Yes • When will students be eligible to use the Smarter Balanced assessment for Essential Skills? Not yet determined www.ode.state.or.us/go/commoncore

8. OAKS-Smarter Balanced Assessment Transition Timeline • OAKS • Reading based on 2002 ELA Content Standards • Writing based on current scoring guide • Mathematics based on 2007/2009 Math Content Standards • Smarter Balanced Assessment • Based on Common Core State Standards adopted by Oregon in 2010 • OAKS • Reading based on 2002 ELA Content Standards • Writing based on current scoring guide • Mathematics based on 2007/2009 Math Content Standards • Smarter Balanced Assessment • Based on Common Core State Standards adopted by Oregon in 2010 • OAKS • Reading based on 2002 ELA Content Standards • Writing based on current scoring guide • Mathematics based on 2007/2009 Math Content Standards • Smarter Balanced Assessment • Based on Common Core State Standards adopted by Oregon in 2010 www.ode.state.or.us/go/assessment

9. Smarter Item Development www.ode.state.or.us/go/assessment

10. Smarter Item Types Overview TEXT TEXT TEXT EXT TXT www.ode.state.or.us/go/commoncore

11. Claims for Mathematics Summative Assessment

12. Oregon Work Samples A work sample is a representative sample of individual student work (e.g., research paper, statistical experiment, speaking presentation) that is scored using an official state scoring guide. Work Sample Tasks must: align with the state content standards for the skill area being assessed. clearly provide students with opportunities to demonstrate proficiency in the content standards being assessed in the work sample. (For those work samples being used to satisfy Essential Skills graduation requirements, prompts must provide students with the opportunity to demonstrate high school level knowledge and skills.) reflect independent, individual student work only, although individual work samples may grow out of common learning experiences or group work. Whether used as a local performance assessment or to meet an Essential Skills requirement, work samples are not meant to be timed. (Test Administration Manual , 2011-2012 , Office of Assessment and Information Services, Oregon Department of Education, Appendix M – Work Samples and State Scoring Guides) www.ode.state.or.us/go/assessment

13. Oregon PS Scoring Guide Five Process Dimensions: • Making Sense of the Task • Representing and Solving the Task • Communicating Reasoning • Accuracy • Reflecting and Evaluating • Must score at least 4 on all five dimensions www.ode.state.or.us/go/assessment

14. Math Performance Task Preview Sample Oregon Work Sample Task Grade 5: Olga’s Strawberries *Three samples of scored student work with commentaries are in the session packet. www.ode.state.or.us/go/commoncore

15. Student Work-Olga’s Strawberries www.ode.state.or.us/go/assessment

16. Performance Tasks Performance Tasks • Extended projects demonstrate real-world writing and analytical skills • May include online research, group projects, presentations • Require 1-2 class periods to complete • Included in both interim and summative assessments • Applicable in all grades being assessed • Evaluated by teachers using consistent scoring rubrics The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching. - Linda Darling-Hammond and Frank Adamson, Stanford University

17. Sample Task Stimulus Stimulus/Information Source for Task Massachusetts (http://www.sudbury.ma.us/services/individual_faq.asp?id=69) The initial 10MPH over the speed limit is assessed a $50 fine. In other words, there is a flat fee for the first 10MPH. Each MPH above the initial 10MPH is then calculated at $10 per MPH thereafter. In addition to the fines established relative to the speed traveled, there is a $50 assessment applied to the fine schedule which goes to a Head Injury Fund established by the state. Example: 46MPH in a 30MPH zone = 16MPH over the speed limitFine = $50 Head Injury Fund assessment + $50 (first 10MPH over the speed limit) + $60 (next 6MPH) = $160

18. Sample Task Stimulus (cont.)

19. Sample Task Components to Elicit Evidence of Student Understanding Scorable products that could result from task stimuli: Students create a table to show how different speeds result in different ticket values for MA. Students create a graph to show the speed vs. total ticket cost for MA Students explain why the NY speeding penalties cannot be represented by a function Students write one or more functions for the cost of a speeding ticket in a 60 mph zone in MA, based on the driver’s actual speed. Students respond to a task in writing, such as: Some people have complained that New York’s calculations are unfair. Create a more fair system for New York that (1) represents a one-to-one function and (2) would allow New York to collect about the same amount of money as it currently does. Explain all assumptions you make and mathematics used to support your work.

20. Sample Item The function f(x) = 5(x – 65) + 120 is used to calculate a speeding ticket for a driver going x mph in a 65 mph speed zone. If the “5” in the function is changed to “4” and the “120” is changed to “180,” for what values of x would ticket costs be greater than before the change?

21. Sample Item The function f(x) = 5(x – 65) + 120 is used to calculate a speeding ticket for a driver going x mph in a 65 mph speed zone. Is the set of all positive integers a reasonable domain for this function in the context of the problem? Explain why or why not and provide specific examples to support your reasoning.

22. Sample Item The graph shows the relationship between the number of miles over the speed limit a person is traveling and the cost of a speeding ticket. Explain how the graph supports or refutes the statement below: “As driving speeds become more reckless, the penalties are more severe.”

23. Math Performance Task Preview Sample Smarter Math Performance Task Grade 5: School Festival You serve on a committee that is in charge of planning a school festival. The following tasks need to be completed by committee members as part of the planning for the school festival. • Determine the budget for the festival. • Choose the food and drinks for the festival. • Determine amounts of supplies for making a dessert. • Make a schedule of the different activities. • Make some decisions on the games and prizes used during the festival. * Details and rubrics are in the session packet. Up to two class sessions (90 minutes) are suggested for this task, with no pre-teaching necessary. www.ode.state.or.us/go/commoncore

24. Math Performance Task Preview Compare and Contrast Oregon Work Samples with Smarter Balanced Performance Tasks? • SimilaritiesDifferences www.ode.state.or.us/go/commoncore

25. Table Talk -- Strategies • How could we use our development of Oregon Work Sample (or Local Performance) Tasks to prepare students for success on Smarter Balanced Performance Tasks • What could be done with current tasks to bring them up to the level of rigor in the Smarter Balanced Assessment? • Possible extension of Olga’s Strawberries – Summer Strawberry Picking • Multiple approaches • Multiple solutions • Justify solution based on interpretation www.ode.state.or.us/go/assessment

26. Sample Olga Enhancement Summer Strawberry Picking You have been hired to pick strawberries at the farm with Olga and Fritz this summer. You will pick berries with them 5 days a week, for a total of 8 weeks. The farm offers two different pay options and you must choose only one of them: Option A $8.00 per day Option B $1.50 per flat picked Olga has decided to pick Option A, based on her experience from last summer. Fritz has decided to pick Option B, because he thinks that he can pick more flats of berries each day than Olga can. How many flats on average a day must Fritz pick, in order to earn more money than Olga each day? Based on Fritz’s average from Question #1, who will make more money over the summer, Olga or Fritz? Justify mathematically your answer. Which option do you decide to pick? ______________ Justify mathematically your choice, show why your option will earn you the most money over the summer. www.ode.state.or.us/go/assessment

27. Sample of 5th Grade Student Work www.ode.state.or.us/go/assessment

28. Table Talk -- Strategies In your session packet, you have a variety of current Oregon Work Sample Tasks with student work, or you may have brought one of your own – use them as examples to help your discussion. Olga’s Strawberries – Grade 5 Enchanted Forest – Grade 8 Pony Rides – High School At a high level, what actions must you take to prepare students for success on Smarter Balanced Assessments? www.ode.state.or.us/go/assessment

29. Table Groups Report • One big idea from each table • What is your take-home message from this session? • Elephant in the room: • If you’re not doing work samples with conviction, you need to begin NOW. • Try to design work samples aligned to both Oregon standards and CCSS www.ode.state.or.us/go/assessment

30. Resources • Smarter Balanced Website • http://www.smarterbalanced.org/ • Smarter Sample Items and Performance Tasks • http://www.smarterbalanced.org/smarterbalanced-assessments/#item • Common Core State Standards Toolkit • http://www.ode.state.or.us/search/page/?id=3430 • Common Core State Standards Assessment Resources • http://www.ode.state.or.us/search/page/?id=3298 www.ode.state.or.us/go/assessment

31. Wrap Up For more about Smarter ELA Performance Tasks… • Hands-on session focused on Smarter English Language Arts Performance Tasks • Thursday, 10:45 a.m. – 12:15 p.m., Bloch Room • How to update existing Reading work sample prompts to match the rigor of the Smarter ELA Performance Tasks Workshop on Transition from OAKS to Smarter Balanced Analyze the recently developed documents from ODE and discuss possible applications for districts or schools as they plan the transition for their mathematics courses from 2012-2014. Friday, 9:20 a.m.- 10:30 a.m. Vistas II Room Friday, 10:45 a.m.-12:15 p.m. Vistas II Room www.ode.state.or.us/go/assessment

32. THANK YOU! Please send additional input, questions, or anecdotes to: Rachel Aazzerah Rachel.Aazzerah@state.or.us Derek Brown Derek.Brown@state.or.us Jim Leigh James.Leigh@state.or.us www.ode.state.or.us/go/assessment