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What Will the New Test Be Like?

What Will the New Test Be Like?. April Yantis 2012 Smarter Balanced Item Writer 7 th Grade ELA & Literacy Olympic Middle School, Shelton, WA. Secure Assessment Items. Today: Work with Released Items. Writers’ submissions are secure Writers may share general process

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What Will the New Test Be Like?

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  1. What Will the New Test Be Like? April Yantis 2012 Smarter Balanced Item Writer 7th Grade ELA & Literacy Olympic Middle School, Shelton, WA

  2. Secure Assessment Items Today: Work with Released Items Writers’ submissions are secure Writers may share general process Smarter Balanced website offers transparency Drafts and updates for items available online

  3. CCSStandards for ELA and Literacy Our Assessment = Smarter Balanced SR: 1pt CR: 2pts TE: both PT: 6? Selected Response Constructed Response Technology Enhanced Performance Tasks Reading – 10 standards (+foundational skills K-3) Writing – 10 standards Speaking/Listening – 6 standards Language – 6 standards Technology – integrated into standards

  4. Student Evidence for ELA/Lit. Standards Sorted into 4 Groups 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 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.

  5. Claim 1 …Read closely…analytically... Targets: Key Details Central Ideas Word Meanings Reasoning & Evidence Analysis Within or Across Texts Text Structures & Features Language Use

  6. Claim 2 …Produce effective writing... Write/Revise Brief Texts (Narrative, Informational, Argumentation) Compose Full Texts (Argumentation) Language & Vocabulary Use Edit/Clarify

  7. Claim 3…Effective speaking…listening... Listen/Interpret: Analyze, interpret, and use information delivered orally or visually

  8. Claim 4 …Research to analyze, integrate, present information... Targets: Analyze/Integrate Information Evaluate Information/Sources Use Evidence

  9. Path to Released Items Scroll far down page

  10. Path to Released Items Then go back up, and click here Active samples: guide writing your own items.

  11. Sample: Support a key detail

  12. Item’s Claim, Target, CCSS, Rubric

  13. Rubric

  14. Sample: Add a Beginning, Transition, or Ending

  15. Rubrics

  16. TE Sample: Technology Enhanced/Enabled

  17. Rubric

  18. Sample: SupportYourArgument

  19. Rubrics

  20. PTPerformance Tasks

  21. PTText, charts, videos: Stimuli for Performance Tasks

  22. Olympic M.S. Assessments: Used MSP Assessment Format

  23. No Test Prep If…. • You can use Online Samples to Write Items that Fit your Classwork

  24. Remember this sample item?Add a Beginning, Transition, or Ending

  25. Practice:Assessment Item for your Class • Write a BRIEF piece (4-8 sentences) • Possibility: smoothly move between two scenes, like swimming followed by a picnic

  26. Assessment Items for your Class • Write a BRIEF piece, smoothly moving between two scenes (4-8 sentences) • Now ONLY deconstruct a couple sentences • Make them very general or vague • Cut their elaboration • Use kidspeak • Create incorrect conventions or texting shortcuts • Cut the smooth transition to a new scene • Skip the lead-in or ending – abruptly start or stop

  27. Assessment Items for your Class • Tell your elbow partner what will need to be changed (missing elaboration, conclusion, etc.) • Read your item. • Let your partner identify the incorrect area and bring it up to standard.

  28. What About Informational Text? Students: • Find key details to support a central idea • Write a brief summary (key details + central idea) • Identify which parts are an author’s opinion • Support inferences with details from text • Identify weak areas of an argument, and rewrite them • Identify portions of a text that don’t support an argument

  29. Sample Test Items – Generalities • Summary lacking a key detail • The relationship between plot and setting • Find evidence that this is the author’s opinion • Differentiate between shades of meaning in text • Summary: out of order • Create a logical sense of order and wholeness through transitions: show sentence to sentence progression • Find a sentence that doesn’t support an argument • Find a sentence that disrupts the flow • Show how a character changes over course of story • Insert dialogue • How does dialogue move this story forward

  30. smarterbalanced.org ayantis@sheltonschools.org

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