Overview of the Smarter Balanced Assessment: Grades K-5 ~ Making the Classroom Connection~

1. Overview of the Smarter Balanced Assessment: Grades K-5 ~ Making the Classroom Connection~ Created by Penny Plavala, Literacy Specialist Portland, Oregon

2. Session 1 Goals • Review how Common Core State Standards will be assessed • Review the Smarter Balanced Assessment Components • Identify Key Skills for Student Success • Create Questions for Classroom Use Session 2 Goals • Examine a Performance Task • Experience the Practice Test

3. Smarter Balanced Assessment On your own…… Please rate your level of understanding on the blue handout: on the side marked “Before”.

4. Tell your partner what you have heard about the Smarter Balanced Assessment.

6. What Will Be Tested? Place text here

7. Common Core Timeline YOU ARE HERE 2014 -2015 2013 – 2014 Grades 2-7 and 10 this year will test next year Grades 3-8 and 11 will be assessed annually

8. Developing the Common Core Assessment

9. What is the Smarter Balance Assessment Consortium? • SBAC is a groupof 25 states that have been working collaboratively to develop next-generation assessments that are aligned to the CCSS and that accurately measure student progress toward college and career readiness. www.smarterbalanced.org • The other consortium: PARCC ~ Partnership for the Assessment of Readiness for College and Careers

10. SBAC Member States Six ODE staff members are on SBAC Work Groups SMARTER: Summative Multi-State Assessment Resources for Teachers and Educational Researchers

11. Smarter Balanced Assessment SystemComponents Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teacher resources for formative assessment practices to improve instruction Interim assessments Flexible, open, used for actionable feedback

12. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School Optional Interim assessment system — no stakes Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT 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.

13. Components of the Summative Assessment + COMPUTER ADAPTIVE ASSESSMENT PERFORMANCE TASKS • Measure the ability to integrate • knowledge and skills, as required • in CCSS • Scored by teachers • Results within 2 weeks • A computer adaptive assessment • given during final 12 weeks of the • school year* • Multiple item types: 45-60 items • per test • Scores from the performance assessment and the computer adaptive • assessment will be combined for annual accountability scores. * Time windows may be adjusted based on results from the research agenda and final implementation decisions.

14. What is Computer Adaptive Testing?

15. Computer Adaptive Testing

16. SBA Assessment

17. Assessment Item Types • Selected Response (SR) • Variety of multiple choice and true/false • Constructed Response (CR) • Short or long answer using textual evidence • Performance Tasks (PT) • Use higher level thinking skills; integrate reading, writing and speaking • Technology Enhanced (TE) • Technology embedded into items

18. Notice and Note • On a piece of notebook paper, create a T-chart. • Write Student Skills on top of the left column. • During this sample item review, think about the skills students need to be successful in answering the questions. • Jot those skills down on your T-chart.

19. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response

20. Componentsof Selected Response Items Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. What is the best way to revise the highlighted sentence to match the language and style of the paragraph? • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as (Reading Passage) STIMULUS What is the best way to revise the highlighted sentence to match the language and style of the paragraph? STEM • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. OPTIONS

21. Selected Response • Read the sentence from the text. Then answer the question. • “Only three strokes?” Little Liang’s face got as red as a cherry. • What does the phrase face got as red as a cherry suggest about • Liang? • A. He is upset by his writing mistake. • B. He worries about returning to school. • C. He is happy about what he has learned. • D. He hopes that his teacher will show him another trick. • 3rd grade

22. Selected ResponseSingle Response A student wrote an opinion paragraph about taking care of his pet for English class. Read the paragraph and the directions that follow. Pets need a lot of care, and I take good care of my dog, Amber. My parents let me have her because they wanted to teach me to be responsible. Every day I have to feed, walk, and brush her. But, taking care of any pet also involves spending time with it. Amber stays alone all day while I am in school. I have to make sure that I make time to play with her each day when I get home. The student wants to add a sentence at the beginning of his paragraph that introduces his topic and states his opinion. Which is the best sentence for him to use? A. I think that people have a duty to take care of their pets.  B. Not everyone wants a pet, but I feel lucky to have a dog. C. I think children should be allowed to bring their pets to school. D. One of the best things for children is to be able to care for a pet. 4th grade

23. Selected ResponseMultiple Response • Select three details from the presentation that tell what all three polar bears have in common. • A) They are orphaned. • B) They were born in the wild. • C) They play in dirt. • D) They live at the San Diego Zoo. • E) They have a book written about them. • F) They sleep with a toy. • G) They enjoy morning naps. 4th grade

24. Selected ResponseMultiple Response Enzio and Carlotta each have a different point of view about their trip on the ship to America. Both characters would tell their story differently. Select the statements that best describe how the text might be different if told from Carlotta’s point of view. Select all that apply. A. The story would include more details about villages in Italy. B. The story would include more details about Carlotta’s family. C. The story would include more details about entering Ellis Island. D. The story would include more details about the sights in New York City. E. The story would include more details about being seasick on the ship. 5th Grade

25. Turn and Talk • When do you use Selected Response questions in your classroom? • How might you include them in your formative and summative assessments?

26. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response • Require the student to generate a response as opposed to selecting a response. • Include both short and extended responses. • Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness. • Constructed Response

27. Components of a Constructed Response Item • (Reading Passage) • The Shepherd’s Boy and the Wolf • A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep. • In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. STIMULUS STEM • In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. SPACE FOR ANSWER

28. Constructed Response Read the sentence and the directions that follow. The hermit crabs in the ocean have learned to adapt to the changing housing situation. Using details from the text, define the word adapt and explain how the crabs have adapted. Type your answer in the space provided. 5th grade

29. Constructed Response Coyote’s plan to get the honey fails. Support this statement with two details from the passage. Type your answer in the space provided. 4th grade

30. Constructed Response What are some ways in which the Mexican free-tails are unique among bat species? Use at least two details from the presentation to support your answer. Type your answer in the space provided. 5th grade

31. Scoring a Constructed Response Item

32. Turn and Talk • What skills do students need to answer Constructed Response questions? • Please write them on your T-chart. • When do students complete short answer questions in your classroom?

33. Smarter Item Types • Multiple Choice • Assess a broad range of content. • Scoring is objective, fast, and generates immediate results. • Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. • Selected Response • Require the student to generate a response as opposed to selecting a response. • Include both short and extended responses. • Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness. • Constructed Response • Students manipulate information (example: drag and drop) • May have digital media for stimulus: video, animation, sound. • Technology Enhanced

34. Technology-Based Items • Technology-enhanced • Computer delivered items that include specialized interactions for student responses • Technology-enabled • Computer delivered items that use digital media such as sound or video • May watch or listen multiple times Examples: • Moving an object to a set of locations (drag and drop) • Selecting, copying, pasting blocks of text • Listening to a an audio clip and answering questions

35. Technology Enhanced A student is writing a story for class. She needs to correct the punctuation mistakes in her paragraph. Read this paragraph from her story and the directions that follow. We were eating supper last night when we heard a huge crash from outside. What had happened. For about ten seconds, we all sat there wondering, and looking at each other. My dad stood up, and we followed him into the yard to see what had caused the loud noise. A giant branch had fallen off the oak tree next to the house. If it had dropped just three feet to the left, it would have crashed right through the roof! Click to highlight two sentences that do not have correct punctuation. 4th grade

36. Technology-Enhanced Sample Item The narrator states, “The bears are easy to tell apart once you get to know them.” Then, she describes their actions. Complete the chart below by placing the words that describe the bears’ personalities under Description. Then, place the actions that show their personalities under Action. DescriptionsActions calm rolls in the dirt friendly takes a nap in the leaves lively finds toys to share with others helpful likes it when visitors wear hats 4th grade

37. Technology Enabled (Listening) 6th grade

38. Technology-Enhanced Selected Response That Includes Multimedia Listen to the presentation. Then answer the questions. Allie’s Sparrow What is the most important lesson Allie learns? A. It is a good idea to keep doors closed. B. People can learn from their mistakes. C. Problems are best solved when people work together. D. Best friends can be found in the most unlikely places. 3rd grade

39. Group Discussion • What skills do students need to be successful on the three types of items we reviewed? • Share skills from your T-chart, and add new ideas to it.

40. SBAC Practice Test • First launched in May 2013 • All grades that are assessed • Answers and rubrics released August 2013 • •Mock computer adaptive portion: • Reading passages • SR, CR, and TE questions Let’s look closely at sample items from the Practice Test.

41. Practice Test • Read the passage independently. • Read the question with your partner. • Answer the questions by recording the answers on • your packet. • *** Write out the answers to the Constructed Response • questions. When finished: Discuss what you noticed about the passage & questions.

42. Review the Answers • What type of questions were they? • Look closely at the constructed response sample answers. How would you score your response? • Review the answers to the SR and TE questions.

43. T-Chart Work • Please place your T-chart in your folder. • We will complete it during Session 2.

44. Please thank your partner and small group members for their good work.

45. Before Session 2 • Check Internet connection • Hook up speakers to laptop • Check to make sure the video is working • Bookmark “teeth brushing video” location • Bookmark Common Core Solutions

46. Overview of the Smarter Balanced Assessment: Grades K-5 ~ Making the Classroom Connection~ Created by Penny Plavala, Literacy Specialist Portland, Oregon

47. Session 2 Goals • Review the Smarter Balanced Assessment components • Identify key skills for student success • Look closely at a performance task • Review the practice test online with a partner • Learn about valuable CCSS Resources But first, a quick refresher…..

48. The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School Optional Interim assessment system — no stakes Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools. INTERIM ASSESSMENT INTERIM ASSESSMENT • PERFORMANCE • TASKS • Reading • Writing • Math COMPUTER ADAPTIVE ASSESSMENT 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.

49. What Will Be Tested? Place text here

50. Smarter Item Types • Selected Response • Constructed Response • Technology Enhanced