Using the “Teacher Guides to the Smarter Balanced Assessments” Effectively

1. Using the “Teacher Guides to the Smarter Balanced Assessments”Effectively

2. Learning Goals Participants will • become familiar with Teacher Guide content, especially Sections 2 and 3; • learn why the Teacher Guides are most effective when interactively unpacked over time; and • understand the value and potential use of the content in the Smarter Balanced Item Specifications and Achievement Level Descriptors. California Department of Education

3. Success Criteria Participants can • articulate how the Smarter Balanced resources can support the development of standards-based learning activities and assessment; and • develop ideas about integrating the Teacher Guide content into local collaboration time, activities, and initiatives. California Department of Education

4. Setting the Stage • How might your local educational agency (LEA) engage teachers in using the Teacher Guides? • How might your LEA integrate the Teacher Guides into: • Current priority initiatives? • Professional learning? • Local Control Accountability Plan (LCAP) related activities? California Department of Education

5. Notetaking Guide California Department of Education

6. Teacher Guides to the Smarter Balanced Assessments http://www.cde.ca.gov/ta/tg/ca/sbteacherguides.asp California Department of Education

7. Organization Introduction Section One: Purpose of the Guide—Resources for Planning Learning Events to Implement the Frameworks Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events Section Three: Instruction with Planned Evidence Collection and Feedback Helps Teacher and Students Improve Student Learning Section Four: Using Smarter Balanced Score Reports to Analyze Data and Improve Learning Section Five: Conclusion—Putting It All Together California Department of Education

8. Purpose (Page 3) Figure 1. Curriculum, Instruction, and Assessment Feedback Loop These Teacher Guides are intended to be a resource for classroom teachers as they plan learning activities that fully implement the California English language arts/literacy (ELA) / English Language Development (ELD) or Mathematics Frameworks using assessment feedback from the Smarter Balanced system of assessments. California Department of Education

9. Connecting to the ELA/ELD Framework (Page 4) Key Framework themes: • Meaning Making • Language Development • Effective Expression • Content Knowledge • Foundational Skills • 21st Century Skills “The Smarter Connection” California Department of Education

10. Connecting to the Mathematics Framework (Page 4) Framework Guiding Principles: • Learning • Teaching • Technology • Equity • Assessment • Learning in the 21st Century “The Smarter Connection” California Department of Education

11. Connecting to Learning in the 21st Century (Page 8 ) • Learning activities that help students develop • Problem solving • Critical thinking • Creative thinking • Communication and collaboration skills • Social and cross-cultural skills • Technology Skills • (not a complete list…) Partnership for 21st Century Skills (P21) California Department of Education

12. …about how your LEA might have used the curriculum frameworks in connection with the Smarter Balanced assessment, or any other assessment? • Share your experience with an elbow partner. California Department of Education

13. Smarter Balanced Test Design Principles Section Two describes the evidence-centered design at the heart of the Smarter Balanced assessments, the hierarchical approach to item development, and connecting these to classroom learning activities. California Department of Education

14. Connecting Smarter Balanced Test Design to Learning Opportunities California Department of Education

15. On your own, readpages 10-12 in both the ELA and the Mathematics Teacher Guides. Highlight key take-aways. read Start here… California Department of Education

16. Test Hierarchy California Department of Education

17. Mathematics is Different Claim 1: (Grade Level Content Standards) Claims 2,3,4: (Standards for Mathematical Practice) California Department of Education

18. Test Hierarchy read (ELA—Page 13) (Math—Page 14) California Department of Education

19. Be prepared to share with the whole group. California Department of Education …about the differences you found between the English Language Arts/Literacy Teacher Guide language and the Mathematics Teacher Guide language. Why is it important for teachers to understand these differences?

20. Item Specifications: ELA(Pages 16-18) read • Claim • Target • Standards • DOK • Stimuli/Passages • Accessibility • Evidence Required • Allowable Item Types California Department of Education

21. Item Specifications: Math(Pages 16-22) read • Claim • Target • Standards • DOK • Range ALDs • Task Model Expectations • (Claims 2, 3, 4) • Evidence Required • (Claim 1) • Allowable Response Types • Allowable Stimulus Materials • Allowable Tools • Target Specific Attributes • Accessibility Guidance California Department of Education

22. Evidence Statements California Department of Education

23. Task Model Expectations Math, Claims 2, 3, and 4 California Department of Education

24. What do you want your teachers to understand about the Item Specifications? How can you facilitate the use of the evidence statements and task model expectations in your LEA? California Department of Education

25. Collecting Evidence in New Ways Section Three discusses the challenge of knowing if students are learning, and knowing the specific needs of each student, AND offers the solution of planned evidence collection: • During daily instruction using the formative assessment process, • After a unit of instruction on a key topic with classroom, interim, or benchmark assessments, and • At the end of the year with summative assessments. California Department of Education

26. Item Types and Tasks Section Three discusses item types and tasks that are designed to collect more complete and precise evidence of student knowledge, skills, and abilities using: • Multi-part questions • Constructed-response items • Technology-enhanced items • Performance tasks California Department of Education

27. Example of Constructed  Response Item(Grade 7 English Language Arts/Literacy) California Department of Education

28. Example of Technology  Enhanced Item(Grade 8 Mathematics) California Department of Education

29. Example of Performance Task(Grade 8 Mathematics) California Department of Education

30. California Department of Education

31. California Department of Education How are you making use of the practice tests (which include different types of items) to inform teaching and learning? What’s the benefit of exposing teachers and students to a variety of item types?

32. Describing Performance for ELA/Literacy (Page 15) ELA Range Achievement Level Descriptors (ALDs) may: • guide development of classroom rubrics; • operationalize the expectations of the assessments. California Department of Education

33. ELA/Literacy Range ALDs • Found on the Smarter Balanced Web site in the ELA/literacy ALDs and College Content-Readiness Policy (PDF) • Provided for each grade level target • Organized sequentially: Find the grade level first, then locate the claim, then target range, and then target threshold • Check out the Threshold ALDs! California Department of Education

34. Describing Performancefor Mathematics (Page 19) Mathematics Range ALDs may: • guide development of classroom rubrics; • operationalize the expectations of the assessments. California Department of Education

35. Mathematics Range ALDsAre Different • Found on the Smarter Balanced Web site in the Mathematics ALDs and College Content-Readiness Policy (PDF). Provided for each Claim 1 (Concepts and Procedures) grade level target • Organized sequentially: Find the grade level first, then locate the claim, then target range, and then target threshold California Department of Education

36. Mathematics Range ALDsAre Different (cont.) • Range ALDs for Claims 2, 3, and 4 are provided by grade span for grades 3-5 and grades 6-8 and also group targets together • Find the grade level group first, then look for the claim, then target range, then target threshold. • Note: Claim 3 comes after Claims 2 and 4 California Department of Education

37. Grades 6-8, Claims 2 and 4 California Department of Education

38. How might teachers use the resources we’ve talked about today – the Item Specifications (especially Evidence Requirements), the Range ALDs, the Frameworks– to help inform learning opportunities and the collection of evidence of learning from students? California Department of Education Recall the learning activity design process illustrated on Slide 14.

39. Think about the context… Training webinar that covers the test hierarchy: Connecting Summative Assessment to Improving Teaching and Learning (1:34:02) (Video) Item Specifications: http://www.smarterbalanced.org/assessments/development/ Item Types: This document was prepared as a technical document for test vendors, but it has good examples: http://www.smarterapp.org/documents/Item_Types_And_Features.pdf Achievement Level Descriptors: ELA/literacy ALDs and College Content-Readiness Policy Mathematics ALDs and College Content-Readiness Policy All Curriculum Frameworks: http://www.cde.ca.gov/ci/cr/cf/allfwks.asp California Department of Education

40. Implementation Planning California Department of Education

41. Use both the left and right hand sides of the Implementation Planning tool. • What are the information/ • understanding gaps at your LEA? • How might this work fit into: • Priority initiatives? • Professional collaboration? • LCAP work? California Department of Education

42. Thank you