Building Educator Assessment Awareness January 26, 2015

1. Building Educator Assessment Awareness January 26, 2015

2. Agenda • Welcome • Purpose • Intro to Claims and Targets / Test Items • Performance Tasks vs. CAT items • Uses for the Interim Assessments • Taking a look at report cards • Questions

3. Purpose Develop foundational knowledge about the assessment continuum and the Smarter Balanced Assessment System, including the use of rubrics. Provide educators with information about the interim assessments in order to use the interim assessments in 2014–15 with report card reporting. Analyze and determine the purpose of CCSS aligned report cards and revise as necessary.

4. Smarter Balanced Understanding Assessment Claims and Targets

5. A Balanced Assessment System Summative: Tests used for end-of-year accountability and evaluation Common Core State Standards specify K-12 expectations for college and career readiness Teachers and schools have information and tools they need to improve teaching and learning All students leave high school college and career ready Formative resources: Educator resources that support measuring student learning in real-time during instruction Interim: Tests used for timely and periodic information based on local needs/goals

7. Performance Tasks Focus on students’ ability to problem solve in real-life situations Focus on previous grade-level content skills, with some integration of on-grade-level skills Include both machine-scored and hand-scored questions Primarily assess Claims 2, 3, and 4 Smarter Balanced Item Types CAT Assessment Items • Focus on grade-level content skills • Computer adaptive (item difficulty depends on response to each prior item) • Questions are machine-scored • Primarily assess Claim 1, but do include problem solving

8. Relationship among Content Claims, Content Categories, Assessment Targets, and Standards

9. SBAC Assessment Claims Assessment Claims are broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessments. At each grade level within mathematics and ELA/literacy, there is one overall claim encompassing the entire content area and four specific content claims. Students will receive a score on each overall claim and scores for the specific content claims.

10. Overall Smarter Balanced Claims Grades 3–8 Students can demonstrate progress toward college and career readiness in mathematics. Grade 11 Students can demonstrate college and career readiness in mathematics.

11. Math: Claims

12. Claim 1: Concepts and Procedures Math: Claims Claim 2: Problem Solving Evidence of Claim 1 shows that students can “do math.” Claim 3: Communicating Reasoning Evidence of Claims 2, 3, and 4 shows that students can apply mathematics to novel situations, think and reason mathematically, and use math to analyze empirical situations, understand situations better, and improve decisions. Claim 4: Data Analysis and Modeling

13. Sample Item

14. SBAC Assessment Targets Assessment Targets connect the CCSS to evidence that will be collected from the assessment. The targets map the standards in the CCSS onto assessment evidence that is required to support the content categories and claims. Assessment targets are used to guide the development of items and tasks that will measure the CCSS.

15. Math – Claim #1 Targets • Claim #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Targets are broken down by grade level content clusters, not standards. The number of targets varies per grade.

16. Math – Claim #2-3 Targets • Handout • Same across grade levels

17. Take Away for Math • Items are no longer written to individual standards, so the knowledge and skills needed to respond to items are different than in the past. • Discuss with your table groups how that may impact your ability to convey information to parents about student progress.

18. Claims for the English Language Arts/Literacy Summative Assessment

23. Claims & Targets - Literacy • Review Constructed Response Item – Comparison of How the Leaves Came Down and The Little Captive • Identify the Claim • Identify the Target

24. Take Aways for Literacy • Discuss with your table groups how that may impact your ability to convey information to parents about student progress. • Reading targets are NOT assessed in Performance Tasks • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

25. If time…Score student work samples using rubrics.

26. Interim Assessments: Overview

27. Overview Q: What are the Smarter Balanced Interim assessments? A: The interim assessments are one component of the Smarter Balanced assessment system and are designed to support teaching and student learning throughout the year. The items are developed under the same conditions, protocols, and review procedures as those used in the summative assessments.

28. Overview Q: Are students required to take interim assessments? A: The interim assessments are optional, and are recommended. They enable teachers to check student progress throughout the year, providing actionable information to inform instruction and help students meet the challenge of college- and career-ready standards.

29. Overview Q: At which grade levels are the interim assessments available? A: The content of the tests have been aligned to the Common Core State Standards in grades 3–8 and high school. The grade level to assess should be based on the purpose of the testing event. Each test can be administered to students in the grade above and the grade below (e.g., a grade 7 interim test is not limited to grade 7 students, but can be administered to students in grades 6 or 8).

30. Overview • Two types of interim assessments: • Interim Comprehensive Assessments (ICAs) • English language arts/literacy (ELA) test and performance task • Mathematics test and performance task • Interim Assessment Blocks (IABs) • There are between 5 and 17 IABs per grade and content area

31. Overview Interim Comprehensive Assessments: • Fixed form • Use the same blueprints and assess the same standards as the summative assessments • Include the same item types and formats, including performance tasks, as the summative assessments • Yield overall scale scores, overall achievement level designations, and claim score information • Report against the same scale as the summative test

32. Overview • Examples of the use of ICAs include: • A new student from another state is given the previous year’s ICA. • Mid-year a teacher gives an ICA to gauge how students might perform on the summative assessment.

33. Overview Interim Assessment Blocks (IABs) • Fixed form • Focus on fewer sets of skills (e.g., Geometry) • Flexible; supports instruction and curriculum • Include the same item types and formats, including classroom activities and performance tasks, as the summative assessments • Yield overall information for each block • Results are reported as Below Standard, At/Near Standard, and Above Standard

34. Overview • Examples of the use of IABs include: • A teacher uses the argument performance task to determine the degree of a student’s understanding before or after instruction. • A team of teachers uses a block to become informed about how a group of students are performing in geometry.

35. Overview Q: How will interims be scored? A: Most responses are machine scored. All open-ended responses are handscored by a TA through the interim handscoring module. The machine-scored results are held until the open-ended portions of the test have been handscored and submitted. The results are then combined to generate a student report.

36. Overview • Handscoring process: • Online • Rubrics and exemplars provided • Training Webcast scheduled for January 28

37. English Language Arts/Literacy Interim Assessment Blocks *Will be available in 2015–16

38. English Language Arts/Literacy Interim Assessment Blocks *Will be available in 2015–16

39. English Language Arts/Literacy Interim Assessment Blocks *Will be available in 2015–16

40. Mathematics Interim Assessment Blocks *Will be available in 2015–16

41. Mathematics Interim Assessment Blocks *Will be available in 2015–16

42. Mathematics Interim Assessment Blocks *Will be available in 2015–16 (available as a single Expressions & Equations Block in 2014–15)

43. Mathematics Interim Assessment Blocks *Will be available in 2015–16

44. Student Reports

45. Individual Student Report Home Example State Bay View School District Bay View Central High Grade 11 Patrick Bowman’s Results http://www.smarterbalanced.org/higher-education

46. http://www.smarterbalanced.org/achievement-levels/

47. Suggested Uses of the Interim Assessments for 2014–15

48. Inform Teaching and Learning • Administer IAB(s) that align with current curriculum and pacing • Use IAB results with other sources of evidence to identify student strengths and weaknesses • Evaluate instructional progress and plan adjustments to increase student learning

49. Authentic Experience • Create test sessions, pause the test, experience the same interface, etc. • Respond to different types of questions • Use authentic technology • Keyboard • Mouse • Graphing • Experience content reflective of summative • Gauge time needed to complete the summative test

50. Accessibility Supports • Universal tools, designated supports, and accommodations are modifiable on the TA Interface for the interim tests. • Provides an excellent opportunity to try out accessibility supports with students and actual test items • Note: Only universal tools will be modifiable on the TA Interface for the summative tests.