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Transitioning…

Transitioning…. t o the Common Core State Standards a nd the SMARTER Balanced Assessments. The Content. The Common Core State Standards www.corestandards.org Michigan’s Crosswalk Documents www.mictm.org. The Mathematical Practices. Scientific & Engineering Practices. Asking questions

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Transitioning…

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  1. Transitioning… to the Common Core State Standards and the SMARTER Balanced Assessments

  2. The Content • The Common Core State Standards • www.corestandards.org • Michigan’s Crosswalk Documents • www.mictm.org

  3. The Mathematical Practices

  4. Scientific & Engineering Practices • Asking questions • Modeling • Devising testable hypotheses • Collecting, analyzing, and interpreting data • Constructing and critiquing arguments • Communicating and interpreting scientific and technical texts • Applying and using scientific knowledge

  5. SBAC • The Smarter Balanced Assessment Consortium • 28 states, representing 44% of K-12 students • 21 governing, 7 advisory states • Washington state is fiscal agent • Developing our new assessments, K-12

  6. A Balanced Assessment System

  7. A Balanced Assessment System

  8. What we know already… • Will begin in 2014-2015 • Will occur during the last 12 weeks of the school year • Students will be given the opportunity to retake during that time(and within 2 weeks of the first attempt) • Will use computer-adaptive technology • Will be scored by computer • Will have results back to you within 2 weeks (Yeah!!!)

  9. Using Computer Adaptive Technology for Summative and Interim Assessments

  10. What we know already… • For reading, • 44% selected-response, 21% technology-enhanced constructed-response, 18% traditional constructed response, 18% performance events • For writing, speaking, and listening, • 9% selected-response, 32% technology-enhanced constructed-response, 25% traditional constructed response, 35% performance events • For mathematics, • 22% selected-response, 41% technology-enhanced constructed-response, 14% traditional constructed response, 23% performance events

  11. Some of what we have… • Standards Analysis: Eligible Content for the Summative Assessment • Content specifications • Mathematics • English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

  12. Standards Analysis: Eligible Content for the Summative Assessment • Organization of the CCSS for ELA and Mathematics • Number of CCSS Eligible for Summative Assessment • Depth of Knowledge of Standards • Eligible Content Data

  13. Mathematics Content Specifications • Grade Level Claims • Detailed rationale and evidence for each claim • Rationale • What sufficient evidence looks like • Assessment targets • Supporting evidence • Grade-Level Content Emphases • Cognitive Rigor Matrix/Depth of Knowledge • Sample Assessment Items

  14. Five Major Claims for SMARTER Balanced Assessment Consortium Assessments of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Common Core State Standards for Mathematics

  15. Five Major Claims • Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts. • Students can produce effective writing for a range of purposes and audiences. • Students can employ effective speaking and listening skills for a range of purposes and audiences. • Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. • Students can skillfully use and interpret written language across a range of literacy tasks.

  16. Claims for Mathematics Summative Assessment • Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. • Problem Solving Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. • Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

  17. 7th Grade Math

  18. Did you know? • All of those assessment item examples were representative of 7th and 8th grade content!!!

  19. For now… • The 2012 MEAP/MME will support CCSS implementation by testing only those GLCE that intersect with the CCSS at each grade level. • Use the crosswalk documents and the content shift documents posted on the MCTM website to identify content that will not be tested at your grade level. www.mictm.org

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