Objective:
 Discuss
some updates from Smarter
Balanced Assessment (SBAC)
 Do
Some Math – What will the new
assessments look like?
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Try It!
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4
5
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A Schematic Representation of
CCSSM Content
3. Construct viable arguments and
critique the reasoning of others
4. Model with mathematics
6. Attend to precision
1. Make sense of problems and persevere in
solving them
2. Reason abstractly and
quantitatively
5. Use appropriate tools
strategically
7. Look for and make use of
structure
8. Look for and express regularity
in repeated reasoning.
Reasoning and
explaining
Modeling and
using tools
Seeing structure
and generalizing
Overarching habits
of mind of a
productive
mathematical
thinker
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The Challenge
How do we get from here...
Common Core
State Standards
specify K-12
expectations for
college and
career readiness
...to here?
All students
leave high school
college and
career ready
...and what can an
assessment system
do to help?
Susan Gendron
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
Teacher resources for
learning
Interim assessments
formative
assessment
practices
to improve instruction
All students
leave
high school
college
and career
ready
Flexible, open, used
for actionable
feedback
Susan Gendron
A Balanced Assessment System
Susan Gendron
Using Computer Adaptive Technology for
Summative and Interim Assessments
Faster results
Shorter test length
Increased precision
Tailored to student
ability
Greater security
Mature technology
• Turnaround in weeks compared to months today
• Fewer questions compared to fixed form tests
• Provides accurate measurements of student growth
over time
• Item difficulty based on student responses
• Larger item banks mean that not all students receive
the same questions
• GMAT, GRE, COMPASS (ACT), Measures of Academic
Progress (MAP)
Teacher Involvement
TEACHERS
PARTICIPATE IN
• Test item development
• Test scoring
• Formative tool
development
• Professional development
cadres
TEACHERS
BENEFIT FROM
• Professional development
• Formative tools and
processes
• Data from summative and
interim assessments
Assessment System Components
Interim Assessment (Computer Adaptive)
• Optional comprehensive and content-cluster assessment to
help identify specific needs of each student
• Can be administered throughout the year
• Provides clear examples of expected performance on
Common Core standards
• Includes a variety of question types: selected response, short
constructed response, extended constructed response,
technology enhanced, and performance tasks
• Aligned to and reported on the same scale as the summative
assessments
• Fully accessible for instruction and professional development
Assessment System Components
Summative Assessment (Computer Adaptive)
Assesses the full range of Common Core in English
language arts and mathematics for students in grades 3–8 and
11 (interim assessments can be used in grades 9 and 10)
Measures current student achievement and growth across
time, showing progress toward college and career readiness
Can be given once or twice a year (mandatory testing window
within the last 12 weeks of the instructional year)
Includes a variety of question types: selected response, short
constructed response, extended constructed response,
technology enhanced, and performance tasks
Item Exemplars:
Technology Enhanced and Constructed Response
Susan Gendron
Item Exemplars:
Technology Enhanced and Constructed Response
Susan Gendron
Item Exemplars:
Technology Enhanced and Constructed Response
Susan Gendron
Computer-Implemented Constructed
Response Task
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Other similar tasks (not from SBAC):
 House
Numbers problem
 Candies problems
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Claim #1: Concepts and Procedures
Claim #1
 Students can explain and apply
mathematical concepts and carry out
mathematical procedures with precision and
fluency.
40% of the total score in the overall assessment of
mathematics
Claim #2: Problem Solving
Claim #2
Students can solve a range of complex wellposed problems in pure and applied
mathematics, making productive use of
knowledge and problem solving strategies.
20% of the total score in the overall assessment of
mathematics
Claim #3: Communicating Reasoning
Claim #3
Students can clearly and precisely construct
viable arguments to support their own
reasoning and to critique the reasoning of
others.
20% of the total score in the overall assessment of
mathematics
Claim #4: Modeling and Data Analysis
Claim #4
Students can analyze complex, real-world
scenarios and can construct and can use
mathematical models to interpret and solve
problems.
20% of the total score in the overall
assessment of mathematics
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What Math Content is Needed?
 Interpreting
distance-time graphs in a real-world
context
 Realizing
“to the left” is faster
 Understanding
points of intersection in that
context (they’re tied at the moment)
 Interpreting
 Putting
the horizontal line segment
all this together in an explanation
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What Math Content is Needed?
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Which Mathematical Practices are
Utilized?
1.
2.
3.
4.
Make sense of problems and
persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments…
Model with mathematics.
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Resources
 www.smarterbalanced.org
◦ Content Specifications with Content Mapping for
the Summative Assessment
◦ Appendix C (sample tasks)
 www.LeaderEd.com
◦ Common Core State Standards Initiative:
Classroom Implications for 2014
Daggett and Gendron August 2010
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Mathematical Practice Rubrics
 http://bestcase.wordpress.com/2011/
07/22/mathematical-practices/
◦ Resources to supplement rubrics
implementing mathematical practices
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