California Assessment of Student
Performance and Progress (CAASPP)
Smarter Balanced Interim
Assessments: Part I
1–2 p.m.
January 15, 2015
Agenda
•
•
•
•
•
•
•
•
Welcome
Purpose
Overview
Interim Assessment Block Availability in 2014–15
Reports
Uses for the Interim Assessments
Considerations
Questions
2
Purpose
To provide local educational agency (LEA)
CAASPP Coordinators with information about the
interim assessments to:
• Use the interim assessments in 2014–15
• Plan for use in 2015–16
3
Interim Comprehensive
Assessments: Overview
A Balanced Assessment System
Summative:
Tests used for end-ofyear 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
Formative resources:
Educator resources
that support
measuring student
learning in real-time
during instruction
All students
leave
high school
college
and career
ready
Interim:
Tests used for timely
and periodic information
based on local
needs/goals
5
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.
6
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 collegeand career-ready standards.
7
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).
8
Overview
• Two types of interim assessments:
1. Interim Comprehensive Assessments (ICAs)
– English language arts/literacy (ELA) test and
performance task
– Mathematics test and performance task
2. Interim Assessment Blocks (IABs)
– There are between 5 and 17 IABs per grade and
content area
9
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
10
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.
11
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
12
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.
13
Overview
Q: How can I administer an interim
assessment?
A: Interim tests are administered in the same way
as summative tests. The test administrator (TA)
must use the TA Interface and the student must
log onto the test through the secure browser.
14
Administering and Handscoring
the Interims
Requires TOMS logon
credentials
TOMS
1
Verify student
demographic data
2
Test Administrator Interface
Administer assessments
Interim Handscoring System
3
Handscore students’
constructed responses
15
Overview
Q: Are interim assessments secure?
A: Interim assessment items are NOT secure;
however, they are not intended for public use.
Teachers or TAs may review the items and their
students’ responses to the interim items.
16
Overview
Q: How long are the interim assessments?
A: The number of items on each interim
assessment vary by grade and content area.
The tests are untimed, so the amount of time it
will take for students to complete the interim
assessments will also vary.
17
Overview
Q: How will interims be scored?
A: Most responses are machine scored. All openended responses are handscored by a TA
through the interim handscoring module. The
machine-scored results are held until the openended portions of the test have been
handscored and submitted. The results are then
combined to generate a student report.
18
Overview
• Handscoring process:
− Online
− Rubrics and exemplars provided
− Training Webcast scheduled for January 28
19
Interim Assessment Block
Availability for 2014–15
IABs for ELA, Grades 3 to 5
Grades 3–5
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task (Grades 4–5 only in 2014–15)
*Informational Performance Task
*Opinion Performance Task (Grade 3 only in 2014–15)
*Will be available in 2015–16
21
IABs for ELA, Grades 6 to 8
Grade 6-8
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task
*Explanatory Performance Task
Argument Performance Task
*Will be available in 2015–16
22
IABs for ELA, High School
High School
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
Explanatory Performance Task
*Argument Performance Task
*Will be available in 2015–16
23
IABs for Mathematics Grades 3 to 5
IAB Name
Grade
3 4 5
aa *
Numbers and Operations in Base 10 * a a
Fractions
aaa
Geometry
* *
Measurement and Data
a * a
Mathematics Performance Task
aaa
Operations and Algebraic Thinking
*Will be available in 2015–16
24
IABs for Mathematics Grades 6 to 7
IAB Name
Ratio and Proportional Relationships
Number System
Expressions and Equations
Geometry
Statistics and Probability
Mathematics Performance Task
Grade
6
7
a
*
a
a
*
a
a
a
a
*
*
a
*Will be available in 2015–16
25
IABs for Mathematics Grade 8
Grade 8
*Expressions & Equations I (and Proportionality)
*Expressions & Equations II
Functions
Geometry
Mathematics Performance Task
*Will be available in 2015–16 (available as a
single Expressions & Equations Block in 2014–15)
26
26
IABs for Mathematics for High School
High School
Algebra and Functions – Linear Functions
Algebra and Functions – Quadratic Functions
*Algebra and Functions – Exponential Functions
*Algebra and Functions – Polynomials Functions
*Algebra and Functions – Radicals Functions
*Algebra and Functions – Rational Functions
*Algebra and Functions – Trigonometric Functions
*Geometry – Transformations in Geometry
Geometry – Right Triangle Ratios in Geometry
*Geometry – Three-Dimensional Geometry
*Geometry – Proofs
*Geometry – Circles
*Geometry – Applications
*Interpreting Categorical and Quantitative Data
*Probability
*Making Inferences and Justifying Conclusions
Mathematics Performance Task
*Will be available in 2015–16
27
Student Reports
Individual Student Report
Home
Example State
Bay View School District
Bay View Central High
Grade 11
Patrick Bowman’s Results
29
Obtaining Student Reports
Requires TOMS logon
credentials
TOMS
1
Verify student
demographic data
Requires same logon
credentials used for the
Digital Library
2
Test Administrator Interface
Administer assessments
Interim Handscoring System
3
Handscore students’
constructed responses
4
Data Warehouse
Receive and view student
reports
30
Systems Used for the Interims
• Before you use the Interims:
− Teachers will need Test Administrator access to
TOMS to administer and handscore the interim
assessments.
 All TOMS users must sign and submit a security
affidavit.
– Teachers will use their Digital Library logon
credentials to access the Data Warehouse to
view student reports.
31
Suggested Uses of the
Interim Assessments for
2014–15
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
33
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
34
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.
35
Handscoring
• Helps build content knowledge and supports
collaboration within the school
• Provides a clear sense of where the student’s
strengths and weaknesses are
• Builds teacher comfort with technology and the
process of online scoring
• Gives a sense of the time required to hand
score
• Through anchor papers, exemplifies the criteria
present in the rubric
36
Implementation Plan for 2015–16
•
•
•
Become familiar with the interim assessments
Evaluate the district’s available technology
Plan on how to roll out the interims next year:
–
–
–
–
–
–
–
–
Who will be on the interim assessment implementation team?
Who will determine the use of the IABs and ICAs?
How frequently will you review and correct student demographics?
How do you handle students without SSIDs?
What is the process for entering, reviewing, and keeping accessibility
supports current in TOMS?
When and how will TAs (i.e., teachers) be given access? What is the
process for handling security agreements?
What is the plan for scoring (e.g., training, time to score)?
What is the schedule for the interim assessments? How does this
align with curricular pacing plans? How is this communicated?
How will interim assessment troubleshooting be handled?
37
Immediate Considerations
Immediate Considerations
•
•
•
Ensure all teachers have access to the appropriate
systems to administer the interims (e.g., grades 2, 9, 10
and 12 teachers)
Obtain security agreements from teachers
Ensure student demographic data is correct in
California Longitudinal Pupil Achievement Data System
(CALPADS)
–
•
•
Especially students’ Statewide Student Identifiers
(SSIDs) and grade level
Provide test administration training for new teachers
Provide interim handscoring training for teachers
39
Questions?
Updates and
Announcements
Updates and Announcements
• Target release date for Interim
Comprehensive Assessment, Interim
Assessment Blocks, and the interim
handscoring module is January 28.
• Student reports will be available late February.
• Next Webcast: Smarter Balanced Interim
Assessments: Part II
– Date: Wednesday, January 28, 2015
– Time: 1 – 2 p.m.
42
Resources and Support
Help Desk Support
The California Technical Assistance Center
(CalTAC) is here to support all LEA CAASPP
coordinators!
Monday–Friday from 7 a.m.–5 p.m. PT
E-mail: caltac@ets.org
Phone: 800-955-2954
Web site: http://caaspp.org
44