Smarter Balanced
Assessment Consortium
Introduction & Workshop
(Secondary Version)
Presented by
Sandy Sanford
August 21, 2012
History of CCSS & SBAC
2009
CCSS0
PARCC
NGA
CCSS
SBAC
California On Board—15% Rule
2010
PARCC
Calif
CCSS
SBAC
2011
Transition Techniques
Full
Implement
TRAINING
Assessment
Based
TRAINING
Progressive
Based
Instruction
Based
CILA Cycle—Teaching
WHAT?
Content
Standards
HOW?
Assessment HOW WELL?
Instruction
Learning
WHY?
CILA Cycle—Development
WHAT?
Content
Standards
HOW?
Assessment HOW WELL?
Instruction
Learning
WHY?
Take Notes
You’ll need them for the final activity
SBAC Workshop LOL
What?—You will learn the basics of the SBAC
assessment system and the instructional impact on
CCSS.
How?—Your table group will collaboratively create a
Non-Linguistic Representation to demonstrate the
instructional impact of SBAC on the teaching of CCSS
AND you will share it with other table groups via a
gallery walk.
Relevance?—Full implementation of CCSS and SBAC
in 2014-2015 school year!
SBAC Workshop Agenda
• 12:30 – 12:45 - Introductions, Opening Activity, Pretest,
and Venting
• 12:45 to 2:00—SBAC Organization, Activity, Timeline, and
Venting
• 2:00 to 2:15—Break
• 2:15 to 2:45—Tools, SBAC Sample Item Walk, & Venting
• 2:45 to 3:15—Instructional Impact Activity
• 3:15 to 3:45—Concluding Activity (Non-Linguistic
Representation with Gallery Walk focusing on
Instructional Impact of SBAC on Teaching of the CCSS)
• 3:45 to 4:00—Wrap-up, Questions, & Venting Closure
Very Short
Pre-Test
Terminology
•
•
•
•
•
•
•
Standards (CA and CS)
Instruction (3 components)
Assessment
Accountability
Summative Assessment (SA)
Interim Assessment (IA)
Formative (Cluster) Assessment (FA)
Limitations of Workshop
•
•
•
•
•
•
Introductory
Many unknowns
Emphasis on Math Items
Limited ability to address Accountability
Does not address alternative assessments
More content specific detail in subsequent
workshops
• Too long until first activity
Venting
• Unavoidable & Natural
• Write down “vents” as we go
• Hold “vents” until designated
times
• Consolidate “vents” on a
table group list
• At designated times, groups
tape “vent list” to SBAC Bop
Buddy and then SOCK him to
your hearts content
The Deer in Historical Perspective
1997 1998 1999
CA
Content
Stds
SAT-9
2000
2001
2002
2003
2008 2012 2015
AYP
NCLB
API
Inst
Mat
CCSS
CSTs
CAHSEE
Inst
Mat
SBAC
SBAC Organization & Description
What are Biggest differences between
CA & CC Standards?
• ELA
–Text complexity and content area
integration
• Math
–Cognitive vs Cognitive & Meta-Cognitive
• No Core Materials until at least 2017
Lexile® Measures & Grade Levels (2009)
Grade
Readers
Text Books
CCSS Demand
1
Up to 300L
230L to 420L
220L to 500L
2
140L to 500L
450L to 570L
450L to 620L
3
330L to 700L
600L to 730L
550L to 790L
4
445L to 810L
640L to 780L
770L to 910L
5
565L to 910L
730L to 850L
860L to 980L
6
665L to 1000L
860L to 920L
950L to 1040L
7
735L to 1065L
880L to 960L
1000L to 1090L
8
805L to 1100L
900L to 1010L
1040L to1160L
9
855L to 1165L
960L to 1110L
1080L to 1230L
10
905L to 1195L
920L to 1120L
1110L to 1310L
11 & 12
940L to 1210L
1070L to 1220L
1210L to 1360L
Cognitive
Estimate
Multiply
Calculate the area
Metacognitive
Rationalize the choice for your
estimation. Include alternate
choices and ideas.
Explain which property of
multiplication is represented in
the given problem.
Build a model that contrasts the
difference between perimeter
and area.
When are CCSS Operational?
• Already Adopted
• 2012-13 & 2013-14 Transition Years
• 2014-15 Fully Operational and Tested
SBAC Purpose
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
CCSS
SBAC
All students
leave
high school
college
and career
ready
Timeline
•
•
•
•
•
2012—Assessment Plan, ELD, Sup Materials to SBE
2013—Pilot SA, Revised Math FW, PD Modules
2014—Field Test SA, Revised ELA FW
2015—Operational SA
2017 to 2018—Core Inst Materials
SA = Summative Assessment
FW = Framework
Timeline
•
•
•
•
•
2012—Assessment Plan, ELD, Sup Materials to SBE
2013—Pilot SA, Revised Math FW, PD Modules
2014—Field Test SA, Revised ELA FW
2015—Operational SA
2017 to 2018—Core Inst Materials
SA = Summative Assessment
FW = Framework
SBAC Structure
Start Year
Form
Asmt
Form
Asmt
Form
Asmt
Interim
Assessment
(CAT)
Form
Asmt
Form
Asmt
Interim
Assessment
(CAT)
Digital Toolbox
Optional & Probably Extra Cost
End Year
Last 12 Weeks
Summative
Assessments
Performance
Tasks
• 1 Reading
• 1 Writing
• 2 Math
Computer
Adaptive
Assessment
• 40-65 Items
• ELA & Math
• CR, SR, CE
Retake
Scoring & Accountability Output
• Vertical &
Horizontal Scaling
Performance
Tasks
Computer
Adaptive
Assessment
(CAT)
Separate &
Combined
Scores
– Summative
– Interim
• 2 week turnaround
• Full-Service Reports
– Progress
– Instruction Support
Horizontal Scaling
150
150
150
150
200
200
200
200
250
3rd Grade ELA CST
300 350 400 450
500
550
600
250
4th Grade ELA CST
300 350 400 450
500
550
600
250
5th Grade ELA CST
300 350 400 450
500
550
600
250
6th Grade ELA CST
300 350 400 450
500
550
600
800
8th Grade ELA SBAC Summative
VERTICAL SCALING
700
7th Grade ELA SBAC Summative
6th Grade ELA SBAC Summative
5th
Grade ELA SBAC Summative
600
500
400
300
4th Grade ELA SBAC Summative
200
3rd Grade ELA SBAC Summative
100
Computer Adaptive Testing (CAT)
Student
Computer
ITEMS
EASY
Standards
HARD
Basic Item Types
• Selected Response (Enhanced)
• Constructed Response
CAT Items
• Technology-Enhanced
• Performance Tasks
Perf Tasks
CBT (Computer Based Testing)
Selected Response (Traditional)
Selected Response (Enhanced)
Scoring Rubric
Extended Activity
• In table groups study the elementary math
item (RTQs from 1997 CA Standards) provided
• Convert that item to an Enhanced Selected
Response Item (following the example
problem just modeled) 5 minutes
• Be prepared to share out your enhanced item
and explain your rationale
7NS1.3
7NS1.3
ESR Item Advantages
Guessing Factor
Depth of
Knowledge
(DOK)
Discriminate
Partial
Knowledge
Accuracy of
Measurement
Constructed Response
The table below shows the number of students in each thirdgrade class at Lincoln School.
Students in Third-Grade
Class
Mrs. Roy
Mr. Grant
Mr. Harrison
Ms. Mack
Number of
Students
24
21
22
25
There are 105 fourth-grade students at Lincoln School. How
many more fourth-grade students than third-grade students
are at Lincoln School? Show or explain how you found your
answer.
Performance Tasks
• Take approximately one to two class periods
• Will “involve student-initiated planning,
management of information & ideas, interaction
with other materials and/or people, and production
of an extended response such as an oral
presentation, exhibit, product development, or an
extended written piece.”
• Combination of machine and teacher scoring
Quick Activity
• In tables groups discuss the advantages of the
Enhanced Selected Response (ESR) Items over
traditional (4 response, best single answer).
2 minutes
• Be prepared to share out
VENTING ACTIVITY
Venting
• Each table group writing (concisely) their
“vents” on the half sheet of paper provided
• Send ONE group member to SBAC Bop Buddy
and TAPE the “vent list” to him.
• One punch (not too hard yet) is allowed per
table group (more punches later)
• Total time 3 minutes
SBAC Sample Item Walk
Tools to Help
•
•
•
•
•
•
•
•
•
•
Technology Evaluation Tool
Flexible Administration Platforms
Blueprints
Interim & Formative Assessments
Cognitive Taxonomies
Knowledge of CCSS (what’s new?)
Instructional Videos (Teacher Channel)
Crosswalks (e.g., SCOE)
CDE, CCSS, & SBAC websites
Sample Items (Both from SBAC & ETS)
Traditional Blueprint
4th Grade Math, Number Sense Strand
SBAC Blueprint
• Simplicity of Traditional Blueprint is confounded
by…
– Computer Adaptive Testing (CAT)
– Multiple Standards assigned to same item
• Likely SBAC Blueprint format…
– Not as prescriptive as present format
– Proportions of assessment assigned to groups of
standards (Domains or Clusters)
SBAC Structure
Start Year
Form
Asmt
Form
Asmt
Form
Asmt
Interim
Assessment
(CAT)
Form
Asmt
Form
Asmt
Interim
Assessment
(CAT)
Formative Assessments
Optional & Probably Extra Cost
End Year
Last 12 Weeks
Summative
Assessments
Performance
Tasks
• 1 Reading
• 1 Writing
• 2 Math
Computer
Adaptive
Assessment
• 40-65 Items
• ELA & Math
• CR, SR, CE
Retake
WestEd Study (March 2011)
on SBAC Website
• Which CCSS standards are Eligible for SBAC
Summative Assessment (SA)?
– Learnable within the school year
– Expected content for all students at the grade level/span
– Measurable via on-demand tasks in an end-of-the-year
summative assessment
ELA
Eligible
(285/333)
3rd—35 of 42
4th—35 of 43
5th—35 of 43
6th—36 of 41
7th—36 of 41
8th—36 of 41
9th—36 of 41
10th—36 of 41
11th—36 of 41
12th—36 of 41
Not Eligible
(48/333)
All Grades
Reading Standard 10
(both RL & RI)
Writing Standards 6 & 10
Speaking & Listening
Standard 1
Grades 4-5
Reading Foundational
Standard 3
Grades 3-5
Reading Foundational
Standard 4
Writing Standard 7
Math
Eligible
(270/316)
3rd—25/25
4th—28/28
5th—28/28
6th—31/31
7th—29/29
8th—27/28
9th—36 of 41
10th—36 of 41
11th—36 of 41
12th—36 of 41
Not Eligible
(46/316)
Grade 8
Geometry Standard 1
High School Grades
Number & Quantity (43)
Geometry (2)
More CC ELA Vernacular
CC Reading
Literature
Informational Text
CC Writing
Narrative
Expository
Writing Approach
CA = Genre
Response to Lit
Persuasive
Narrative
Summary
Letter Writing
CC = Text Structure
3 Genres =
Narrative
Information/Explanatory
Opinion/Argument
Old & New Bloom’s
1956
•
•
•
•
•
•
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
2000
•
•
•
•
•
•
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Costa Levels
• Level 1—Input
– What are the components of this picture?
• Level 2—Process
– Why is the gun lower down than the gavel?
– How are the gun and gavel similar or different?
• Level 3—Output
– What do you think this picture is trying to
communicate?
Classroom Questioning Power
• The level of question dictates the level of
student thinking
• The person asking the question is the one
doing the thinking
• What might be the implications if teachers
created an experience in the classroom where
the students asked most of the questions?
From Micael Kelly’s AVID presentation 6-13-12
Rigor/Relevance Framework
Teacher/Student Roles
C
R
I
G
O
R
High
D
Student
Thinks
B
A
Low
Student Thinks
and Works
Teacher
Works
Low
Student
Works
RELEVANCE
High
Study the Standard
Cognitive
Estimate
Multiply
Calculate the area
Metacognitive
Rationalize the choice for your
estimation. Include alternate
choices and ideas.
Explain which property of
multiplication is represented in
the given problem.
Build a model that contrasts the
difference between perimeter
and area.
CCSS/SBAC Challenges Activity
• In table groups
• Discuss the CCSS & SBAC as presented so far
• What are the two most significant challenges
regarding CCSS/SBAC that your group sees?
• What specifically are the challenges of the
type of SBAC items just shown?
• You have 5 minutes
• Be prepared to report
What are CCSS Significant Challenges?
• No Core instructional materials until ~2017 or
later
• No state money for training, etc.
• New strategies will constitute a paradigm shift
for may teachers & administrators
• Running parallel standards for 2 more years
• New high-stakes assessment system (SBAC)
has many unknowns.
CCSS Resources
•
•
•
•
http://www.scoe.net/castandards/
http://www.smarterbalanced.org/
http://www.cde.ca.gov/ci/cc/
http://www.cde.ca.gov/ta/tg/sa/smarterbalan
ced.asp
• http://www.smarterbalanced.org/resourcesevents/publications-resources/
• http://www.achievethecore.org
Instructional Impact
Instructional Impact Café Conversation
• In your table groups, discuss and generate a list of
the factors contributing to the IMPACT that SBAC will
likely have on Instruction of CCSS? Please include
both positives & challenges.
• Use Costa’s “Levels of Thinking” to generate 3-5
fabulous discussion questions focused on how CCSS
will impact instruction.
• Add your 2 best questions to a piece of chart paper.
• You have 25 minutes
Concluding Activity
Post-Test
• Your group will prepare a Non-Linguistic
Representation of the SBAC Instructional
Impact factors you compiled in the previous
activity. (15 minutes)
• Your group will share your NLR with
neighboring tables and learn from those
tables using a Gallery Walk.
• Directions will be provided
Contact
sandy@youasksandy.com
951-675-2953