California Department of Education
Tom Torlakson, State Superintendent of Public Instruction
Assessment
Literacy Module
Unit 2: California State
Assessment System
Welcome to Unit 2
The purpose of this unit is to increase your knowledge of the
components of California’s new state assessment system.
2
Learning Objectives for Unit 2
By the end of this unit, participants will be able to:
Explain the purpose and characteristics of the new
assessment system for California, the Measurement of
Academic Performance and Progress (MAPP)
Describe plans for aligning components of the CA CCSS and
new assessment system that are unique to English learners
and students with disabilities
3
Standardized Testing and
Reporting Program
A brief review of California’s Standardized Testing and Reporting
(STAR) Program (ending in the 2013–14 school year) provides a
backdrop for a new CCSS-aligned statewide assessment system.
4
Standardized Testing and
Reporting Program
STAR Program assessments were first implemented in 1998 and are
aligned to the 1997 academic content standards. The majority of test
questions are multiple-choice, with some writing samples. The STAR
Program consists of four components:
The California Standards Tests (CSTs)
The California Modified Assessment (CMA)
The California Alternate Performance Assessment (CAPA)
The Standards-based Tests in Spanish (STS)
5
Standardized Testing and
Reporting Program
STAR tests were designed to produce (1) school-, district-, county-,
and state-level results that allow the state to monitor each school’s
progress toward established state performance targets; and (2)
results that allow the federal government to monitor the annual
yearly progress of schools and local educational agencies (LEAs)
toward meeting the accountability targets of the federal Elementary
and Secondary Education Act (ESEA), also known as No Child Left
Behind (NCLB).
Additional information is available on the STAR Program
Resources Web page at
http://www.cde.ca.gov/ta/tg/sr/resources.asp.
6
New State Assessment System
The new statewide assessment system was informed by the
efforts of the State Superintendent of Public Instruction
(SSPI), with input from a statewide work group, through a
publication titled, Recommendations for Transitioning
California to a Future Assessment System (2013).
• The new system is being developed by a multi-state
assessment consortium with capabilities to meet those
recommendations.
7
New State Assessment System
The urgent calls for change were taken into consideration
when the SSPI’s recommendations were developed and sent
to the California State Legislature and the Governor for
consideration in the re-authorization of the STAR Program.
SSPI Torlakson (2013) specifically recommended an
assessment system:
Whose primary purpose would be to model and promote highquality teaching and student learning activities
That would include a variety of assessment approaches and
item types
That would be aligned with college and career readiness,
address 21st Century Skills, and have meaning for students
8
New State Assessment System
Read the following quotes. Notice the repeated references to 21st
Century Learning Skills.
“The California Common Core State Standards ask students to
acquire a deeper knowledge of the subjects they study and be
able to perform more complex tasks using what they have
learned. It is critical that we have assessments that measure their
progress toward these goals (iv).
"The concept is simple but powerful: If our assessments require
students to use problem solving and critical thinking skills to
perform well, those same skills are much more likely to be taught
in our classrooms day in and day out. The goals we set for our
assessment system have profound implications for our students
and our schools (iv).”
–Torlakson 2013
9
New State Assessment System
"At the heart of the recommendations is a clear vision and
commitment to establishing a bold and innovative assessment
system that includes a variety of assessment approaches and
item types that model and promote high-quality teaching and
student learning and sets a course to ensure that all California
students are well prepared to enter college and careers in
today's competitive economy (x).
"The CA CCSS call for a more integrated approach to delivering
instruction across all subjects. The CA CCSS are designed to be
robust and relevant to the real world…They require student
collaboration; fluency with multimedia and technology; and the
development of strong complex reasoning, problem solving, and
communication skills. High-level skills such as these transcend
subjects and demand a reexamination of the state's existing
system of professional learning, curriculum development,
assessment, and accountability (1)."
10
New State Assessment System
Respond to the following:
1. What is one critical difference between the 1997 California
academic content standards and the CA CCSS?
2. Summarize the purpose and characteristics of a CCSSbased assessment system in the overall instructional cycle
as described in Recommendations for Transitioning
California to a Future Assessment System.
11
New State Assessment System
The entire report is available through the Web link below:
Recommendations for Transitioning California to a Future
Assessment System: A Report by State Superintendent of
Public Instruction Tom Torlakson
http://www.cde.ca.gov/ta/tg/sa/documents/suptrecrpt2013.pdf#
search=Transition%20Report&view=FitH&pagemode=none
12
MAPP Legislation
Assembly Bill 484 outlines a new CCSS-based assessment system for
California, known as the Measurement of Academic Performance and
Progress (MAPP). The text of the legislation emphasizes that the purpose
of assessment is to promote quality instruction and learning that align with
the CA CCSS, CCR Anchor Standards, and 21st Century Skills.
“It is the intent of the Legislature in enacting this chapter to provide a
system of assessments of pupils that has the primary purposes of
assisting teachers, administrators, and pupils and their parents;
improving teaching and learning; and promoting high-quality teaching
and learning using a variety of assessment approaches and item
types.”
“California should adopt a coordinated and consolidated testing
system that will develop statewide academically rigorous content and
performance standards that reflect the knowledge and complex skills
that pupils will need in order to succeed in the information-based,
global economy of the 21st century.”
—Assembly Bill 484 2013
13
MAPP Legislation
The full text and status of the legislation is available through
the Web link below:
Assembly Bill 484
http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?
bill_id=201320140AB484
14
MAPP Legislation
As you watch this video, consider what 21st Century Skills the job
applicant is missing that are important to the potential employer:
“What's wrong with this picture?"
http://www.youtube.com/watch?feature=player_embedded&v=dY2mRM4i6tY
1. What makes this video simultaneously humorous and
realistic?
2. What implications does this video have for you and how
you will support 21st Century Skills and implementation of
the CA CCSS?
3. How do components of MAPP, based on
Recommendations for Transitioning California to a Future
Assessment System, support implementation of the CA
CCSS?
15
Smarter Balanced Assessments
Smarter Balanced Overview
California is a governing state in the Smarter Balanced
Assessment Consortium (SBAC). The goal of SBAC is to
develop a balanced, coherent student assessment program
that is aligned to the CCSS and measures student progress
toward college and career readiness.
Beginning in 2014–15, Smarter Balanced assessments will
be administered to students annually in grades 3–8 in English
language arts (ELA) and mathematics, and once in grade 11
as required by federal law. Unlike STAR assessments, they
will incorporate formative, interim, and summative
assessments designed to support instruction and learning.
16
Smarter Balanced Assessments
Smarter Balanced Overview
Map of participating Smarter Balanced states:
http://www.smarterbalanced.org/about/member-states/
“Smarter Balanced is guided by the belief that a balanced, highquality assessment system-including formative, interim, and
summative components-can improve teaching and learning by
providing information and tools for teachers and schools to help
students succeed. Timely and meaningful assessment
information can offer specific information about areas of
performance so that teachers can follow up with targeted
instruction, students can better target their own efforts, and
administrators and policymakers can more fully understand what
students know and can do, in order to guide curriculum and
professional development decisions.”
—Smarter Balanced Assessment Consortium 2012
17
Computer Adaptive Technology
Moving away from fixed-form testing, Smarter Balanced
assessments will capitalize on the precision and efficiency of
computer adaptive testing (CAT) for both the mandatory
summative assessment and the optional interim assessments
(SBAC 2012).
18
Computer Adaptive Technology
Read the excerpt below and note key pieces of information on how
the Smarter Balanced assessments will differ from the STAR
Program assessments.
“Smarter Balanced assessments make use of computer
adaptive technology, which is more precise and efficient than
fixed-form testing. Teachers, principals, and parents can
receive results from computerized assessments in weeks, not
months. Faster results mean that teachers can use the
information from optional interim assessments throughout the
school year to differentiate instruction and better meet the
unique needs of their students.”
–Smarter Balanced 2013
19
Computer Adaptive Technology
Computer Adaptive Testing (CAT): Computer automatically scores
responses and adjusts subsequent questions according to the ability
demonstrated by the test taker on the prior questions.
• Provides a more accurate measurement of student achievement,
particularly for high- and low-performing students.
• Every student receives a unique set of test questions, reducing the
need to test students on particular content simultaneously.
• Enables schools to group and assess students in a configuration that
matches their specific capacity.
For additional information, visit the Smarter Balanced Computer
Adaptive Testing Web page at
http://www.smarterbalanced.org/smarter-balancedassessments/computer-adaptive-testing/.
20
Computer Adaptive Technology
Fixed-form testing: All students see the same set or sets of questions
that can be varied through the use of different test forms or versions.
•
Most commonly represented by the traditional paper-and-pencil test
but can also be administered on a computer (i.e., computer-based).
•
A computer can randomize questions or present them in different
orders for different test takers.
21
A Balanced Assessment System
This graphic illustrates the components of the Smarter Balanced
assessment system. Notice the multiple assessment points included.
22
A Balanced Assessment System
“The 'Balanced' in Smarter Balanced refers both to our model of an
interconnected system of summative, interim, and formative
components, as well as a balance between technologically
advanced computer adaptive testing (CAT) and extended,
thematically related performance tasks."
—Smarter Balanced Preliminary Test Blueprints 2012
Read about possible outcomes from the perspectives of students,
teachers, parents, and policy makers:
What Will Smarter Balanced Assessments Mean for Me?
Handout
What Will Smarter Balanced Assessments Mean for Me?
23
A Balanced Assessment System
1. How does the purpose of California’s proposed
assessment system as described by Smarter Balanced
differ from the STAR system?
2. Describe benefits you anticipate for teachers, students,
and parents as the Smarter Balanced computer adaptive
assessment system is implemented in California.
24
Coherent System Components
This table provides additional detail on each of the Smarter Balanced
assessment system components. How does this system differ from
the STAR Program?
Components of the Smarter Balanced Assessment System
Type of
Assessment
When
Administered
Format/Structure
Assessment Methods
Purpose/Use
Summative
Last 12 weeks of
school year
Two parts:
Computer Adaptive
and Performance
Assessment
Selected Response;
Constructed Response;
Performance Tasks;
Technology- Enhanced
Assess student
achievement growth as
part of program evaluation
and school, district, and
state accountability
Interim
Locally
determined
intervals
Two parts:
Computer Adaptive
and Performance
Assessment
Selected Response;
Constructed Response;
Performance Tasks;
Technology- Enhanced
Progress monitoring;
identifying strengths and
needs in relation to the
CA CCSS
Formative Tools
and Practices
Daily classroom
use
Digital, on-demand
library of practices,
tools, and
resources
Not Applicable
Progress monitoring;
identifying individual
student and student group
strengths and needs in
relation to the CA CCSS;
Professional learning for
teachers
25
A Balanced Assessment System
Read more about Smarter Balanced and computer adaptive testing
in the document titled, Computer Adaptive Testing:
Handout
Computer Adaptive Testing
Join the CDE Smarter Balanced electronic mailing list:
subscribe-sbac@mlist.cde.ca.gov
26
Assessment Methods
and Item Types
Smarter Balanced assessments will be using several
methods and item types to gather information about student
learning. The descriptions on the next several slides are
applicable not only to Smarter Balanced, but also to any
statewide assessment system as well as to district-, school-,
and classroom-level assessments.
Handout
Assessment Methods (optional)
27
Assessment Methods
and Item Types
Selected-Response
Selected-response (SR) items prompt students to select one or
more correct responses from a set of choices. Carefully constructed
and reviewed SR items allow students to demonstrate their use of
complex thinking skills, such as developing comparisons or
contrasts; identifying cause and effect; identifying patterns or
conflicting points of view; or categorizing, summarizing, or
interpreting information.
28
Assessment Methods
and Item Types
Selected-Response
Example SR items are available on the Smarter Balanced Web site:
Grades 6–8 Math: Expressions and equations item 1
http://sampleitems.smarterbalanced.org/itempreview/
ModernShell.aspx?config=SBAC\Content\EEProgressions1.json
High School ELA: Diamonds in the Sky 1
http://sampleitems.smarterbalanced.org/itempreview/
ModernShell.aspx?config=SBAC\Content\Diamonds1.json
29
Assessment Methods
and Item Types
Constructed-Response
Constructed-response (CR) tasks prompt students to generate a
text or numerical response in order to collect evidence about their
knowledge or understanding of a given assessment target. Smarter
Balanced assessments use both short and extended CR items.
Short CR items may require test-takers to enter a single word,
phrase, sentence, number, or set of numbers, whereas extended
CR items require more elaborated answers and explanations of
reasoning.
30
Assessment Methods
and Item Types
Constructed-Response
CR tasks allow students to demonstrate complex thinking skills by
formulating comparisons or contrasts; proposing causes and
effects; identifying patterns or conflicting points of view;
categorizing, summarizing, or interpreting information; and
developing generalizations, explanations, justifications, or
evidence-based conclusions (Darling-Hammond & Pecheone
2010). These complex thinking skills support development of the 4
Cs and college and career readiness.
31
Assessment Methods
and Item Types
Constructed-Response
Example CR items are available on the Smarter Balanced Web site:
Grades 3–5 Math: Rectangle 2
http://sampleitems.smarterbalanced.org/itempreview/
ModernShell.aspx?config=SBAC\Content\Garden2.json
Grades 6–8 Writing: Cell Phones
http://sampleitems.smarterbalanced.org/itempreview/
ModernShell.aspx?config=SBAC\Content\Writing1a.json
32
Assessment Methods
and Item Types
Technology-Enhanced Items
Technology-enhanced (TE) items use specialized computer
interactions for collecting response data that go beyond traditional
SR or CR items. TE tasks require students to use technology skills
to respond to the item prompt. For example, students may be
required to draw a figure with a mouse, stylus, or finger; drag and
drop text; highlight text; or reorder text.
33
Assessment Methods
and Item Types
Technology-Enhanced Items
Example TE items are available on the Smarter Balanced Web site:
Grades 3–5 ELA: Grandma Ruth 2
http://sampleitems.smarterbalanced.org/itempreview/sbac/
ELA.htm
High School Math: Water Tank
http://sampleitems.smarterbalanced.org/itempreview/
ModernShell.aspx?config=SBAC\Content\WaterTank.json
34
Assessment Methods
and Item Types
Performance Tasks
Performance tasks (PTs) measure a student’s ability to integrate
knowledge and skills across multiple standards—a key
component of college and career readiness. PTs are used to
measure capacities such as depth of understanding, research skills,
and complex analysis, which cannot be adequately assessed with
SR or CR items. These item types challenge students to apply their
knowledge and skills to respond to complex real-world problems.
35
Assessment Methods
and Item Types
Performance Tasks
Smarter Balanced interim and summative components of the
assessment system will include PTs at each grade level tested.
Additional extended tasks will be available in the Digital Library of
Formative Assessments as part of the Smarter Balanced exemplar
instructional modules and inventory of currently available resources.
Smarter Balanced has released some sample performance tasks
focused on assessing critical thinking, problem solving, and
communication skills described in MAPP.
36
Assessment Methods
and Item Types
Performance Tasks
Grades 3–5 ELA: Animal Defenses
http://www.smarterbalanced.org/wordpress/wp-content/uploads/
2012/09/performance-tasks/animal-performance.pdf
Grades 3–5 Math: Planting Tulips
http://www.smarterbalanced.org/wordpress/wp-content/uploads/
2012/09/performance-tasks/tulips.pdf
Grades 6–8 ELA: Garden of Learning
http://www.smarterbalanced.org/wordpress/wp-content/uploads/
2012/09/performance-tasks/garden.pdf
37
Assessment Methods
and Item Types
Performance Tasks
Grades 6-8 Math: Taking a Field Trip
http://www.smarterbalanced.org/wordpress/wp-content/uploads/
2012/09/performance-tasks/fieldtrip.pdf
High School ELA: Nuclear Power
http://www.smarterbalanced.org/wordpress/wp-content/uploads/
2012/09/performance-tasks/nuclear.pdf
High School Math: Thermometer Crickets
http://www.smarterbalanced.org/wordpress/wp-content/uploads/
2012/09/performance-tasks/crickets.pdf
38
Assessment Methods
and Item Types
1. Which of the essential 21st Century Learning Skills are
required for the performance tasks that you reviewed?
A. Critical thinking and problem solving
B. Communication
C. Collaboration
D. Creativity
E. Fluency with multi-media and/or technology
2. What are some of the things you noticed as you reviewed the
performance task items?
3. Which assessment item type would you select to gather
information on students’ ability to integrate knowledge and
skills across standards and/or across content areas?
4. Which would you choose to gather information on students’
ability to recall information? Describe your rationale.
39
Assessment Methods
and Item Types
Additional sample items available on the Smarter Balanced Sample
Items and Performance Tasks Web page at
http://www.smarterbalanced.org/sample-items-and-performancetasks/.
Learn more about California’s role in the development of the
Smarter Balanced Digital Library of formative assessment practices
and tools:
http://www.cde.ca.gov/ta/tg/sa/diglib.asp
40
Smarter Balanced
Preliminary Blueprints
Preliminary blueprints for the Smarter Balanced summative
assessment (released November 2012) provide detailed information
on the CA CCSS content to be assessed and the item types to be
used for assessment.
“For those responsible at the instructional level, the test
blueprint provides a guide to the relative importance of
competing content demands and suggests how the content is
intended to be demonstrated…”
“The blueprints provide information on the Smarter Balanced
assessment claims, assessment targets, item types, and
depth of knowledge.”
—Smarter Balanced General Item Specifications April 2012
41
Smarter Balanced
Preliminary Blueprints
Understand the following definitions:
Assessment claims: Broad statements of the assessment
system's learning outcomes.
Assessment targets: Description of the expectations of what
will be assessed by the items and tasks.
42
Smarter Balanced
Preliminary Blueprints
Assessment Targets
Smarter Balanced assessment targets comprise an essential
component of a quality assurance approach to item
development referred to as evidence-centered design (ECD).
Central to this approach is the idea of collecting evidence
from a student’s response to an item or task that supports a
claim about the extent to which a student has developed the
knowledge, skill, and ability that is contained in a content
standard (SBAC 2013).
43
Smarter Balanced
Preliminary Blueprints
Assessment Targets
“Clear and rigorous prioritized assessment targets translate the
grade-level Common Core standards into content frameworks
along a learning continuum.”
—Measured Progress/ETS Collaborative 2012
"These summative assessment targets (evidence) at each grade
level represent the prioritized content for summative assessment...”
—Smarter Balanced General Item Specifications April 2012
Additional information about the ECD approach is available on
the SBAC Item Writing and Review Web page at
http://www.smarterbalanced.org/smarter-balancedassessments/item-writing-and-review/.
44
Smarter Balanced
Preliminary Blueprints
Depth of Knowledge
The Smarter Balanced assessment system relies on the depth of
knowledge (DOK) performance levels to aid in creating and scoring
ELA and mathematics items. More basic levels of knowledge, such
as recall, are assessed with SR items, while the deeper levels of
knowledge, such as reasoning, are most often assessed with CR
items or PTs.
The CA CCSS “…require high-level cognitive demand, such as
requiring students to demonstrate deeper conceptual
understanding through the application of content knowledge and
skills to new situations and sustained tasks. For each assessment
target in ELA and mathematics, the depth(s) of knowledge that the
student needs to bring to the item/task has been identified.”
—Smarter Balanced General Item Specifications April 2012
45
Smarter Balanced
Preliminary Blueprints
Depth of Knowledge
Level 1: Recall and Reproduction
Requires eliciting information such as a fact, definition, term, or a
simple procedure, as well as performing a simple algorithm or
applying a formula.
Level 2: Basic Skills and Concepts
Requires the engagement of some mental processing beyond a
recall of information.
Level 3: Strategic Thinking and Reasoning
Requires reasoning, planning, using evidence, and explanations
of thinking.
Level 4: Extended Thinking
Requires complex reasoning, planning, developing, and thinking
most likely over an extended period of time.
46
Smarter Balanced
Preliminary Blueprints
Explore the Smarter Balanced Assessment Consortium
Preliminary Test Blueprints in greater depth:
http://www.smarterbalanced.org/wordpress/wp-content/
uploads/2011/12/Smarter-Balanced-Preliminary-TestBlueprints.pdf
47
Smarter Balanced Practice Tests
Smarter Balanced practice tests contain sample questions
aligned to the CCSS for ELA and mathematics in grades 3–8
and 11. Practice tests are not computer adaptive, but allow
users to experience some of the features of online testing and
to get a beginning understanding of how Smarter Balanced will
assess students’ mastery of the CCSS (SBAC 2013).
For additional information about Smarter Balanced pilot and
practice tests, visit the following Web pages:
http://www.smarterbalanced.org/pilot-test/
http://sbac.portal.airast.org/Practice_Test/default.html
48
English Learners and Students with
Disabilities in California’s Assessment System
MAPP legislation specifies inclusive practices and checks for
fairness when assessing English learners and students with
disabilities.
“The department shall develop a three-year plan of activities,
with the approval of the state board, supporting the
continuous improvement of the assessments developed …
Activities may include, but not necessarily be limited to, a
variety of internal and external studies such as validity
studies, alignment studies, and studies evaluating test
fairness, testing accommodations, testing policies, and
reporting procedures, and consequential validity studies
specific to pupil populations such as English learners and
pupils with disabilities.”
‒Assembly Bill 484
49
English Language Assessment
Students in kindergarten through grade twelve whose home language is
not English are required to take an annual English language proficiency
assessment based on English Language Development (ELD) standards.
California’s current assessment is the California English Language
Development Test (CELDT) and is based on the 1999 ELD standards.
The English Learner Proficiency Assessment for California (ELPAC)
will be first administered in 2015–16 and will be aligned to the 2012 ELD
Standards for California Public Schools and the CA CCSS. The system’s
goal is to maximize assessment information on language development to
support English learners’ attainment of the CA CCSS.
The 2012 ELD Standards for California Public Schools are
available on the CDE English Language Development Standards
Web page at http://www.cde.ca.gov/sp/el/er/eldstandards.asp.
50
Implementation Timeline
A tentative development process and timeline have been established for
the ELPAC, culminating in the implementation of a new system in
2015–16. Steps in the process are expected to include:
The California English Language Development Standards
Implementation Plan is available on the CDE English Language
Development Standards Web page at
http://www.cde.ca.gov/sp/el/er/eldstandards.asp.
51
Assessment Accessibility
Access by Design
Smarter Balanced assessment items are designed to be
accessible to a broad spectrum of students, including English
learners, students with learning disabilities, students with
vision needs who require braille and/or tactile supports,
students who require audio representation, and students who
communicate in American Sign Language.
52
Assessment Accessibility
Access by Design
Under STAR Program testing, test variations,
accommodations, and modifications available to students are
specified on the Testing Variations, Accommodations and
Modifications Matrix (http://www.cde.ca.gov/ta/tg/sr/).
Developers of the new assessments are using Smarter
Balanced General Accessibility Guidelines to support
implementation of assessment inclusion strategies from an
innovative approach called Access by Design:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/Guidelines/Accessi
bilityandAccommodations/GeneralAccessibilityGuidelines.pdf
53
Assessment Accessibility
Access by Design
Access by Design is based on the principals of Universal Design for
Learning (UDL) and allows students to interact with the content of the
assessment as they apply their knowledge and skills so that their
responses accurately reflect their abilities. The computer adaptive
system provides support to a wide range of students by matching
prompts to their ability levels and through technologies such as font
style, size changes, and sound volume adjustments.
Testing variations, accommodations, and modifications will be available
as specified in Individual Education Plans (IEPs) or 504 Plans.
Additional information on UDL is available on the CAST Web site
at http://www.cast.org/udl/.
54
Students with Significant
Cognitive Disabilities
In the STAR Program, students with the most significant cognitive
disabilities participate in the CAPA, an assessment aligned with ELA,
mathematics, and science content standards from the late 1990s.
To address the needs of this student population under the new
system, California joined the National Center and State Collaborative
(NCSC), a state consortium working to develop a new CCSS-aligned
assessment which will replace the CAPA.
55
Students with Significant
Cognitive Disabilities
The NCSC alternate assessments are designed to reach a
wide range of students with significant cognitive disabilities
and will assess knowledge in grades 3–8 and once in high
school. These alternate assessments will align with the
assessment systems being developed by Smarter Balanced
and will be ready for use by the 2014–15 school year.
For more information on alternate assessments, visit the NCSC
Web site at http://www.ncscpartners.org/.
56
Summary of Unit 2
California is transitioning into a new assessment system, MAPP,
which is designed to address 21st Century Learning Skills and the
skills and knowledge students need to be college and career ready
through the CA CCSS and CCR Anchor Standards.
As a member of Smarter Balanced, California is participating in the
development of CA CCSS-based summative and interim
assessments for students in grades 3–8 and 11. Computer adaptive
assessments will use a variety of assessment methods, including
selected response, constructed response, and performance tasks.
Smarter Balanced will also develop a Digital Library of Formative
Assessment Tools and Practices for classroom use that will be fully
aligned to the summative and interim assessments.
57
Summary of Unit 2
English learners and students with disabilities will have access to
Smarter Balanced assessments through a variety of universal-design
principles integrated into the system.
English learners’ access to the CA CCSS will be maximized through
alignment of the new ELPAC to the new California ELD standards.
Students with significant cognitive disabilities will participate in a CA
CCSS-aligned assessment system.
58
Summary of Unit 2
Check your understanding of the ideas in Unit 2:
Describe the components of the Smarter Balanced
assessment system.
How will access to the CA CCSS and CA CCSS-aligned
assessments be maximized for English learners and students
with disabilities?
59