Building Educator Assessment
Awareness
January 26, 2015
Agenda
• Welcome
• Purpose
• Intro to Claims and Targets / Test Items
– Performance Tasks vs. CAT items
• Uses for the Interim Assessments
• Taking a look at report cards
• Questions
2
Purpose
Develop foundational knowledge about the
assessment continuum and the Smarter Balanced
Assessment System, including the use of rubrics.
Provide educators with information about the
interim assessments in order to use the interim
assessments in 2014–15 with report card
reporting.
Analyze and determine the purpose of CCSS
aligned report cards and revise as necessary.
3
Smarter Balanced
• Understanding Assessment
Claims and Targets
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
6
Smarter Balanced Item Types
CAT Assessment Items
Performance Tasks
– Focus on grade-level content – Focus on students’ ability to
problem solve in real-life
skills
situations
– Computer adaptive (item
– Focus on previous grade-level
difficulty depends on
content skills, with some
response to each prior item)
integration of on-grade-level
– Questions are machineskills
scored
– Include both machine-scored and
– Primarily assess Claim 1, but
hand-scored questions
do include problem solving
– Primarily assess Claims 2, 3, and
4
7
Relationship among Content Claims, Content
Categories, Assessment Targets, and Standards
8
SBAC Assessment Claims
Assessment Claims are broad evidencebased statements about what students
know and can do as demonstrated by their
performance on the assessments. At each
grade level within mathematics and
ELA/literacy, there is one overall claim
encompassing the entire content area and
four specific content claims. Students will
receive a score on each overall claim and
scores for the specific content claims.
9
Overall Smarter Balanced Claims
Grades 3–8
Students can demonstrate progress toward
college and career readiness in
mathematics.
Grade 11
Students can demonstrate college and
career readiness in mathematics.
10
Math: Claims
Claim 1: Concepts and
Procedures
• Students can explain and apply mathematical
concepts and carry out mathematical procedures
with precision and fluency.
Claim 2: Problem
Solving
• Students can frame and solve a range of complex
problems in pure and applied mathematics.
Claim 3:
Communicating
Reasoning
• Students can clearly and precisely construct viable
arguments to support their own reasoning and to
critique the reasoning of others.
Claim 4: Data Analysis
and Modeling
• Students can analyze complex, real-world scenarios
and can use mathematical models to interpret and
solve problems.
11
Math: Claims
Claim 1: Concepts and
Procedures
Claim 2: Problem
Solving
Claim 3: Communicating
Reasoning
Claim 4: Data Analysis
and Modeling
Evidence of Claim 1 shows that students
can “do math.”
Evidence of Claims 2, 3, and 4 shows that
students can apply mathematics to novel
situations, think and reason
mathematically, and use math to analyze
empirical situations, understand situations
better, and improve decisions.
12
Sample Item
13
SBAC Assessment Targets
Assessment Targets connect the CCSS to
evidence that will be collected from the
assessment. The targets map the standards
in the CCSS onto assessment evidence that
is required to support the content categories
and claims. Assessment targets are used to
guide the development of items and tasks
that will measure the CCSS.
14
Math – Claim #1 Targets
• Claim #1: Students can explain and apply
mathematical concepts and carry out
mathematical procedures with precision and
fluency.
• Targets are broken down by grade level
content clusters, not standards. The number of
targets varies per grade.
15
Math – Claim #2-3 Targets
• Handout
• Same across grade levels
16
Take Away for Math
• Items are no longer written to individual
standards, so the knowledge and skills needed
to respond to items are different than in the
past.
• Discuss with your table groups how that may
impact your ability to convey information to
parents about student progress.
17
Claims for the English Language
Arts/Literacy Summative Assessment
Overall Claim for Grades 3–8
“Students can demonstrate progress toward college and career
readiness in English language arts and literacy.”
Claim #1 – Reading
“Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts.”
Claim #2 – Writing
“Students can produce effective and well-grounded writing for a range of
purposes and audiences.”
Claim #3 – Speaking and Listening
“Students can employ effective speaking and listening skills for a range of
purposes and audiences.”
Claim #4 – Research/Inquiry
“Students can engage in research and inquiry to investigate topics, and to
analyze, integrate, and present information.”
18
19
20
21
22
4/13/2015
Claims & Targets - Literacy
• Review Constructed Response Item –
Comparison of How the Leaves Came Down
and The Little Captive
– Identify the Claim
– Identify the Target
23
Take Aways for Literacy
• Discuss with your table groups how that may
impact your ability to convey information to
parents about student progress.
• Reading targets are NOT assessed in
Performance Tasks
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2011/12/ELA-Literacy-ContentSpecifications.pdf
24
If time…
Score student work samples
using rubrics.
Interim Assessments:
Overview
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.
27
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.
28
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).
29
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
30
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
31
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.
32
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
33
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.
34
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.
35
Overview
• Handscoring process:
− Online
− Rubrics and exemplars provided
− Training Webcast scheduled for January 28
36
English Language Arts/Literacy
Interim Assessment Blocks
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
37
English Language Arts/Literacy
Interim Assessment Blocks
Grades 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
38
English Language Arts/Literacy
Interim Assessment Blocks
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
39
Mathematics
Interim Assessment Blocks
IAB Name
Grade
3 4 5
aaa
Numbers and Operations in Base 10 * a a
Fractions
aaa
Geometry
* *
Measurement and Data
a * *
Mathematics Performance Task
aaa
Operations and Algebraic Thinking
*Will be available in 2015–16
40
Mathematics
Interim Assessment Blocks
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
*
*
a
*Will be available in 2015–16
41
Mathematics
Interim Assessment Blocks
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)
42
Mathematics
Interim Assessment Blocks
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
43
Student Reports
Individual Student Report
Home
Example State
Bay View School District
Bay View Central High
Grade 11
Patrick Bowman’s Results
45
• http://www.smarterbalanced.org/achievementlevels/
46
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
48
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
49
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.
50
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
51
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?
52
• ICA Hand- scoring:
http://www.cde.ca.gov/ta/tg/ca/icahandscoring.a
sp
• ICB Hand-scoring:
http://www.cde.ca.gov/ta/tg/ca/iabhandscoring.a
sp
• Time Requirements for hand-scoring:
http://www.cde.ca.gov/ta/tg/ca/iahandscoretime
s.asp
53
Immediate Considerations
Smarter Balanced Assessments
•
•
•
•
•
Will take place this Spring 2015
Less than 30 schools taking the test via paper/pencil
(<2,000 students)
No API for 2014-15, but three year averages available
SBE and CDE interest to move API away from a single
index to multiple indicators similar to LCAP
Jan. SBE Meeting – asked PSAA Advisory Committee
to discuss and make recommendations on future API –
It’s all about the base.
55
Report Cards
•
Tustin 5th grade – Orange County
•
Oregon 2nd Grade – Portland
•
Santee 2nd Grade – San Diego Area
•
Santee 5th Grade – San Diego Area
•
Milpitas – 4th Grade
56
Questions?
Resources and Support
• http://sbac.portal.airast.org/practicetest/resources/
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/05/Math_Preliminary_Blueprint-2014_04-30Final.pdf
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/05/ELA_Preliminary_Blueprint-2014_04-30Final.pdf
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