Smarter Balanced Math Performance
Tasks
Superintendent’s Summer Institute
Eugene, Oregon – August 1 - 3, 2012
Welcome
 Presenters:
Smarter Balanced: Shelbi Cole, Director of Mathematics
OCTM PD Cadre: Winnie Miller and Jane Osborne
ODE:
o Rachel Aazzerah, Science Specialist
o Derek Brown, Mgr., Assessment of Essential Skills
o Holly Carter, Assessment Policy Analyst
o Ken Hermens, English Language Arts Assessment Specialist
o Jim Leigh, Mathematics Assessment Specialist
o Kathleen Vanderwall, Mgr., Assessment Test Design and Operations
Objective: Overview of Smarter Balanced mathematics performance
tasks with emphasis on the increased rigor, depth, and breadth relative to
Oregon’s existing work sample tasks.
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Audience Survey
Raise your hand if:
 You work in elementary grades K-5
 You work in middle school 6-8
 You work in high school
 You are a TOSA
 You work in the district office
 You are a curriculum specialist
 You are just interested
Using one hand (0-5), show your knowledge of:
 Common Core Standards
 Smarter Balanced Assessment in General
 Smarter Balanced Assessment Performance Tasks
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Overview
1. Informing Policy Changes
2. Implementation Timelines
3. Item Development
4. Item Types
5. Performance & Work Sample Tasks
6. Work Sample Task Enhancement
7. Wrap Up
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Policy Changes - National Level
Elementary and Secondary Education Act (ESEA)
ESEA authorizes federally funded Ed programs administered by the states.
o In 2011-12 ~ 12% of el and sec funding is from Federal sources.
o Policy Change reaching five decades: “War on Poverty” (1965),
Improving America’s Schools Act (Goals 2000: Educate America Act (1994)),
No Child Left Behind (2001), ESEA Flexibility (2011).
Common Core State Standards (CCSS)
Following inclusive development by CCSSO and NGA, adopted by 45
states, 3 territories and the Dept of Defense Ed Activity.
o Career and College Ready
o Increased Rigor
Race to the Top (RTTT) Fund
Funding for States and consortia of States to advance reforms,
early learning, top districts, and Assessment Programs.
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Smarter Balanced Assessment Timeline
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Policy Changes - State Level
OAKS to SMARTER Balanced Assessment
• Field test and alignment work (2013-2014)
Scoring Guide Alignment
• Determine the degree to which the current scoring guides
measure student proficiency in the Common Core State
Standards
Other Policy Questions
• Will evidence collected prior to the transition (2014-2015)
be allowable for graduation purposes? Yes
• Will work samples and the other approved options be
allowable through the transition period? Yes
• When will students be eligible to use the Smarter Balanced
assessment for Essential Skills? Not yet determined
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
OAKS-Smarter Balanced Assessment
Transition Timeline
2011-2012
2012-2013
2013-2014
2014-2015
OAKS
OAKS
OAKS
Smarter
OAKS
 Reading based on 2002 ELA Content
Standards
 Writing based on current scoring guide
 Mathematics based on 2007/2009 Math
Content Standards
Smarter Balanced Assessment
 Based on Common Core State Standards
adopted by Oregon in 2010
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Smarter Item Development
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Smarter Item Types Overview
• Assess a broad range of content.
• Scoring is objective, fast, and inexpensive to score.
TEXT
• Difficult to understand a student’s reasoning process
and to assess higher-order thinking skills.
TEXT
TEXT
• Require the student to generate a response as
opposed to selecting a response.
• Include both short and extended responses.
EXT
• Allow students to demonstrate their use of complex
thinking skills consistent with the expectations for
college and career readiness.
TXT
• Require students to demonstrate ability to think and
reason, and produce fully developed products.
• Measure complex “assessment targets.”
• Provide evidence of college and career readiness.
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Claims for Mathematics Summative Assessment
Claim #1 Concepts & Procedures: “Students can explain and apply
mathematical concepts and interpret and carry out mathematical
procedures with precision and fluency.”
Claim #2 Problem Solving: “Students can solve a range of complex wellposed problems in pure and applied mathematics, making productive
use of knowledge and problem solving strategies.”
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
Modeling and Data Analysis: “Students can
analyze complex, real-world scenarios and can
construct and use mathematical models to interpret
and solve problems.”
Oregon Work Samples
A work sample is a representative sample of individual student work (e.g.,
research paper, statistical experiment, speaking presentation) that is scored
using an official state scoring guide. Work Sample Tasks must:
 align with the state content standards for the skill area being assessed.
 clearly provide students with opportunities to demonstrate proficiency in
the content standards being assessed in the work sample. (For those
work samples being used to satisfy Essential Skills graduation
requirements, prompts must provide students with the opportunity to
demonstrate high school level knowledge and skills.)
 reflect independent, individual student work only, although individual work
samples may grow out of common learning experiences or group work.
Whether used as a local performance assessment or to meet an
Essential Skills requirement, work samples are not meant to be timed.
(Test Administration Manual , 2011-2012 , Office of Assessment and Information Services, Oregon
Department of Education, Appendix M – Work Samples and State Scoring Guides)
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Oregon PS Scoring Guide
Five Process Dimensions:
 Making Sense of the Task
 Representing and Solving the Task
 Communicating Reasoning
 Accuracy
 Reflecting and Evaluating
Must score at least 4 on all five dimensions
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Math Performance Task Preview
Sample Oregon Work Sample Task
Grade 5:
Olga’s Strawberries
*Three samples of scored student work with commentaries are in the session packet.
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Student Work-Olga’s Strawberries
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Performance Tasks
Performance Tasks
• Extended projects demonstrate realworld writing and analytical skills
• May include online research, group
projects, presentations
• Require 1-2 class periods to
complete
• Included in both interim and
summative assessments
• Applicable in all grades being
assessed
• Evaluated by teachers using
consistent scoring rubrics
The use of performance
measures has been found
to increase the intellectual
challenge in classrooms
and to support higherquality teaching.
- Linda Darling-Hammond
and Frank Adamson,
Stanford University
Sample Task Stimulus
Stimulus/Information Source for Task
Massachusetts
(http://www.sudbury.ma.us/services/individual_faq.asp?id=69)
The initial 10MPH over the speed limit is assessed a $50 fine.
In other words, there is a flat fee for the first 10MPH. Each
MPH above the initial 10MPH is then calculated at $10 per
MPH thereafter. In addition to the fines established relative to
the speed traveled, there is a $50 assessment applied to the
fine schedule which goes to a Head Injury Fund established
by the state.
Example: 46MPH in a 30MPH zone = 16MPH over the speed
limit
Fine = $50 Head Injury Fund assessment + $50 (first 10MPH
over the speed limit) + $60 (next 6MPH) = $160
Sample Task Stimulus (cont.)
Sample Task Components to Elicit
Evidence of Student Understanding
Scorable products that could result from task stimuli:
 Students create a table to show how different speeds result in
different ticket values for MA.
 Students create a graph to show the speed vs. total ticket cost for
MA
 Students explain why the NY speeding penalties cannot be
represented by a function
 Students write one or more functions for the cost of a speeding
ticket in a 60 mph zone in MA, based on the driver’s actual speed.
 Students respond to a task in writing, such as: Some people have
complained that New York’s calculations are unfair. Create a more
fair system for New York that (1) represents a one-to-one function
and (2) would allow New York to collect about the same amount of
money as it currently does. Explain all assumptions you make and
mathematics used to support your work.
Sample Item
The function f(x) = 5(x – 65) + 120 is used
to calculate a speeding ticket for a driver
going x mph in a 65 mph speed zone.
If the “5” in the function is changed to “4”
and the “120” is changed to “180,” for what
values of x would ticket costs be greater
than before the change?
Sample Item
The function f(x) = 5(x – 65) + 120 is used
to calculate a speeding ticket for a driver
going x mph in a 65 mph speed zone.
Is the set of all positive integers a
reasonable domain for this function in the
context of the problem? Explain why or
why not and provide specific examples to
support your reasoning.
Sample Item
Ticket Cost
800
700
600
500
400
300
200
100
0
MPH Over Limit
The graph shows the relationship between the number of miles over
the speed limit a person is traveling and the cost of a speeding
ticket.
Explain how the graph supports or refutes the statement below:
“As driving speeds become more reckless, the penalties are more
severe.”
Math Performance Task Preview
Sample Smarter Math Performance Task
Grade 5:
School Festival
You serve on a committee that is in charge of planning a school
festival. The following tasks need to be completed by
committee members as part of the planning for the school
festival.
• Determine the budget for the festival.
• Choose the food and drinks for the festival.
• Determine amounts of supplies for making a dessert.
• Make a schedule of the different activities.
• Make some decisions on the games and prizes used during the
festival.
* Details and rubrics are in the session packet. Up to two class sessions (90 minutes) are
suggested for this task, with no pre-teaching necessary.
Oregon Department of Education
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www.ode.state.or.us/go/commoncore
Math Performance Task Preview
Compare and Contrast Oregon Work Samples
with Smarter Balanced Performance Tasks?
Similarities
Oregon Department of Education
Differences
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www.ode.state.or.us/go/commoncore
Table Talk -- Strategies
 How could we use our development of Oregon Work
Sample (or Local Performance) Tasks to prepare
students for success on Smarter Balanced Performance
Tasks
 What could be done with current tasks to bring them up
to the level of rigor in the Smarter Balanced
Assessment?
 Possible extension of Olga’s Strawberries – Summer
Strawberry Picking
 Multiple approaches
 Multiple solutions
 Justify solution based on interpretation
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Sample Olga Enhancement
Summer Strawberry Picking
You have been hired to pick strawberries at the farm with Olga and Fritz this summer.
You will pick berries with them 5 days a week, for a total of 8 weeks. The farm offers two
different pay options and you must choose only one of them:
Option A $8.00 per day
Option B $1.50 per flat picked
Olga has decided to pick Option A, based on her experience from last summer. Fritz
has decided to pick Option B, because he thinks that he can pick more flats of berries
each day than Olga can.
• How many flats on average a day must Fritz pick, in order to earn more money than
Olga each day?
•Based on Fritz’s average from Question #1, who will make more money over the
summer, Olga or Fritz? Justify mathematically your answer.
• Which option do you decide to pick? ______________
•Justify mathematically your choice, show why your option will earn you the most money
over the summer.
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Sample of 5th Grade Student Work
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Table Talk -- Strategies
In your session packet, you have a variety of current
Oregon Work Sample Tasks with student work, or you may
have brought one of your own – use them as examples to
help your discussion.
 Olga’s Strawberries – Grade 5
 Enchanted Forest – Grade 8
 Pony Rides – High School
At a high level, what actions must you take to
prepare students for success on Smarter
Balanced Assessments?
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Table Groups Report

One big idea from each table
What is your take-home message from this
session?

Elephant in the room:

 If you’re not doing work samples with conviction,
you need to begin NOW.
 Try to design work samples aligned to both
Oregon standards and CCSS
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Resources
Smarter Balanced Website
http://www.smarterbalanced.org/
Smarter Sample Items and Performance Tasks
http://www.smarterbalanced.org/smarterbalanced-assessments/#item
Common Core State Standards Toolkit
http://www.ode.state.or.us/search/page/?id=3430
Common Core State Standards Assessment
Resources
http://www.ode.state.or.us/search/page/?id=3298
Oregon Department of Education
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www.ode.state.or.us/go/assessment
Wrap Up
For more about Smarter ELA Performance Tasks…
 Hands-on session focused on Smarter English Language Arts
Performance Tasks
 Thursday, 10:45 a.m. – 12:15 p.m., Bloch Room
 How to update existing Reading work sample prompts to match
the rigor of the Smarter ELA Performance Tasks
Workshop on Transition from OAKS to Smarter Balanced
Analyze the recently developed documents from ODE and discuss
possible applications for districts or schools as they plan the transition
for their mathematics courses from 2012-2014.
Friday, 9:20 a.m.- 10:30 a.m. Vistas II Room
Friday, 10:45 a.m.-12:15 p.m. Vistas II Room
Oregon Department of Education
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www.ode.state.or.us/go/assessment
THANK YOU!
Please send additional input, questions, or anecdotes to:
Rachel Aazzerah
Rachel.Aazzerah@state.or.us
Derek Brown
Derek.Brown@state.or.us
Jim Leigh
James.Leigh@state.or.us
Oregon Department of Education
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www.ode.state.or.us/go/assessment