1
6-8 Smarter Balanced
Assessment Update
English Language Arts
February 2012
2
Smarter Balanced Assessment Consortium
Updates
3
 Content Specifications for Summative Assessment of
CCSS for ELA & Literacy in History/Social Studies,
Science, and Technical Subjects

Assess reading for both literary and informational texts
(For percentages of text see p. 5 NAEP charts in the Common Core State
Standards document.)

Attention to reading closely

Attention to reading texts of increasing complexity at all grade
levels
Smarter Balanced Assessment Consortium
Updates
4
 Assess 3 types of writing considering balance of types
across grade levels (For percentages of text see p. 5 NAEP charts
in the Common Core State Standards document.)

Narrative

Argumentative (Opinion/Persuasion)

Informative/Explanatory
Smarter Balanced Assessment Consortium
Updates
5

Research and full compositions take longer to complete.

These will be addressed through performance tasks rather than
summative tasks.
Smarter Balanced Assessment Consortium
Updates
6
 Language Standards: Not a test of vocabulary memorization

Word analysis skills

Close reading

Determining meanings in context

Interpret figurative uses of language
A lexile or frequency count is only one consideration
when it comes to determining
text complexity.
7
 Factors that influence text complexity (Hess & Biggam, 2004)

Word difficulty and language structure

Text structure

Discourse style

Genre and characteristic features of the text

Background knowledge and/or degree of familiarity with content

Level of reasoning required

Format and layout of text

Length of text
Smarter Balanced Assessment Consortium
Updates
8
 There are 5 learning outcomes or CLAIMS for the
CCSS ELA standards:
1.
2.
3.
4.
5.
Read closely and critically to comprehend a range of increasingly
complex literary and informational texts.
Produce effective writing for a range of purposes and audiences
Employ effective speaking and listening skills for a range of
purposes and audiences.
Engage appropriately in collaborative and independent inquiry
to investigate/research topics, pose questions, and gather and
present information.
Skillfully use and interpret written language across a range of
literacy tasks.
Smarter Balanced Assessment Consortium
Updates
9
 What to expect with short research performance
tasks for Claim 4:

At grades 3-5, students might read/view and discuss a short
informational article about a science topic, such as static
electricity.

Then they conduct a designed experiment with a partner to collect
data about how static electricity behaves under certain conditions.

Individually, students prepare and present their results to show
that they can draw conclusions that integrate or compare what
they read about and what they observed (using data collected and
text evidence as support).
Smarter Balanced Assessment Consortium
Updates
10
 Claim 4: Grades 3-5 students might be asked to read
and discuss several short personal accounts of US
citizens who immigrated to this country when they
were children (firsthand accounts)
 And an article (secondhand account) about different
immigration patterns across US history
 Then respond to a research question where they
would have to integrate or compare both sources.
Smarter Balanced Assessment Consortium
Updates
11
 Claim 4 Middle School Example
1.
Collaboratively generate & explore a variety of potential digital and
print resources that can be used to respond to a research question or
problem.
2.
Collaborative discussions would include considering the credibility of
sources and relevance of information to the topic.
3.
Individually, students prepare and present their results to show that
they can draw conclusions that integrate or analyze information
using data &/or text evidence as support.
Smarter Balanced Assessment Consortium
Updates
12
Claim 4 High School Example
1.Collaboratively discuss texts, speeches or media messages all of which
present different points of view about an issue from a period in history.
2.Individually, students may be asked to select appropriate sources, then
analyze and present information (academic writing/explanation) or
critique perspectives/potential biases as they relate to the issue and craft a
response (critique/argument).
3.Responses demonstrate the ability to analyze & synthesize information
& evaluate sources (primary, secondary, media…) for credibility, bias,
quality of evidence, and/or quality of reasoning.
Smarter Balanced Assessment Consortium
Updates
13
 All short research projects will be assessed with extended
responses/performance assessments, preferably over two or more days
at high school.
 Whole group or small group collaboration may be used in the planning
phase and (at least initially) be used as formative assesssment evidence.
 The summative assessment would be a presentation of learning—with
some flexibility of medium used: oral, visual/graphic, written or a
combination.
 All extended performance tasks will be scored analytically with trained
raters and may also include a holistic scoring component.
Smarter Balanced Assessment Consortium
Updates
14
 Optional Interim Assessments and Performance Tasks will
remain optional and not a part of the reporting to the state.
 Will be available to districts at no charge in 2016
Smarter Balanced Assessment Consortium
Updates
15

Districts will be given a 6-8-week window to test students during
the last 12 weeks of the year.

Unlike MME students are not tested at the same time, same
place.

Allows for flexibility, use of computer labs.
Smarter Balanced Assessment Consortium
Updates
16

Includes grades 3-8 and 11 only.

Districts will use the digital clearinghouse provided by the state
to create assessments for 9th-and 10th-grade students. However,
those tests must be in place to comply with accountability laws
in Michigan.

State hopeful that once consensus is reached on purpose of the
SMARTER Balance Interim Tests that the districts may use
them.
Smarter Balanced Assessment Consortium
Updates
17

There is the possibility for students to retake the test up to three
times.
Districts determine who is retested.
 Reasons include sickness, extraneous issues that would be
identified by the district.

Smarter Balanced Assessment Consortium
Updates
18

MEAP Science and Social Studies tests will be moved to the spring
until new standards are approved and assessments developed.

NRC-developed science standards about 1.5 years from
adoption

CCSSO-developed social studies standards about 2 years from
adoption

New tests for these areas developed after that time
Smarter Balanced Assessment Consortium
Updates
19
 Accommodations for the summative assessments may be
different from current practice in Michigan, as all states
giving the SMARTER Balance tests must be consistent in
providing accommodations. This will be determined after
the tests have been developed.
Smarter Balanced Assessment Consortium
Updates
20
 While Michigan is an integral part of developing the
assessments, the state has not formally approved the tests.
It waits for the final development and piloting to see if the
system meets our needs.
Smarter Balanced Assessment Consortium
Updates
21

Funding only given for the development of the tests, not
for the upkeep and administration of the assessments
needed by the 2014-15 school year and beyond.

Sustainability task force has been established and met for
first time in December.