CAASPP:
Smarter Balanced
Assessments
February 2015
Purpose
• To provide information on the Smarter Balanced
ELA and mathematics assessment blueprints that
might be used for planning and designing
instruction and classroom assessment
• To provide information on the Smarter Balanced
Achievement Levels and Achievement Level
Descriptors
• To increase awareness of how the blueprints and
ALDs can support instructional planning, delivery
and classroom assessment
Purpose
• To increase awareness of the resources available in
the Smarter Balanced Digital Library
• To increase awareness of the interim assessments
• To respond to and gather questions about the
Smarter Balanced components
Agenda
• Smarter Balanced Claims
• Smarter Balanced Blueprints
• Smarter Balanced Assessment Targets
• Achievement Levels and Achievement
Level Descriptors
• Digital Library
• Interims
• Q&A
Smarter Balanced
Assessment Claims
• “Claims are the broad statements of the
assessment system’s learning outcomes…”
• “A claim is a summary statement about the
knowledge and skills students will be expected to
demonstrate on the assessment related to a
particular aspect of the CCSS.”
ELA Claims
Overall Claim Grades 3-8
“Students can demonstrate progress toward college and
career readiness in English language arts and literacy.”
Overall Claim Grade 11
“Students can demonstrate 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 &
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.”
Mathematics Claims
Overall Claim for Students Grades 3-8
“Students can demonstrate progress toward college and career
readiness in mathematics.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in
mathematics.”
Claim 1: Concepts and 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 well-posed 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.”
Smarter Balanced Blueprints
Bridge between CCSS and the Smarter Balanced
interim and summative assessments
Smarter Balanced Blueprints
• Describe the content of the English language
arts/literacy and mathematics summative
assessments for grades 3–8 and grade 11
• And how that content will be assessed
• Reflect the depth and breadth of performance
expectations
Smarter Balanced Blueprints
• Include information about:
• the number of items related to the assessment targets
• CAT items
• Performance Task items
• Total items
• depth of knowledge for items associated with each
assessment targets
Assessment Targets
• “…the assessment targets describe the
expectations of what will be assessed by the items
and tasks within each claim.
• These summative assessment targets (evidence) at
each grade level represent the prioritized content
for summative assessment.”
Assessment Targets
• Communicate the big picture, “larger intent” of
the standards.
• Assessment targets are the cluster headings
from the mathematics standards.
• Assessment targets are derived from the cluster
headings of the ELA Anchor Standards.
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Common Core Big Ideas
Depth of Knowledge (DOKs)
Mathematics
ELA/Literacy
DOK3
DOK4
DOK3
DOK4
Previous
Assessments
<2%
0%
20%
2%
New SBAC
Assessments
49%
21%
43%
25%
Yuan & Le (2012); Herman & Linn (2013) from Linda Darling-Hammond, Assembly Hearing, 3.6.13
Cognitive Rigor Matrix – ELA
14
ELA Blueprints
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/05/ELA_Preliminary_-Blueprint2014_04-30Final.pdf
Summative Assessment Blueprint:
ELA
ELA Grade 3, Claim 1, Target 1
4. REASONING & EVIDENCE: Given an inference or conclusion, use explicit details and implicit information
from the text to support the inference or conclusion provided
Standards: RL-1 DOK 3
After reading the passage “A Few New Neighbors” by Kerry McGee, answer the following
questions:
1. Read the sentence and the directions that follow.
Children and adults can work together.
Click the two details that best support this conclusion.
• One afternoon, Jessie spotted a tiny bird fluttering around Mrs. Baxter’s front door. Mrs.
Baxter had just moved into an apartment.
• Jessie and Mrs. Baxter talked about the birds for a while. “They sound like house finches,”
Mrs. Baxter said. “Keep and eye on them for me, will you?”
18
ELA Grade 8, Claim 2, Target 3b
3b REVISE BRIEF TEXTS: Apply a variety of strategies when revising one or more
paragraphs of informational/explanatory text: organizing ideas by stating and
maintaining a focus (thesis)/tone, providing appropriate transitional strategies
for coherence, developing a topic including relevant supporting
evidence/vocabulary and elaboration or providing a conclusion that is
appropriate to purpose and audience and related to the information or
explanation presented.
Standards: W-3a, W-3b, W-3c, W-3d, and/or W-3e
(DOK 2)
19
A student is writing a report for English class about
famous Chicago landmarks. Read the paragraph
from the draft and complete the task that follows:
The home of the Chicago Cubs baseball team is one of the
many famous landmarks in Chicago.
Fans notice Wrigley Field’s one-of-a-kind feature, the ivycovered outfield walls, as soon as they enter through the
ramps of the ballpark. Phillip K. Wrigley, owner of the team,
wanted to beautify the stadium during a renovation of the
bleachers in 1937. He hired Bill Veeck, General Manager of
the Cubs, to lead the project. Veek arranged for Boston ivy to
be grown on the walls of Wrigley Field. The lush ivy would be
a soft landing spot for an outfielder catching a high fly ball.
However, the brick wall standing behind the ivy is not
something any ballplayer wants to hit with his head.
.
20
The student thinks the paragraph needs an ending that is
more appropriate for the audience. Choose the sentence that
would best replace the underlined sentence.
A. Baseballs have been known to get lost in the ivy.
B. Bill Veeck deserves credit for the beauty of the ivy at
Wrigley Field.
C. To this day, Wrigley is the only ballpark with an ivycovered outfield wall.
D. Fans flocking to the cozy confines of Wrigley Field would
love to have a piece of the vines as a souvenir.
21
ELA Grade 11, Claim 3, Target 4
3. LISTEN /INTERPRET: Analyze, interpret and use information delivered orally
Standards: SL-2, SL-3
(DOK 3)
Listen to the presentation. Then answer the questions.
“Mass Produced” Excerpt from The Big Book of Pop Culture: A How-To Guide for
Young Artists by Hal Niedzviecki.
Why does the author use the rhetorical technique of comparison to show how
popular culture is mass produced?
o To explain that ballet dancers are more athletic than actors
o To suggest that ballet performances are more detailed than movies
o To show how some forms are more difficult to reproduce than others
22
o To emphasize that the popularity of the contenct affects whether it can be
reproduced.
Grade 5 Claim 4 Target 3
3. ANALYZE INFORMATION/SOURCES: Distinguish relevantirrelevant information Standards: RI-7, W-8, W-9
(DOK 2 & 3)
Review the three sources provided. Use the information
from the sources to answer three questions.
1. The sources discuss how service animals help people.
Explain what you have learned about how service animals
help people. Use one detail from Source #1 and one detail
from Source #2 to support your explanation. For each
detail, include the source title or number.
23
Click on the boxes to match each source with the idea or
ideas that it supports. Some ideas may have more than
one source selected.
Source #1
Monkey
Helpers
People who own businesses have to consider the
well-being of all of their guests.
24
Being smart and able to handle small objects
makes certain animals more appropriate than
other animals to assist people who have a
disability.
Source #2
Animals
Helping
People
Source
#3 New
Service
Animal
Rules
Cognitive Rigor Matrix –
Mathematics
25
Mathematics Blueprints
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/05/Math_Preliminary_Blueprint-2014_04-30Final.pdf
Summative Assessment
Blueprint: Mathematics
Claim 1 Assessment Targets
Claim 1: “Students can explain and apply math concepts and interpret
and carry out mathematical procedures with precision and fluency.”
Standards for Mathematical Practice
1.
2.
3.
4.
5.
6.
7.
8.
29
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Standards for Mathematical Practice
Match the claims to the Practice
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them. #2
Reason abstractly and quantitatively. #4
Construct viable arguments and critique the reasoning of others.
Model with mathematics. #4
Use appropriate tools strategically. #2 & #4
Attend to precision. #3
Look for and make use of structure. #2
Look for and express regularity in repeated reasoning. #2
30
#3
Claim 1, Target 1A, DOK 1
31
Claim 2, Targets 2A, 1A, DOK 2
32
Claim 3, Targets 3E, 1A, DOK 3
Jada has a rectangular board that is 60 inches long and 48 inches wide.
a. How long is the board measured in feet? How wide is the board
measured in feet?
b. Find the area of the board in square feet?
c. Jada said,
To convert inches to feet, I should divide by 12.
The board has an area of 48 in x 60 in = 2880 in2
If I divide the area by 12, I can find the area in square
feet . So the area of the board is 2880 ÷ 12 = 240 ft2.
d. What went wrong with Jada’s reasoning? Explain.
33
Claim 4, Targets 4A, B, 1A, DOK 3
34
Bead Bracelets (continued)
35
Bead Bracelets (continued)
36
Bead Bracelets (continued)
37
What’s the DOK level?
Sally built a pen for her dog
Callie. The pen is 4 ft by 8 ft.
What is the area of Callie’s
pen?
How could we change this to a DOK 1 problem?
How could we change this to a DOK 3 or 4 problem?
38
Achievement Levels and
Achievement Level Descriptors
Achievement Level Descriptors
• A means of describing performance on a
standardized test in terms of levels or categories of
performance.
• To be reported in terms of four levels of
achievement Level 1 through Level 4.
• Text/narrative descriptions of the knowledge, skills,
and processes demonstrated by students at each
level of achievement.
Range ALDs
• Range ALDs describe:
• the cognitive and content rigor within achievement
levels
• the knowledge, skills, and processes that students
should have
• a progression of development of knowledge, skills and
processes
Threshold ALDs
• Threshold ALDS
• define the minimum performance required for meeting
an achievement-level expectation
• reflect the knowledge, skills, and processes that are
expected of students
• The student who has achieved the threshold Level
3 is assumed to have the knowledge, skills, and
processes of the range Levels 1 and 2 ALDs.
Use of ALDs
• “These ALDs are not intended to provide guidance
to classroom teachers for curriculum or individual
student decisions. Such guidance will be provided
through the formative assessments.”
• Provide context for teachers
• Expectations on assessment targets
• Range of achievement within the grade level
• Learning progression within the grade level
Range ALD Grade 3 Geometry
Example: Mathematics
• Target K : Reason with shapes and their attributes.
• Level 1 students should be able to recognize rhombuses,
rectangles, and squares.
Range ALD Grade 3 Geometry
Example: Mathematics
• Target K : Reason with shapes and their attributes.
• Level 3 students should be able to draw examples of
quadrilaterals as examples that do not belong to given
subcategories by reasoning about their attributes;
partition shapes into equal areas and express the area of
each part as a unit fraction of the whole; and
understand that shapes in different categories may
share attributes and that the shared attributes can
define a larger category.
Threshold ALD Grade 3 Geometry
Example: Mathematics
• The student who just enters level 3 should be able
to:
• Draw examples of quadrilaterals that do not belong to
given subcategories by reasoning about their attributes.
Range ALD Grade 4 Literary Texts
Example: ELA
• Target 12: Interpret, explain, or connect information
presented within or across texts (e.g. compare/contrast,
cause/effect, integrate information).
• Level 1 students should be able to minimally interpret,
explain, or connect information presented within or
across texts of low complexity.
• Level 2 students should be able to partially interpret,
explain, or connect information presented within or
across texts of moderate complexity.
Range ALD Grade 4 Literary Texts
Example: ELA
• Target 12: Interpret, explain, or connect information
presented within or across texts (e.g. compare/contrast,
cause/effect, integrate information).
• Level 3 students should be able to adequately interpret,
explain, or connect information presented within or
across texts of medium to high complexity.
• Level 4 students should be able to thoroughly interpret,
explain, or connect information presented within or
across texts of unusually high complexity.
Threshold ALD Grade 4 Literary Texts
Targets 8-14 Example
• The student who just enters level 3 should be able
to:
• Use details and information from texts of moderate
complexity to support answers and inferences.
• Identify or summarize central ideas/key events in texts
of moderate complexity.
• Use supporting evidence to justify/explain own
inferences in texts of moderate complexity.
Time to Explore and Consider
• Choose a content area and grade level.
• Review the range and threshold achievement level
descriptors for that content and grade level.
• How might these be useful to teacher teams?
ALDs
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/11/Smarter-Balanced-ELALiteracy-ALDs.pdf
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/11/Smarter-Balanced-MathALDs.pdf
Threshold ALDs and
Overall Scale Scores
• The threshold ALDs were used as a tool by
panelists that participated in the Smarter Balanced
Standard Setting process.
• The scale scores relate to the skills and knowledge
(as described in the Threshold ALDs) that a student
demonstrates at the beginning/entry point of each
achievement level.
Preparing for New Assessment Results
• Smarter Balanced assessments measure the full range of the Common Core
State Standards. They are designed to let teachers and parents know
whether students are on track to be college- and career-ready by the time
they graduate.
• Because the new standards set higher expectations for students,
expectations for student achievement are higher than they used to be.
• As a result, it’s likely that fewer students will initially score at the higher
achievement levels on the assessments. As students have more years of
instruction based on the new standards, results from new assessments will
demonstrate student growth over time.
• The scores will set a new baseline for student performance and progess in
California .
Score Reports
• Overall score: weighted composite
• Narrative description of achievement level
• Subscores based on claims: Above, At or Near,
Below standard
• Four for ELA
• Three for mathematics (combines Problem Solving and
Modeling & Data Analysis)
TOM TORLAKSON
State Superintendent
of Public Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
Score Reports
• http://www.smarterbalanced.org/?s=score+reports
Remember!
• Scale scores and achievement levels from the
Smarter Balanced assessments cannot and should
not be compared with data from the STAR/CST .
• Different standards are being assessed
• Different assessment methods are being used
• Different levels of cognitive rigor are being addressed
TOM TORLAKSON
State Superintendent
of Public Instruction
Digital Library
64
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
All students
leave
high school
college
and career
ready
Teachers and
schools have
information and
tools they need
to improve
teaching and
Formative resources:
learning
Interim Assessments:
Educator resources
that support
measuring student
learning in real-time
during instruction
Tests used for timely
and periodic information
based on local
needs/goals
65
Digital Library
• On-line collection of resources:
TOM TORLAKSON
State Superintendent
of Public Instruction
– Aligned with the intent of the Common Core State
Standards
– Contributed by educators for educators
– Vetted against a set of quality criteria
• Supports implementation of the
formative assessment process
• Incorporates collaboration features
• Supports diverse groups of learners
66
State Network of Educators
TOM TORLAKSON
State Superintendent
of Public Instruction
Composition
Expectations
• 60–150 members per state
• Comprised of K–12 educators and higher–education
faculty
• Each network has diverse expertise in:
• Common Core State Standards (CCSS)
mathematics and English–language arts, science,
social science, general education, gifted and
talented, English learners, and students with
disabilities.
• Participate in 5 trainings.
• Help populate the Digital Library in
advance of the June 2014 preview.
• Submit and review resources using
the Quality Criteria.
• Use resources and collaboration tools
for members’ own professional
learning and instruction.
• Provide feedback on the resources in
the library, review and posting
process, Quality Criteria, and usability
of software.
67
What the Digital Library
Is Not …
TOM TORLAKSON
State Superintendent
of Public Instruction
A bank of
assessment
items
A library for general
public (will require
registration and login)
A learning management
system in which
educators can register for
training or receive credit
by completing specific
online courses
A site to freely post
resources
68
Definition of the Formative
Assessment Process
TOM TORLAKSON
State Superintendent
of Public Instruction
Formative assessment is a
deliberate process used by teachers
and students during instruction
that provides actionable feedback
that is used to adjust ongoing
teaching and learning strategies to
improve students’ attainment of
curricular learning targets/goals.
69
Four Attributes of the
Formative Assessment Process
TOM TORLAKSON
State Superintendent
of Public Instruction
Clarify
intended
learning
Act on
evidence
Elicit
evidence
Interpret
evidence
70
Criteria for Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
• Aligns with CCSS
• Incorporates formative assessment
practices
• Demonstrates high-quality
instruction
• Addresses learner differences
• Is engaging and user-friendly
71
Digital Library Resources
• Interactive Professional Learning Modules
• Resources for educators, students, and families
Assessment Literacy
Modules
TOM TORLAKSON
State Superintendent
of Public Instruction
• Frame Formative Assessment within a Balanced Assessment System
• Articulate the Formative Assessment Process
• Highlight Formative Assessment Practices and Tools
• Interactive Professional Learning Modules
• Instructional coaching for educators
• Instructional materials for students
Instructional Modules
• Demonstrate/support effective implementation of the formative
assessment process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
Education Resources
• Reflect and support the formative assessment process
• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts
• Create Professional Learning Communities
72
Assessment Literacy Modules
•Interactive Professional Learning Modules
•Resources for educators, students, and
families
TOM TORLAKSON
State Superintendent
of Public Instruction
•Frame Formative Assessment within a
Balanced Assessment System
•Articulate the Formative Assessment
Process
• Highlight Formative Assessment Practices
and Tools
73
Instructional Modules
•Interactive Professional Learning Modules
•Instructional coaching for educators
•Instructional materials for students
TOM TORLAKSON
State Superintendent
of Public Instruction
•Demonstrate/support effective
implementation of the formative
assessment process
•Focus on key content and practice from
the Common Core State Standards for
Mathematics and English Language Arts
Literacy
74
Education Resources
•High-quality vetted instructional resources
and tools for educators
•High-quality vetted resources and tools for
students and families
TOM TORLAKSON
State Superintendent
of Public Instruction
•Reflect and support the formative
assessment process
•Reflect and support the Common Core State
Standards for Mathematics and English
Language Arts Literacy
•Create Professional Learning Communities
75
Tour of the Digital Library
Digital Library Log-in Page
TOM TORLAKSON
State Superintendent
of Public Instruction
76
Digital Library Features
TOM TORLAKSON
State Superintendent
of Public Instruction
77
Tour of the Digital Library
Filter Example
TOM TORLAKSON
State Superintendent
of Public Instruction
78
Tour of the Digital Library
Resource Card Example
TOM TORLAKSON
State Superintendent
of Public Instruction
79
Tour of the Digital Library
Resource Page
TOM TORLAKSON
State Superintendent
of Public Instruction
80
Tour of the Digital Library
Collaboration Page
TOM TORLAKSON
State Superintendent
of Public Instruction
81
Tour of the Digital Library
Flag Page
TOM TORLAKSON
State Superintendent
of Public Instruction
82
Interim Assessment Blocks
Interactive Module
TOM TORLAKSON
State Superintendent
of Public Instruction
83
Using Interim Assessment Blocks
Elicit Baseline
Evidence Using
an Interim
Assessment
Block
TOM TORLAKSON
State Superintendent
of Public Instruction
Clarify
Intended
Learning
Elicit
Act on
Evidence
Interpret
Evidence
Evidence
Digital
Library
Digital
Library
Clarify
Intended
Learning
Elicit
Act on
Evidence
Interpret
Evidence
Evidence
Check Progress
Using an Interim
Assessment
Block
84
Digital Library Registration
TOM TORLAKSON
State Superintendent
of Public Instruction
• Updated information e-mailed on
10/3014 and 1/15
• To Digital Library Coordinators
• Memo and ART Tip Sheet
85
Log-in Credentials for Teachers
Each LEA must:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Register Schools (Institutions)
• Register Teachers
• Important to complete forms
Accurately
Role
AssociatedEntityID
Level
District Coordinator
CDS Code for the District
DISTRICT
DL_EndUser
CDS Code for the District
DISTRICT
DL_EndUser
CDS Code for the School
INSTITUTION
DL_EndUser
CDS Code for the School
INSTITUTION
• Help: CalTAC at 855-631-1510
86
Digital Library Implementation
TOM TORLAKSON
State Superintendent
of Public Instruction
• Think through what the teachers
might need
• Provide hands-on training and
support
• Embed into existing meetings
• Encourage collaborative
exploration
• Build the knowledge base around
formative assessment practice
87
TOM TORLAKSON
State Superintendent
of Public Instruction
Interim Assessments
88
Interim Assessments: Two Types
TOM TORLAKSON
State Superintendent
of Public Instruction
• Interim Comprehensive Assessments
(ICAs)
– Same design as summative tests
– Assess the same claims and standards
– Yield overall scale scores, performance
level designation and claim score
information
• Interim Assessment Blocks (IABs)
–
–
–
–
Assess smaller sets of targets
Address specific content areas
More flexible
reported as “Below Standard, “At/Near
Standard,” and “Above Standard”
89
Interim Comprehensive
Assessments (ICAs)
TOM TORLAKSON
State Superintendent
of Public Instruction
Mirror the summative assessment:
• Use the same blueprints as the
summative.
• Assess the same range of standards.
• Have the same item types and formats.
• Include performance tasks.
• Require the same amount of
administration time.
• Provide overall scale scores, overall
achievement levels, and claim scores
90
Interim Assessment Blocks
(IABs)
TOM TORLAKSON
State Superintendent
of Public Instruction
Assess fewer sets of skills, and:.
• Focus on fewer sets of skills
• Flexible: supports instruction and
curriculum
• Include the same item types and
formats, including classroom activities
and performance tasks as the
summative
• Provide overall information for each
block
91
Blocks for ELA, Grades 3 to 5
TOM TORLAKSON
State Superintendent
of Public Instruction
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
92
Blocks for ELA, Grades 6 to 8
TOM TORLAKSON
State Superintendent
of Public Instruction
Grade 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
93
Blocks for ELA, High School
TOM TORLAKSON
State Superintendent
of Public Instruction
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
94
Blocks for Mathematics,
Grades 3 to 5
TOM TORLAKSON
State Superintendent
of Public Instruction
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
95
Blocks for Mathematics,
Grades 6 to 7
TOM TORLAKSON
State Superintendent
of Public Instruction
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
96
Blocks for Mathematics,
Grades 6 to 7
TOM TORLAKSON
State Superintendent
of Public Instruction
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
97
Blocks for Mathematics, Grade 8
TOM TORLAKSON
State Superintendent
of Public Instruction
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)
98
Mathematics Blocks for
High School
High School
TOM TORLAKSON
State Superintendent
of Public Instruction
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
99
Rollout of ICAs and IABs
TOM TORLAKSON
State Superintendent
of Public Instruction
• Initial item pool will be limited in
depth.
• Initial ICAs and IABs will be in a
fixed format.
• As the item pool grows, ICAs and
IABs will become available as
computer adaptive tests (CATs).
100
Administration
TOM TORLAKSON
State Superintendent
of Public Instruction
• ICAs and IABs are administered online
(no paper versions)
• ICAs and IABs use the same teacher
registration process as the summative
assessment
• ICA and IAB administrationuse the same
test delivery interface as the summative
assessment.
• ICAs and IABs items are not secure
101
Administering Interim Assessments
Requires TOMS logon
credentials
TOM TORLAKSON
State Superintendent
of Public Instruction
TOMS
1
2
Verify student
demographic data
Test Administrator Interface
Administer assessments
Interim Handscoring System
3
Handscore students’
constructed responses
Grades Supported by
Interim Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
LEAs need TOMS logins for:
• Teachers in grades 3 to 8, and grade
11 (the grades that take the
summative test)
• Teachers in grades K, 1, 2, 9, 10,
and 12 (the grades that might also
use the Interim assessments)
103
Grades Supported by Interim
Assessments for 2014–15
TOM TORLAKSON
State Superintendent
of Public Instruction
Grade 3
Grade 4
Interim Tests: ELA and Mathematics
Grade 5
Grade 6
Grade 7
Grade 8 High School
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
104
Grade Level Access to Interims
for 2014-15
• http://www.cde.ca.gov/ta/tg/ca/interimassessgraderef.asp
Scoring of the Interim
Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• Most items are scored by the Smarter
Balanced test delivery engine.
• Scoring of constructed-response items
and performance tasks is a local
responsibility.
• Score reports are generated once the
constructed-response item scores and
performance task scores are input into
the system.
106
Scoring of the
Interim Assessments
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Hand-scoring process:
−Online
−Rubrics and anchor papers provided
−Training Webcast scheduled for January 28
107
Training Material Objectives
TOM TORLAKSON
State Superintendent
of Public Instruction
• Provide a rubric for scoring each
constructed response (open-ended) item
• Provide scored student responses and
scoring rationale
− Scored student responses consist of “Anchor”
responses which are the primary training tool
along with the rubric. All anchor papers also
contain annotations describing the scoring
rationale
108
Rubrics by Item Type
• Full Writes
TOM TORLAKSON
State Superintendent
of Public Instruction
– Rubrics are specific to a grade
band and purpose. Each essay is
evaluated on 3 elements of writing:
• Conventions
• Organization/Purpose
• Evidence/Elaboration or Development/
Elaboration
– In addition to the rubric,
associated guidelines may be
provided to further assist in scoring
Rubrics by Item Type,
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• ELA – Research (Claim 4)
– Rubrics are specific to a target
• ELA – Brief Writes (Claim 2)
– Rubrics are specific to a sub-target
• ELA – Reading (Claim 1)
– Rubrics are specific to a target
• Math Performance Task
– Each item has its own rubric, though the rubrics are
similar across PT families
110
Sample Rubric ELA –
Research
TOM TORLAKSON
State Superintendent
of Public Instruction
Sample Rubric – Math PT
TOM TORLAKSON
State Superintendent
of Public Instruction
Hand Scoring of Interims
• http://www.cde.ca.gov/ta/tg/ca/iabhandscoring.asp
Results from the Smarter
Balanced Interim Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• The ICAs and the IABs provide
individual student results that teachers
can examine in order to adjust
instruction.
– ICA: Overall scale score and
Score of “Below” “At/Near” or
“Above” Standard for each Claim
– IAB: Score of “Below” “At/Near” or
“Above” Standard for each Block
114
Obtaining Student Reports
TOM TORLAKSON
State Superintendent
of Public Instruction
Requires TOMS logon
credentials
TOMS
1
Verify student
demographic data
Requires same logon
credentials used for the
Digital Library
2
Test Administrator Interface
Administer assessments
Interim Handscoring System
3
Handscore students’
constructed responses
4
Data Warehouse
Receive and view student
reports
Individual Student Report
TOM TORLAKSON
State Superintendent
of Public Instruction
116
Students in a GRADE – ICA
Home
Example State
Bay View School District
Bay View Central High
Grade 11
TOM TORLAKSON
State Superintendent
of Public Instruction
Page 117
Students in a GRADE – ICA
Mathematics
TOM TORLAKSON
Home
Example State
State Superintendent
Bay View School District
Bay View Central High
Grade 11
of Public Instruction
Page 118
TOM TORLAKSON
State Superintendent
of Public Instruction
Suggested Uses of the
Interim Assessments
in 2014−15
119
Inform Teaching and Learning
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
Authentic Experience
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
Accessibility Supports
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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.
Handscoring
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
Implementation Plan
2015–16
TOM TORLAKSON
State Superintendent
of Public Instruction
• Become familiar with the Interim
Assessments
•Evaluate the district’s available technology
• Plan how to roll out the Interims next year:
–Locus of control/roles and responsibilities
–Student registration
–Accessibility supports
–Teacher log-ins and security agreements
–Scoring (training and time to score)
–Technology
–Scheduling
–Troubleshooting
Immediate Considerations
TOM TORLAKSON
State Superintendent
of Public Instruction
• Ensure all teachers have access to the
appropriate systems to administer the interims
(e.g., grades 3 through 8, and grade 11;
AND grades 2, 9, 10 and 12 teachers)
• Obtain security agreements from teachers
• Ensure student demographic data is correct in
California Longitudinal Pupil Achievement Data
System (CALPADS)
– Especially students’ Statewide Student Identifiers
(SSIDs) and grade level
• Provide test administration training for new
teachers
• Provide interim handscoring training for teachers
Resources for Interim
Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• Interim Assessment Administration
Resource Guide:
http://www.caaspp.org/administration
/instructions/index.html
126
TOM TORLAKSON
State Superintendent
of Public Instruction
Questions?
127
Training Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
• www.caaspp.org
– Test Administration
– Training
– TA Resources
128
For Further Information
TOM TORLAKSON
State Superintendent
of Public Instruction
California Department of Education
CAASPP Office
caaspp@cde.ca.gov
916-445-8765
CAASPP.org
http://caaspp.org/
1-800-955-2954
129
Contact Information
TOM TORLAKSON
State Superintendent
of Public Instruction
Kathy Caric
kcaric@cde.ca.gov
661-703-4575
130