What Administrators Need to Know:
Smarter Balanced Assessment
Grades K-5
Penny Plavala, School Improvement Specialist
Multnomah ESD
Session Goals
• Review the Smarter Balanced Assessment Components
• Identify Key Points to Share with Teachers
• Review the SBA Practice Test
Instructional design:
direct instruction; work independently;
with a partner; and in small groups
Please choose a partner.
What Will Be Tested?
Claim 1
Reading
Claim 2
Writing
Claim 3
Speaking & Listening
Claim 4
Research
• Students can read closely and analytically to
comprehend a range of increasingly complex
literary and informational texts.
Place text
here
• Students can produce effective and well-grounded
writing for a range of purposes and audiences.
• Students can employ effective speaking and
listening skills for a range of purposes and
audiences.
• Students can engage in research/inquiry to
investigate topics, and to analyze, integrate, and
present information.
Common Core Timeline
YOU ARE HERE
2014 -2015
2013 – 2014
2012-2013
2011-2012
Next Generation
Assessments
2010-2011
Students in grades 2-7
and 10 this year will test
next year
Annual test for grades 3-8
and 11
Developing the
Common Core Assessment
What is the Smarter Balance
Assessment Consortium?
• SBAC is a group of 25 states that have been working
collaboratively to develop next-generation assessments
that are aligned to the CCSS and that accurately
measure student progress toward college and career
readiness.
www.smarterbalanced.org
• The other consortium: PARCC ~ Partnership for the Assessment of Readiness
for College and Careers
Six ODE staff
members are
on SBAC Work
Groups
SBAC Member States
SMARTER: Summative Multi-State Assessment
Resources for Teachers and Educational Researchers
Smarter Balanced Assessment System
Components
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Interim assessments
Flexible, open, used for
actionable feedback
Teacher resources for
formative assessment
practices
to improve instruction
All students
leave
high school
college
and career
ready
The SBAC Assessment System
English Language Arts and Mathematics, Grades 3 – 8 and High School
Grade 11 will test the last 6 weeks of the year
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks;
model curriculum units; educator training; professional development tools and resources; an
interactive reporting system; scorer training modules; and teacher collaboration tools.
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
INTERIM ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
Scope, sequence, number, and timing of interim
assessments locally determined
Optional Interim
assessment system —
no stakes
PERFORMANCE
TASKS
• Reading
• Writing
• Math
COMPUTER
ADAPTIVE
ASSESSMENT
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Components of the Summative Assessment
PERFORMANCE
TASKS
+
COMPUTER
ADAPTIVE
ASSESSMENT
• Measure the ability to integrate
knowledge and skills, as required
in CCSS
• A computer adaptive assessment
given during final 12 weeks of the
school year*
• Computer-delivered, during final
12 weeks of the school year*
• Multiple item types, scored by
teachers: 45-60 items per test
• Scored by teachers. Results within
2 weeks
•
Scores from the performance assessment and the computer adaptive
assessment will be combined for annual accountability scores.
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
What is Computer Adaptive Testing?
Computer Adaptive Testing
Faster Results
• Turnaround in weeks compared to months
Shorter Test Length
• Fewer questions compared to fixed form
tests
Increased Precision
• Provides accurate measurements of
student growth over time
Tailored to Student
Ability
• Item difficulty based on student
performance
Greater Security
• Larger item banks mean that not all
students receive the same questions
SBAC Assessment
• headphones
• external keyboard
• some way to move the curser
Assessment Item Types
Selected Response (SR)
Variety of multiple choice and
true/false
Technology Enhanced (TE)
Technology embedded into
items
Constructed Response (CR)
Short or long answer using
textual evidence
Performance Tasks (PT)
Use higher level thinking skills;
integrate reading, writing and
speaking
Smarter Item Types
• Multiple Choice
• Assess a broad range of content.
• Scoring is objective, fast, and generates immediate results.
• Difficult to understand a student’s reasoning process and to assess
higher-order thinking skills.
Components of Selected Response Items
Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks,
geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the
Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime.
Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their
backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of
gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless
and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos
can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those
of monkeys, that wrap around branches and their eyes can move in different directions.
STIMULUS
What
is the best way to revise the highlighted sentence to match the
What is the best way to revise the highlighted sentence to match the language and style of the
language
paragraph? and style of the paragraph?
STEM
(Reading Passage)
A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der
A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der
Waals forces between the setae structures and the surface.
Waals forces between the setae structures and the surface.
B. Geckos are awesome because they have sticky toes that allow them to climb windows like
B. Geckos are awesome because they have sticky toes that allow them to climb windows like
Spiderman.
Spiderman.
C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their
C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their
toes that cling to smooth surfaces.
toes that cling to smooth surfaces.
D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as
D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as
natural as a well-rehearsed ballet.
OPTIONS
Selected Response
Read the sentence from the text. Then answer the question.
“Only three strokes?” Little Liang’s face got as red as a cherry.
What does the phrase face got as red as a cherry suggest about
Liang?
A. He is upset by his writing mistake.
B. He worries about returning to school.
C. He is happy about what he has learned.
D. He hopes that his teacher will show him another trick.
3rd grade
Selected Response
Multiple Response
Select three details from the presentation that tell
what all three polar bears have in common.
A) They are orphaned.
B) They were born in the wild.
C) They play in dirt.
D) They live at the San Diego Zoo.
E) They have a book written about them.
F) They sleep with a toy.
G) They enjoy morning naps.
4th grade
Smarter Item Types
• Multiple Choice
• Assess a broad range of content.
• Scoring is objective, fast, and generates immediate results.
• Difficult to understand a student’s reasoning process and to assess
higher-order thinking skills.
• Require the student to generate a response as opposed to selecting a
response.
• Include both short and extended responses.
• Allow students to demonstrate their use of complex thinking skills
consistent with the expectations for college and career readiness.
Components of a Constructed Response Item
The Shepherd’s Boy and the Wolf
STIMULUS
A Shepherd's Boy was tending his flock near a village, and thought it would be
great fun to trick the villagers by pretending that a Wolf was attacking the sheep:
so he shouted out, "Wolf! Wolf!" and when the people came running up he
laughed at them because they believed him. He did this more than once, and
every time the villagers found they had been tricked, for there was no Wolf at all.
At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could:
but the people were so used to hearing him call that they took no notice of his
cries for help. And so no one came to help the boy, and the Wolf attacked the
sheep.
(Reading Passage)
In a few sentences,
sentences, explain
explain what
whatlesson
lessonthe
thereader
readercan
canlearn
learnfrom
fromthe
theshepherd’s
boy. Use details
the story
to the
support
response.
shepherd’s
boy. from
Use details
from
storyyour
to support
your response.
STEM
SPACE FOR
ANSWER
Constructed Response
Read the sentence and the directions that follow.
The hermit crabs in the ocean have learned to adapt to the
changing housing situation.
Using details from the text, define the word adapt and explain how the
crabs have adapted.
Type your answer in the space provided.
5th grade
Constructed Response
Explain why the author is interested in dragonflies. Use details
from the passage to support your explanation.
Type your answer in the space provided.
3rd grade
Constructed Response
Coyote’s plan to get the honey fails. Support this statement with
two details from the passage.
Type your answer in the space provided.
4th grade
Scoring a Constructed Response Item
2-point Use Evidence Rubric
2
The response gives sufficient evidence of the ability
to cite evidence to support arguments and/or ideas.
1
The response gives limited evidence of the ability to
cite evidence to support arguments and/or ideas.
0
The response gets no credit if it provides no
evidence of the ability to cite evidence to support
arguments and/or ideas.
Smarter Item Types
• Multiple Choice
• Assess a broad range of content.
• Scoring is objective, fast, and generates immediate results.
• Difficult to understand a student’s reasoning process and to assess
higher-order thinking skills.
• Require the student to generate a response as opposed to selecting a
response.
• Include both short and extended responses.
• Allow students to demonstrate their use of complex thinking skills
consistent with the expectations for college and career readiness.
• Students manipulate information (example: drag and drop)
• May have digital media for stimulus: video, animation, sound.
Technology Enabled
Video
 Animation
 Sound

Technology Enhanced
Specialized interaction
 May have digital media for
stimulus
 Same requirements as selected
and constructed response items
 Students manipulate
information
 Drag & Drop, click to highlight

Technology Enhanced
A student is writing a story for class. She needs to correct the
punctuation mistakes in her paragraph. Read this paragraph from her
story and the directions that follow.
We were eating supper last night when we heard a huge crash from
outside. What had happened. For about ten seconds, we all sat there
wondering, and looking at each other. My dad stood up, and we followed
him into the yard to see what had caused the loud noise. A giant branch
had fallen off the oak tree next to the house. If it had dropped just three
feet to the left, it would have crashed right through the roof!
Click to highlight two sentences that do not have correct punctuation.
4th grade
Technology-Enhanced Sample Item
The narrator states, “The bears are easy to tell apart once you get to know them.”
Then, she describes their actions.
Complete the chart below by placing the words that describe the bears’ personalities
under Description. Then, place the actions that show their personalities under Action.
Descriptions
calm
friendly
lively
helpful
Description
Actions
rolls in the dirt
takes a nap in the leaves
finds toys to share with others
likes it when visitors wear hats
Action
Kaluk
Takik
Shanuk
4th grade
Technology Enabled
SBAC Practice Test
• First launched in May 2013
• All grades that are assessed
• Answers and rubrics released August 2013
•
Mock computer adaptive portion:
- Reading passages
- SR, CR, and TE questions
Let’s look closely at sample items from
the Practice Test.
Smarter Item Types
• Multiple Choice
• Assess a broad range of content.
• Scoring is objective, fast, and generates immediate results.
• Difficult to understand a student’s reasoning process and to assess
higher-order thinking skills.
• Require the student to generate a response as opposed to selecting a
response.
• Include both short and extended responses.
• Allow students to demonstrate their use of complex thinking skills
consistent with the expectations for college and career readiness.
• Students manipulate information (example: drag and drop)
• May have digital media for stimulus: video, animation, sound.
• Measure multiple claims
• Require students to demonstrate ability to think and reason, and
produce fully developed products.
• Provide evidence of college and career readiness.
Performance Tasks
•Extended projects demonstrate real world writing
and analytical skills
•May include online research, group discussions, and
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
• Not looking to assess surface knowledge or literal
comprehension
• Performance tasks attempt to tap a deeper
understanding on the part of the student
• Students write about what they have just read and
viewed
Components of a Performance Task
Information Processing
Stimulus: Reading Passage
Product/Performance

Readings

Research questions

Essay, report, story

Video clips



Audio clips
Comprehension
questions

Graphs, charts,
other visuals

Simulated Internet
search
Responses to embedded
constructed response
questions.

etc.

Research topic/issue/
problem

etc.

etc.
Emphasis on stimuli related to science, history, and social studies.
Can use up to four different stimuli for grades 3-5.
Let’s explore the components
of a 3rd grade performance task
on Dental Health.
3rd Grade Performance Task
• Session 1
Ultimately tasked with writing an informative essay
telling how to maintain good dental health, students
will be introduced to the topic through watching a
short video and reading two articles, taking notes on
these sources. They will then respond to three
constructed-response questions addressing the
research skills of analyzing and evaluating information.
3rd Grade Performance Task
• Session 2
Finally, students will work individually to compose a
full-length informative essay telling how to maintain
good dental health, referring to details from the video
or the texts. Students may also refer to their notes or
back to the video or passages as needed. Pre-writing,
drafting and revising will be involved.
3rd Grade Performance Task
• Student Directions
Write an informative essay explaining what a person
should do to have good dental health. Include details
from the video and articles to support your ideas.
Sample Performance Task
Read:
- Article
- Article
Watch:
- Video clip
Answer:
- Constructed Response questions
Write:
- Informative essay
• We must prepare students for a very different type of
performance assessment that may include:
-Taking notes while watching a video
-Taking notes when reading an article, short story, etc.
-Answering Constructed Response questions (use evidence)
-Participating in small group discussions
-Students writing about what they read
-Analyzing, synthesizing, evaluating, and integrating
information read in order to write a complete essay
Teaching Key Literacy Skills
• Teachers must create a plan for integrating these
Common Core skills into instruction.
• Teachers should collaborate with other teachers to
create lessons around key skills across the content areas.
• Teachers might visit other classrooms to see skill
instruction.
What are your first ideas on
how to assure that these key
literacy skills are being taught
in classrooms?
Smarter Balanced Assessment
• Pilot Test
• Spring 2013
• Field Test
• Spring 2014
• Practice Test
• 37 questions per grade level
• Training Test
• 7 questions per grade level
www.smarterbalanced.org
Additional Information
• Revised SBAC Writing Rubrics (3 traits) released in August 2013.
• The rubrics have not been field tested.
• These are not final drafts. Expect revisions.
• Anchor papers are expected in fall 2014.
Estimated testing times for
Smarter Balanced Summative Assessments
Test Type
English
Language
Arts/Literacy
Grades
Computer
Adaptive
Performance
Task Only
Total
In-Class
Activity
Total
3-5
1:30
2:00
3:30
:30
4:00
6-8
1:30
2:00
3:30
:30
4:00
11
2:00
2:00
4:00
:30
4:30
Times are estimates of test length for 75% of students. Accommodations and
modifications will be finalized after the Field Test in the spring of 2014.
SBAC Timeline
Technology
readiness tool
available
Teams of teachers
evaluate formative
assessment practices
and curriculum
resources
Writing and Review of
Pilot Items/Tasks
(including Cognitive
Labs and Small-Scale
Trials)
Content and Item
Specifications
Development
Writing and Review
Items/Tasks for Field
Testing
(throughout the
school year)
Field testing of
summative
assessment,
training school- and
district-level staff in
formative tools
Pilot Testing of
Summative and
Interim
Items/Tasks
Conducted
Full
implementation
of assessment
system
Formative tools
available to
teachers
ODE Staff on SBAC Work Groups
•
•
•
•
•
•
Kathleen Vanderwall:
Doug Kosty:
Rachel Aazzerah:
Holly Carter:
Mark Freed:
Steve Slater:
Item Development
Sustainability
Test Administration
Accessibility & Accommodations
Reporting
Scoring and Psychometrics
Common Core Solutions
•
•
•
•
•
•
SBAC Practice Test
Sample Performance Tasks
Frequently Asked Questions
CCSS Documents
Professional Development Tools
And more!
www.bit.ly/CommonCoreSolutions