Transcript sbac checkpoint revision spring 2013

Aligning RUSD Checkpoints to the Rigor
of the Common Core State Standards
Spring, 2013
Brian Huff and Amy Grigsby
Welcome
Introduction: School, grade level
Movie Title Analogy
Relate any movie title or story line to
your experience with checkpoints
this year.
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Develop an understanding of the Smarter
Balanced Assessment Consortium (SBAC)
Understand RUSD’s transition plan to SBAC
Update 2013-2014 Checkpoints to include
some components of SBAC
Smarter Balanced Assessment
Consortium (SBAC)
• 27 states representing 43% of K-12 students
• 21 governing, 6 advisory states
Faster results
• Turnaround in weeks compared to
months today
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
responses
Greater security
Mature technology
• Larger item banks mean that not all
students receive the same questions
• GMAT, GRE, COMPASS (ACT), Measures of
Academic Progress (MAP)
Comprehensive Assessment System
English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*
Last 12 weeks of year**
DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model
curriculum units; educator training; professional development tools and resources; 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
•ELA / Literacy
• Math
COMPUTER
ADAPTIVE
ASSESSMENT
ELA/Literacy &
Math
Re-take option available
Summative assessment
for accountability
Source: ETS – K12 Center
* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.
** Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Student Demo Link
http://sbac.portal.airast.org
Select blue box = "Training Test"
Select "Student"
Select "Training Test"
Click "Sign In"
Select a grade from the drop down menu
and then click on "yes"
Select either the ELA or Math assessment
Click "Select
Click "Yes, Start My Test"
Click "Begin Test Now"
•Selected-response
•Technology
Enhanced
•Constructed-response
•Extended constructed-response
•Performance Tasks
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Used to cover a broad range of content.
Assess defined problems with limited solutions
Should take relatively little time to answer
Efficient to score
Current STAR Release Item Grade 5 Mathematics
Grade 5 Mathematics SBAC Release Item
◦ Drag and drop
◦ Graphing tools
◦ Animated prompts
Grade 5 Mathematics SBAC Release Item
◦ Complex thinking skills, comparison and contrast,
cause and effect, patterns, conflicting points of view,
categorizing, summarizing, interpreting information
◦ Time required is 5 to 10 minutes.
◦ Scored using a rubric
◦ Scoring training and calibration will occur
◦ Assess knowledge and skills not easily accessed
with selected response or constructed response (e.g.,
oral presentations, exhibitions, product development,
extended written response).
◦ Students are often asked to justify answers.
◦ Require 10-20 minutes to complete.
◦ Require careful scorer training and calibration.
Grade 5 Mathematics SBAC Release Item
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Collections of questions and real-world tasks connected
to a single theme or scenario:
◦ A student may be presented with reading material on a
given topic, and asked questions about the reading
◦ That may be followed by reading on the same topic,
but from a different perspective, with questions on that
reading, plus some compare/contrast questions
◦ Finally, the student may be provided additional
readings on the same, or an associated topic, and
asked to take a position or provide an argument
◦ Each performance task could take place across more
than one sitting of 45-60 minutes each
Grade 5
Mathematics
Performance
Task
New York
City Department
of Education
I Choose C
MAT.08.PT.4.MYPET.A415
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Claims
Assessment Targets
Depth of Knowledge
Overall Claim for 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 & 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.”
Overall Claim for Grades 3-8
“Students can demonstrate progress toward college and career readiness in
English language arts and literacy”
Overall Claim for 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 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.”
Which DOK level would you
assign to the Grade 8
performance task you just
experienced?
Why?
• A scale of cognitive demand (thinking) to align
standards with assessments
• Based on the research of Norman Webb,
University of Wisconsin Center for Education
Research and the National Institute for Science
Education
Four Levels of Cognitive Complexity
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Level 1: Recall and Reproduction
Level 2: Skills & Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
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Requires recall of information, such as a fact,
definition, term, or performance of a simple
process or procedure
•
Answering a Level 1 item can involve following a
simple, well-known procedure or formula
• Calculations
• Determine the perimeter or area of
rectangles given a drawing or labels
• Includes the engagement of some mental
processing beyond recalling or reproducing a
response
• Items require students to make some decisions
as to how to approach the question or problem
• Actions imply more than one mental or cognitive
process/step
• Classify plane and three dimensional figures
• Graphing linear equations
• Solving word problems
• Requires deep understanding exhibited through
planning, using evidence, and more demanding
cognitive reasoning
• The cognitive demands are complex and
abstract
• An assessment item that has more than one
possible answer and requires students to justify
the response would most likely be a Level 3
• Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the
answer
• Requires high cognitive demand and is very complex
• Students are expected to make connections, relate ideas
within the content or among content areas, and select or
devise one approach among many alternatives on how the
situation can be solved
• Due to the complexity of cognitive demand, DOK 4 often
requires an extended period of time
•Gather, analyze, organize, and
interpret information from multiple
(print and non print) sources to draft a
reasoned report
What comes after the verb is more
important than the verb itself.
DOK 1- Describe three characteristics of two quadrilaterals.
(Requires simple recall)
DOK 2- Describe the difference between convex and
concave polygons. (Requires cognitive processing to
determine the differences in the two polygon types)
DOK 3- Describe a model that you might use to represent the
relationships that exist within the set of polygons. (Requires
deep understanding of polygons and a determination of
how best to represent it)
•a
taxonomy (Bloom’s)
• the same as difficulty
• about using “verbs”
What comes after the verb is more
important than the verb itself.
“Analyze this sentence to decide if the commas have
been used correctly” does not meet the criteria for
high cognitive processing.”
The student who has been taught the rule for using
commas is merely using the rule.
DOK 1- Describe three characteristics of metamorphic rocks.
(Requires simple recall)
DOK 2- Describe the difference between metamorphic and
igneous rocks. (Requires cognitive processing to determine
the differences in the two rock types)
DOK 3- Describe a model that you might use to represent the
relationships that exist within the rock cycle. (Requires
deep understanding of rock cycle and a determination of
how best to represent it)
For Example…
• Adding is a mental process.
• Knowing the rule for adding is the intended
outcome that influences the DOK.
• Once someone learns the “rule” of how to
add, 4 + 4 is DOK 1 and is also easy.
• Adding 4,678,895 + 9,578,885 is still a DOK 1
but may be more “difficult.”
1.
Review the tasks available from SBAC
What support will teachers need to implement
these tasks next year? Record main ideas from
your group discussion.
2. Identify three extended constructed
response items to add to Checkpoints 1,2,3 (to
be added when you return in September, 2013)
1,400 California school participating in the
scientific pilot in Spring 2013. RUSD sites:

Oswalt Elementary, Grades 6 and 7
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Santana High School, Grades 10 and 11
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Ybarra Elementary, Grades 7 and 8
Impact
on instruction – shift from testing what
students “know” to what students can “do” with
that knowledge.
Impact
on test administration – all testing
managed by teacher through online dashboard
Impact
on technology hardware – smooth pilot
with three sites; participating in statewide
technology surveys
http://sbac.portal.airast.org
Select blue box = "Training Test"
Select "Student"
Select "Training Test"
Click "Sign In"
Select a grade from the drop down menu
and then click on "yes"
Select either the ELA or Math assessment
Click "Select
Click "Yes, Start My Test"
Click "Begin Test Now"
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http://www.smarterbalanced.org

Click on the Blue Envelope

Enter your email address

Select your “role” and “state”

Send a blank email to:
[email protected]