Smarter Balanced Digital Library and Interim Assessments Resources
Smarter Balanced Digital Library and Interim Assessments: Resources to Support Implementation San Diego County Office of Education August 10, 2015 Mary Tribbey Senior Assessment Fellow CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction
Topics TOM TORLAKSON State Superintendent of Public Instruction • Interim Assessments • Digital Library • Considerations for Implementation 2
Assessment Cycles by Purpose TOM TORLAKSON State Superintendent of Public Instruction Figure 8. 4. Assessment Cycles by Purpose Formative Assessment Interim/Benchmark Large-scale Summative Adapted from Herman and Heritage (2007) 3 California Department of Education (2014) English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve
TOM TORLAKSON State Superintendent of Public Instruction Summative assessments benchmarked to college and career readiness (Grades 3 -8 and 11) Standards set expectations on path to college and career readiness Digital Library: Formative assessment tools and practices for teachers to improve instruction All students graduate college and career ready Teachers and schools have information and tools to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback
Interim Assessments Support Teaching and Learning TOM TORLAKSON State Superintendent of Public Instruction • Elicit evidence of student learning to inform teaching and learning. • Engage in professional learning. • Deepen teacher content knowledge. • Evaluate grade level instructional progress and plan adjustments to increase student learning. • Observe student use of the testing platform and accessibility supports with actual test items. 5
Interim Assessments TOM TORLAKSON State Superintendent of Public Instruction • Designed as resources to help teachers determine how students are progressing throughout the school year. • Interim assessments are provided free for local educational agency (LEA) use. • Available for Grades 3 through 8 and high school; ELA and mathematics • Uses are determined by the LEA. Reminder − practice and training tests remain available and there is no limit on their use. 6
Interim Assessment Types TOM TORLAKSON State Superintendent of Public Instruction • Interim comprehensive assessments (ICAs) – Assess the same standards and claims as the summative assessments – Can administer up to three times per year • Interim assessment blocks (IABs) – Assess smaller sets of targets or specific areas – Allows flexibility by selecting blocks aligned with curriculum and instruction 7
Administration of ICAs and IABs TOM TORLAKSON State Superintendent of Public Instruction • Administered online (no paper/pencil administration) • Same teacher registration process and test delivery interface as the summative assessment • Fixed length test format in 2015 -16 8
Interim Comprehensive Assessments (ICAs) TOM TORLAKSON State Superintendent of Public Instruction 9 http: //www. cde. ca. gov/ta/tg/sa/sbacinterimassess. asp
Interim Assessment Blocks (IABs) TOM TORLAKSON State Superintendent of Public Instruction 10 http: //www. cde. ca. gov/ta/tg/sa/sbacinterimassess. asp
Access to the Interim Assessments TOM TORLAKSON State Superintendent of Public Instruction • Access to the Interim assessments is restricted to test administrators (TAs), as defined in the California Code of Regulations. • Interim assessments are not secure − TAs may view tests and use scoring materials for professional development purposes. • Interim assessments are not public − Only viewable or shareable with anyone who is identified as a user in the Test Operations Management System (TOMS). 11
TOMS TOM TORLAKSON State Superintendent of Public Instruction • Access to TOMS is provided to site coordinators and test administrators (TAs) by the LEA CAASPP coordinator. • Access to TOMS requires a current-year CAASPP Test Security Agreement or Affidavit that is signed and on file with the LEA http: //caaspp. org. /administration/forms/index. html 12
Student Demographics and Settings TOM TORLAKSON State Superintendent of Public Instruction • All students, grades K through 12, are eligible to take interim assessments • Demographic information (e. g. , grade, SSID, program participation) in TOMS needs to be reviewed and updated, if needed, for all students. • Online test settings need to be configured and reviewed for all students in TOMS to ensure students receive the appropriate accessibility supports. • See the Administration of the Online Interim Tests Resource Guide for additional information. http: //www. caaspp. org/rsc/pdfs/CAASPP. interim-tests-admin. 2015. pdf 13
Accessibility Supports TOM TORLAKSON State Superintendent of Public Instruction 14
Preview the Tests TOM TORLAKSON State Superintendent of Public Instruction TAs can access and view the interim assessments for professional development and/or training purposes. http: //caaspp. org/ta-resources/interim. html 15
Preview the Tests TOM TORLAKSON State Superintendent of Public Instruction f 16
Preview the Tests TOM TORLAKSON State Superintendent of Public Instruction f 17
Steps to Preview the Interim Assessments TOM TORLAKSON State Superintendent of Public Instruction • • http: //www. caaspp. org/ Hover TA Resources tab Select Interim Assessments Viewing System Select appropriate grade level Choose from available tests Choose form Answer questions to move forward 18
TOM TORLAKSON State Superintendent of Public Instruction Questions?
Interim Assessment Scoring TOM TORLAKSON State Superintendent of Public Instruction • Most interim assessment items are scored by the Smarter Balanced test delivery engine. • Hand scoring of constructed-response items and performance tasks is a local responsibility. • Results for individual students are generated only after the constructed-response item scores and performance task scores are input into the Interim Assessment Hand Scoring System (IAHSS). (Processing time of up to 48 hours. ) • Scoring is supported by training guides, rubrics, exemplars (i. e. , anchor and practice papers). 20
Training Guides and Exemplars TOM TORLAKSON State Superintendent of Public Instruction • Training Guides and Exemplars for all constructed response items and performance tasks are accessible in TOMS. • LEAs can access these materials for professional development and training purposes. 21
Training Guides and Exemplars TOM TORLAKSON State Superintendent of Public Instruction Also, archived information and training webinars 22
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Preview the Interim Scoring Materials TOM TORLAKSON State Superintendent of Public Instruction • • http: //www. caaspp. org/ Select TOMS button (Log in to TOMS) Select the Help button Select the Training tab Select appropriate grade level Choose from available items 24
Interim Assessment Hand Scoring System TOM TORLAKSON State Superintendent of Public Instruction 25
Interim Assessment Hand Scoring Home Page TOM TORLAKSON State Superintendent of Public Instruction 26
IABs That Do Not Require Local Hand Scoring TOM TORLAKSON State Superintendent of Public Instruction • ELA, all grades – Edit/Revise – Listen/Interpret – Research • Mathematics, all grades – All blocks, except Performance Task blocks 27
TOM TORLAKSON State Superintendent of Public Instruction Questions?
Interim Assessment Reporting System TOM TORLAKSON State Superintendent of Public Instruction • LEA CAASPP coordinators provide users access to the Interim Assessment Reporting System to view student data. • Users then have access to student Personally Identifiable Information (PII) and results for all students at a site or LEA. 29
Interim Assessment Reports of Results TOM TORLAKSON State Superintendent of Public Instruction • Reports for lists of students and individual student reports. No aggregate reports. • ICA: Overall scale score (i. e. , 2000 to 3000); Achievement Level (Level 1, 2, 3, or 4); and Claim level (Below, At/Near, or Above Standard) • IAB: Level of Below, At/Near, or Above Standard for each Block • Exportable data file 30
Please Remember! TOM TORLAKSON State Superintendent of Public Instruction Scores and achievement levels from the interim assessments cannot and should not be compared with data from STAR Program or CAHSEE. • Different standards are assessed. • Different assessment methods and score scales are used. • Different levels of cognitive rigor are assessed. 31
Interpreting Interim Assessment Results TOM TORLAKSON State Superintendent of Public Instruction • The extent to which interim assessments were administered under standardized conditions will affect the interpretations. • Interim assessment results should only be used in combination with other evidence of student learning; they should not be the sole basis for making any high-stakes decisions. 32
Interim Assessment Reporting System TOM TORLAKSON State Superintendent of Public Instruction Requires same logon credentials used for the Digital Library: User Name: LEA e-mail Password: ****** (6 characters) Data Warehouse Receive and view student reports 33
Reporting Home Page Search TOM TORLAKSON State Superintendent of Public Instruction List of Districts
ICA − List of Students TOM TORLAKSON State Superintendent of Public Instruction 35
ICA − Student Report TOM TORLAKSON State Superintendent of Public Instruction 36
IAB − List of Students TOM TORLAKSON State Superintendent of Public Instruction 37
IAB − Student Report TOM TORLAKSON State Superintendent of Public Instruction
Interim Assessment Blueprints TOM TORLAKSON State Superintendent of Public Instruction Interim Comprehensive Assessments (ICAs) Because the ICAs are built to the same blueprints as the summative assessments, use the summative blueprints found at: http: //www. cde. ca. gov/ta/tg/sa/sbacsummative. asp. Interim Assessment Blocks (IABs) IAB blueprints found under Additional Resources at: http: //www. cde. ca. gov/ta/tg/sa/sbacinterimassess. asp. 39
ELA IAB Fixed Blueprint TOM TORLAKSON State Superintendent of Public Instruction 40
Cognitive Rigor Matrix This matrix from the Smarter Balanced Content Specifications for ELA draws from both Bloom’s (revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below. TOM TORLAKSON State Superintendent of Public Instruction
ELA Claim 1 Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. TOM TORLAKSON State Superintendent of Public Instruction • Targets 1– 7 correspond with literary texts • Targets 8– 14 correspond with informational texts • The assessment targets incorporate the content clusters from the Common Core State Standards
ELA IAB Fixed Blueprint TOM TORLAKSON State Superintendent of Public Instruction 43
Grade 5 ELA Claim 1 Target 4 4. REASONING & EVIDENCE: Use supporting evidence to justify interpretations TOM TORLAKSON (theme, events, conflicts/challenges, setting, character development/ interactions, point of view) State Superintendent of Public Instruction Standards: RL-2, RL-3, RL-6 (DOK 3) RL-2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL-3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e. g. , how characters interact). RL-6 Describe how a narrator’s or speaker’s point of view influences how events are described.
TOM TORLAKSON State Superintendent of Public Instruction Questions?
Reflection Think about implementation: TOM TORLAKSON State Superintendent of Public Instruction q Who needs to learn about these tests? q What are the implications for administrator and teacher training? q What resources might your “champions” need for this work? q What existing collaboration structures might you use? q What obstacles might you face? 46
Assessment Cycles by Purpose TOM TORLAKSON State Superintendent of Public Instruction Figure 8. 4. Assessment Cycles by Purpose Formative Assessment Interim/Benchmark Large-scale Summative Adapted from Herman and Heritage (2007) 47 California Department of Education (2014) English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve
TOM TORLAKSON State Superintendent of Public Instruction Summative assessments benchmarked to college and career readiness (Grades 3 -8 and 11) Standards set expectations on path to college and career readiness Digital Library: Formative assessment tools and practices for teachers to improve instruction All students graduate college and career ready Teachers and schools have information and tools to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback
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 by a national network of educators against a set of quality criteria • Supports implementation of the formative assessment process • Incorporates collaboration features • Supports diverse groups of learners 49
What the Digital Library Is Not… TOM TORLAKSON State Superintendent of Public Instruction a bank of assessment items a learning management system a library for the general public a site to freely post resources
Criteria for Resources TOM TORLAKSON State Superintendent of Public Instruction • Aligns with Common Core State Standards • Demonstrates high-quality instruction • Addresses learner differences • Is engaging/user-friendly • Incorporates formative assessment practices
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. 52
Four Attributes of the Formative Assessment Process TOM TORLAKSON State Superintendent of Public Instruction Clarify intended learning Act on evidence Elicit evidence Interpret evidence 53
The Process of Formative Assessment TOM TORLAKSON State Superintendent of Public Instruction
How It Works: Filtering, Searching, Favorites and Collaboration TOM TORLAKSON State Superintendent of Public Instruction 55
Assessment Literacy Modules • Assessment Literacy Module: TOM TORLAKSON State Superintendent of Public Instruction Understanding the Formative Assessment Process – Experts in the field – Examples of each attribute – Resources 56
Digital Library Resources TOM TORLAKSON State Superintendent of Public Instruction Cognitively Based Assessment of Learning (CBAL) – Using a Learning Progression to Formatively Assess the Concept of Slope 57
Digital Library Connection TOM TORLAKSON State Superintendent of Public Instruction Using results from either the summative or interim assessments, use the Digital Library to identify resources such as: • Using Fluency Stations as Formative Assessment (RF 3. 4 and RF 4. 4) https: //www. smarterbalancedlibrary. org/content/usingfluency-stations-formative-assessment 58
Other Examples TOM TORLAKSON State Superintendent of Public Instruction • Informational Text Learning and Formative Assessment Strategies • Accommodating ELLs: Thinking Strips to Document Reading Comprehension • Aligning Formative Assessment with SBAC ELA Claim 1 Assessment Targets • The Components of Effective Feedback
TOM TORLAKSON State Superintendent of Public Instruction Questions?
Reflection Think about implementation: TOM TORLAKSON State Superintendent of Public Instruction q Who needs access to the Digital Library? q What are the implications for administrator and teacher training? q What existing collaboration structures might you use? q How might this align with other professional learning? q What obstacles might you face? 61
For Further Information TOM TORLAKSON State Superintendent of Public Instruction California Department of Education CAASPP Office caaspp@cde. ca. gov 916 -445 -8765 http: //www. cde. ca. gov/ta/tg/sa/sbacinterimassess. asp http: //www. cde. ca. gov/ta/tg/sa/diglib. asp Smarter Balanced Web Page http: //www. smarterbalanced. org/interim-assessments/ Cal. TAC http: //caaspp. org/ 1 -800 -955 -2954 (for Digital Library: 1 -855 -631 -1510) 62
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IAB Blueprints – Mathematics TOM TORLAKSON State Superintendent of Public Instruction 64
California Content Standards TOM TORLAKSON State Superintendent of Public Instruction 65
California Content Standards TOM TORLAKSON State Superintendent of Public Instruction 66
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