The Smarter Balanced Assessment System ELA and Mathematics

The Smarter Balanced Assessment System ELA and Mathematics Beth Simpson- ELA Assessment Specialist Smarter Balanced Teacher Involvement Coordinator Digital Library State Lead Anton Jackson- Mathematics Assessment Specialist Smarter Balanced Advisory

Our Learning Goals for This Morning • Understand key components of the Smarter Balanced Assessment System • Understand the purpose and uses of the Digital Library as a professional development tool • Understand structure, uses, and scoring of Interim Assessments Office of Superintendent of Public Instruction

Overview of the Smarter Balanced Assessment System Office of Superintendent of Public Instruction

A Balanced Assessment System WA State K— 12 Learning Standards specify K— 12 expectatio ns for college and career readiness Summative: College and career readiness assessments for accountability Teachers and schools have information and tools they need to improve teaching and learning Formative resources: Digital Library with instructional and professional learning resources for educators to improve instruction All students leave high school college and career ready Interim: Flexible and open assessments, used for actionable feedback Page 4

Smarter Balanced Assessment System: English Language Arts and Mathematics, Grades 3– 8 and High School BEGINNING OF YEAR END OF YEAR 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 PERFORMANCE TASKS • Reading END OF YEAR ADAPTIVE ASSESSMENT • Writing • Math Scope, sequence, number, and timing of interim assessments locally determined Re-take option Optional Interim assessment system— Summative assessment for accountability * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http: //www. ets. org Office of Superintendent of Public Instruction

Formative Assessment Process, tools, and the Digital Library Office of Superintendent of Public Instruction

Smarter Balanced Assessment Consortium Digital Library • An online collection of instructional and professional learning resources contributed by educators for educators. • Resources are aligned with the intent of the Common Core State Standards (Washington State k— 12 Learning Standards) and will help educators implement the Formative Assessment Process to improve teaching and learning.

Digital Library Non-Examples • Not an assessment bank • Not a learning management system where educators can register for training or receive credit by completing specific online courses • Not a library for the general public (the library requires registration and login) • Not a site where any resource can automatically be posted: all resources must be vetted through the Quality Criteria. Office of Superintendent of Public Instruction

Discussion Discuss these questions with someone near you: – What makes an assessment formative? – Is formative assessment something new? – How is formative assessment used in grading? – How can formative assessment be used as an instructional strategy? Office of Superintendent of Public Instruction

Definition “Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning strategies and improves students’ attainment of curricular learning targets/goals. ” Office of Superintendent of Public Instruction

What formative assessment is not. . • Formative assessment is not a test, assessment, or quiz given at the end of a learning period. • Identifying areas of need at the end of a unit may influence subsequent instruction, but it is not the heart of formative assessment. Office of Superintendent of Public Instruction

What formative assessment is… An ongoing process of collecting evidence of student learning during instruction. • Informs next steps in teaching and learning while there is still an opportunity to influence learning Office of Superintendent of Public Instruction

When formative assessment takes place… The idea of “during instruction” can mean both: • during a class period as students and teachers are engaged in a learning experience • during an instructional sequence that may span several weeks. A teacher can make adjustments to the instructional plans to account for students’ current understanding and to support them moving closer to the intended learning goals. Office of Superintendent of Public Instruction

Who is involved in formative assessment… The process of formative assessment includes both students and teachers in the collection and consideration of evidence of learning. Formative assessment is something educators do with students. Office of Superintendent of Public Instruction

Formative Assessment • Learning Progressions should clearly articulate the sub-goals of the ultimate learning goal. • Learning Goals and Criteria for Success should be clearly identified and communicated to students. • Students should be provided with descriptive evidence-based feedback that is linked to the intended instructional outcomes and criteria for success. • Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning. • A classroom culture in which teachers and students are collaborative partners in learning should be established. Office of Superintendent of Public Instruction

Consistent use of these formative strategies can double the speed of student learning. Dylan Wiliam Embedded Formative Assessment http: //www. nwea. org/blog/2012/dylan-wiliam-the-5 -formative-assessmentstrategies-to-improve-student-learning Office of Superintendent of Public Instruction

Digital Library Content Office of Superintendent of Public Instruction

Digital Library Resources Assessment Literacy Modules Exemplar Instructional Modules Educational Resources • Commissioned Professional Learning Modules • Resources for educators, students and families • Frame Formative Assessment within a Balanced Assessment System • Articulate the Formative Assessment Process • Highlight Formative Assessment Practices and Tools • Commissioned Professional Learning Modules • Instructional coaching for educators • Instructional materials for students • 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 • 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 Office of Superintendent of Public Instruction

In addition: Score Report Modules • Understanding score reports at district level, classroom level, etc. • Tools for communicating with parents – Parents don’t have access to the Digital Library – Educators select and share resources with parents Office of Superintendent of Public Instruction

Highlighted Assessment Literacy Modules ISAAP tool for accommodations Understanding Interim Assessments Office of Superintendent of Public Instruction

Smarter Balanced Digital Library: Formative Assessment Practices and Professional Learning – educator involvement National Advisory Panel (NAP) State Leadership Team (SLT) State Network of Educators (SNE) • 11 -20 experts • Begins December 2012 • Provides policies and criteria for resources • 10 -14 WA members • Provides support and training for State Network of Educators • Promote statewide communications • 50 WA Members (900+ nationally) • Representation from LEAs, AEAs, content leaders, ELL, IHE • Serve Summer 2013 – Late Fall 2014 • Submit and review resources Page 21

Pinterest is great, free, and I already use it! Office of Superintendent of Public Instruction

At first glance this looks great! Clos e Re ! e r o C n o Comm Higher O adin g! rder Thin king! Refers to old Lexile Ranges Office of Superintendent of Public Instruction

Digital Library Functionality Illu st ra tiv e • Enable trained educators (SNEs and SLTs) to submit, review, and publish resources • Allow educators to view, download, and rate resources • Use state-of-the-art tagging and search to quickly find resources by CCSS and other topics • Enable educators from across the Consortium to collaborate and share their knowledge • Facilitate access to resources that are stored in participating libraries Office of Superintendent of Public Instruction

Four Attributes Implemented by teachers in Multiple ways to elicit collaboration with students evidence Learning Targets: Students The formative assessment process attributes are: understand expectations & goals Can be planned for Success Criteria: Observable & or spontaneous measurable evidence of learning Informs teacher, Clarify Intended Learning Timely and actionable Provide feedback: Where are students in regards to learning Act on targets? Evidence Elicit Evidence peers, or self To determine where students are in regards to the learning target and success Interpret criteria Evidence Make adjustments to instruction 25 Can be conducted by the teacher, student, or both

Quality Criteria for Professional Learning Resources The resource… 1) Reflects research and/or the principles of effective professional learning 2) Incorporates formative assessment practices 3) Supports learner differences and personalized learning 4) Demonstrates utility, engagement, and user-friendliness 5) Integrates technology and media effectively Page 26

Quality Criteria for Instructional Resources The resource… 1) Aligns with the intent of the Common Core State Standards 2) Incorporates formative assessment practices 3) Contains accurate, complete, high-quality curriculum and instruction 4) Supports learner differences and personalized learning 5) Demonstrates utility, engagement, and user-friendliness 6) Integrates technology and media effectively Page 27

Digital Library: Collaboration

Formative Activity: How Can I Take This Back to My District / School(s)? • Create scenarios that are a focus for your school. – Practice looking up possible resources. – Teachers can share/favorite/email links to resources for teachers/teams for future use. Office of Superintendent of Public Instruction

FAQ- Digital Library How do educators get access to the Digital Library? District Assessment Coordinators (DACs) are assigned the role of setting up district users. Each end-user will have their own log-in. What if my DAC is encountering difficulties? DACs can contact assessmentanalyists@k 12. wa. us for support. Office of Superintendent of Public Instruction

Interim Assessments Comprehensive and Block Office of Superintendent of Public Instruction

What are the Interim Assessments? Interim Assessment Interim Comprehensive Assessment Interim Assessment Blocks

What are the Interim Assessments? • Two Options: – Interim Comprehensive Assessment – Interim Assessment Blocks • Available at grades 3, 4, 5, 6, 7, 8, and high school • Administered at teacher’s discretion, including using off grade-level • Scoring – Majority is automatically scored – Short-Text, brief writes, and full writes are hand-scored by teachers; requires Rubric training What is the difference between the two options?

Interim Comprehensive Assessment (ICA) • Matches the summative blueprint – assess the same range of standards – provide scores on the same scale • Provides teachers with information on a student’s – general areas of strength or need (Claim level data) – readiness for the end-of-year summative assessment Office of Superintendent of Public Instruction

Interim Assessment Blocks (IAB) • Short, focused sets of items that measure similar content – Five to seventeen blocks per subject per grade – Includes a Performance Task block • Provides teacher with – Information about a student’s strengths or needs – more detailed information for instructional purposes Office of Superintendent of Public Instruction

English Language Arts IABs Grade 3 -5 Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research Narrative Performance Task * Gr 4 -5 only in 2014 -15 Informational Performance Task * N/A in 14 -15 Opinion Performance Task * Gr 3 only in 2014 -15 36

English Language Arts IABs 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 * Not available in 2014 -15 37

English Language Arts IABs High School Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research Explanatory Performance Task* Argument Performance Task * Not available in 2014 -15 38

Performance Tasks Available 2014— 2015 Practice Tests Interim Assessments Grade Level PT Type 3 4 5 Informational Opinion Grade Level 3 4 5 PT Type Opinion Narrative 6 7 8 HS Narrative Expository Argumentative 6 7 8 HS Argumentative Office of Superintendent of Public Instruction

Mathematics IAB Name Operations and Algebraic Thinking Numbers and Operations in Base 10 Fractions Geometry Measurement and Data Mathematics Performance Task * Not available in 2014 -15 3 Grade 4 5 a a * * a a a a 40

Mathematics 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 * Not available in 2014 -15 41

Mathematics IABs Grade 8 Expressions & Equations I (and Proportionality)* Expressions & Equations II* Functions Geometry Mathematics Performance Task * Available as a single Expressions & Equations Block in 2014 -2015 42

Mathematics High School IABs 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 - Three - Dimensional Geometry* Geometry – Proofs* Geometry – Circles* Geometry – Applications* Interpreting Categorical and Quantitative Data* Probability* Making Inferences and Justifying Conclusions* Mathematics Performance Task * Not available in 2014 -15 43

Interim Assessment Scoring • Interim assessments will have the same item types as summative – Many item types are automatically scored – Hand scoring will be a local (school/classroom) responsibility – Rubrics and training materials will be provided • Educators use Teacher Hand-Scoring System (THSS) to assign scores to handscored items • Scores reported in Online Reporting System (ORS) • The Digital Library has 10 Score Report Modules

Hand-Scoring • ELA – – 2 Research items and 1 Full Write per Performance Task Reading block has 1 item per stimulus Writing block has 1 Brief Write Listening and Research blocks have no short-text items • Math – 3 to 4 items per Performance Task are hand-scored – 1 item in grade 11 interim comprehensive is hand-scored – Only the Performance Task block requires hand-scoring; all other blocks are automatically scored • Scoring student work is one of the best professional development opportunities for educators Office of Superintendent of Public Instruction

Teacher Hand-Scoring System (THSS) • Available January 19 • Comprehensive scoring: Same as summative – To generate a score, both CAT and PT portions must be completed and all hand-scoring completed – Students can take the interim earlier and items will be saved until all scoring is complete • Block scoring: – Scores generated per block – Do not need to complete all blocks Office of Superintendent of Public Instruction

Interim Tips • Blocks – Recommend using interim blocks as they become available – Interim Blocks are comprised of about 5— 7 selected response items and 1 short-text – Administered in short blocks of time • Comprehensive – A sample of items, fixed form: Use to guide instruction, not the summative results – Longer in length, can be administered in sections Office of Superintendent of Public Instruction

The Interim Assessments • Available January 2015. IACs on January 6, IABs January 27. • Can be administered any time • Delivered online but not currently adaptive – Fixed forms with the intent to become adaptive – Students will see the same item if administered multiple times – Some overlap of items between the IAC and IBA • Includes performance tasks • Adheres to Usability, Accessibility, and Accommodations Guidelines – Items go through the same process as those that appear on the summative assessment Office of Superintendent of Public Instruction

Student Access to Interims • District Assessment Coordinator or designee • Must be assigned tests through Test Information Distribution Engine (TIDE) • Can be assigned any interim assessments; locally determined – 3— 8 and high school can take any grade tests – 8 th grades in Algebra 1 can be assigned high school Algebra and Function interim blocks Office of Superintendent of Public Instruction

Interim Training Opportunities • Being developed through our testing vendor, AIR • Training Modules include – Teacher Hand-Scoring System (THSS) – Online Reporting System (ORS) • Timeline – Currently in final reviews Office of Superintendent of Public Instruction

2014— 2015 school year vs. Beyond • 2014— 2015 – Interims available in January – May be using locally determined assessments due to delay in interim availability – Discuss plans for using interims in the 2015— 2016 school year and beyond • 2015— 2016 and beyond – Interims already available – More blocks added, as available – Encourage use of interim assessment in place of locally determined assessments Office of Superintendent of Public Instruction

Discussion Discuss these questions with someone near you: – How can the Interim Assessments be used in similar or different ways than previously used benchmark assessments? – How can you use Interim Assessment data to affect classroom instruction? Office of Superintendent of Public Instruction

Summative Assessments Office of Superintendent of Public Instruction

Summative Assessment Summary Computer Adaptive Test (CAT) and Performance Task (PT) • CAT: ~25— 48 items – ELA: Reading, Brief Writes, Listening, Research – Mathematics: Claim, Content Category • PT: Classroom component and online component – ELA: 3 research items and 1 full-write – Mathematics: 1 scenario with 6 questions Based on information from the Smarter Balanced Preliminary Blueprints 2012

The Smarter Balanced Assessment Consortium English Language Arts (ELA) • Claim 1: Reading • Claim 2: Writing • Claim 3: Listening • Claim 4: Research Office of Superintendent of Public Instruction

What to look for in an ELA classroom - Claim 1 - Reading • Close reading of the text – Purposeful • Using evidence to support your thoughts Office of Superintendent of Public Instruction

What to look for in an ELA classroom - Claim 2 - Writing • Students writing in response to: – reading complex text – research – narrative, informational/explanatory, opinion/argumentative styles • Writing is: – organized – contains elaboration – can edit and revise Office of Superintendent of Public Instruction

What to look for in an ELA classroom - Claim 3 - Speaking and Listening • Students engage in conversation: – As a class – In small groups – In pairs • Students are actively listening: – To other students – To a speaker – Responding to videos/recordings Office of Superintendent of Public Instruction

What to look for in an ELA classroom - Claim 4 - Research • Students are accessing multiple credible resources: – News – Editorials – Articles – Journals Office of Superintendent of Public Instruction

Mathematics Claims • 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. ”

Claim 1 • Grades 3— 8: all clusters • High School – Selected clusters and standards – Determined by secondary and postsecondary educators to be those high-leverage skills necessary for success in a credit-bearing course in college – Includes content taught in a typical 3 -year course sequence: – Algebra, Geometry, Algebra 2 – Integrated Mathematics I, III Target A B C D E … P Cluster/Standard N-RN. A, N-RN. A. 2 N-RN. B, N-RN. B. 3 N-Q. A, N-Q. A. 1 A-SSE. A, A-SSE. A. 2 A-SSE. B, A-SSE. B. 3 a— 3 c … S-ID. A, S-ID. A. 1— 3 Office of Superintendent of Public Instruction

Targets for Claim 2 – Problem Solving • Target A: Apply mathematics to solve well-posed problems in pure mathematics and arising in everyday life, society, and the workplace. • Target B: Select and use appropriate tools strategically. • Target C: Interpret results in the context of a situation. • Target D: Identify important quantities in a practical situation and map their relationships (e. g. , using diagrams, two-way tables, graphs, flowcharts, or formulas).

Targets for Claim 3 - Communicating Reasoning • Target A: Test propositions or conjectures with specific examples. • Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. • Target C: State logical assumptions being used. • Target D: Use the technique of breaking an argument into cases. • Target E: Distinguish correct logic or reasoning from that which is flawed and – if there is a flaw in the argument – explain what it is. • Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

Targets for Claim 4 – Modeling and Data Analysis • Target A: Apply mathematics to solve problems arising in everyday life, society, and the workplace. • Target B: Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. • Target C: State logical assumptions being used. • Target D: Interpret results in the context of a situation. • Target E: Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon. • Target F: Identify important quantities in a practical situation and map their relationships. • Target G: Identify, analyze, and synthesize relevant external resources to pose or solve problems.

Estimated Testing Times Test Type English Language Arts Mathematics COMBINED Grades CAT PT Only Total PT Class Activity 3 -5 1: 30 2: 00 3: 30 4: 00 6 -8 1: 30 2: 00 3: 30 4: 00 11 2: 00 4: 00 : 30 4: 30 3 -5 1: 30 1: 00 2: 30 3: 00 6 -8 2: 00 1: 00 3: 00 : 30 3: 30 11 2: 00 1: 30 3: 30 4: 00 3 -5 3: 00 6: 00 1: 00 7: 00 6 -8 3: 30 3: 00 6: 30 1: 00 7: 30 11 4: 00 3: 30 7: 30 1: 00 8: 30 Total Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.

Performance Task • Measure a student’s ability to integrate knowledge and skills across multiple standards • Used to better measure capacities such as depth of understanding, research skills, and complex analysis Office of Superintendent of Public Instruction

What to Expect on a PT • Classroom Activity - 30 minutes (Scripted) – introduces students to the context of a performance task – Include: – an understanding of the setting or situation in which the task is placed, – potentially unfamiliar concepts that are associated with the scenario – key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task • Student Directions / Task: ELA - Sources - Research Questions Two Constructed Response One Selected Response - Full Write Mathematics - 6 questions - Claims 2, 3, and 4 Office of Superintendent of Public Instruction

Practice Resources http: //wa. portal. airast. org/ • Practice Test – Mirrors summative test in length and components – All item types and Performance Tasks – Available to all online since May 2014 (previously on Smarter Balanced website) • Training Test – Shorter than Practice Test – Trains students on features and tools

http: //k 12. wa. us/SMARTER/Webinars. aspx Office of Superintendent of Public Instruction

This Concludes our Morning. Thank you! English Language Arts- Assessment Mathematics- Assessment • Beth Simpson English Language Arts Assessment Specialist Beth. simpson@k 12. wa. us • Anton Jackson Mathematics 6 -8 Assessment Specialist Anton. jackson@k 12. wa. us • Cindy Knisely English Language Arts Assessment Specialist Cynthia. knisely@k 12. wa. us • Terese Otto ELA Support Staff Terese. otto@k 12. wa. us • Julie Wagner Mathematics 3 -5 Assessment Specialist Julie. wagner@k 12. wa. us • Jennifer Judkins Mathematics High School Assessment Specialist Jennifer. judkins@k 12. wa. us • Tracy Godat Support Staff Tracy. godat@k 12. wa. us Office of Superintendent of Public Instruction