Using the Teacher Guides to the Smarter Balanced
Using the “Teacher Guides to the Smarter Balanced Assessments” Effectively TOM TORLAKSON State Superintendent of Public Instruction
Learning Goals Participants will • become familiar with Teacher Guide content, especially Sections 2 and 3; • learn why the Teacher Guides are most effective when interactively unpacked over time; and • understand the value and potential use of the content in the Smarter Balanced Item Specifications and Achievement Level Descriptors. California Department of Education 2
Success Criteria Participants can • articulate how the Smarter Balanced resources can support the development of standards-based learning activities and assessment; and • develop ideas about integrating the Teacher Guide content into local collaboration time, activities, and initiatives. California Department of Education 3
Setting the Stage • How might your local educational agency (LEA) engage teachers in using the Teacher Guides? • How might your LEA integrate the Teacher Guides into: • Current priority initiatives? • Professional learning? • Local Control Accountability Plan (LCAP) related activities? California Department of Education 4
Notetaking Guide California Department of Education 5
Teacher Guides to the Smarter Balanced Assessments http: //www. cde. ca. gov/ta/tg/ca/sbteacherguides. asp California Department of Education 6
Organization Introduction Section One: Purpose of the Guide—Resources for Planning Learning Events to Implement the Frameworks Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events Section Three: Instruction with Planned Evidence Collection and Feedback Helps Teacher and Students Improve Student Learning Section Four: Using Smarter Balanced Score Reports to Analyze Data and Improve Learning Section Five: Conclusion—Putting It All Together California Department of Education 7
Purpose (Page 3) Figure 1. Curriculum, Instruction, and Assessment Feedback Loop These Teacher Guides are intended to be a resource for classroom teachers as they plan learning activities that fully implement the California English language arts/literacy (ELA) / English Language Development (ELD) or Mathematics Frameworks using assessment feedback from the Smarter Balanced system of assessments. California Department of Education 8
Connecting to the ELA/ELD Framework (Page 4) Key Framework themes: • • • Meaning Making Language Development Effective Expression Content Knowledge Foundational Skills 21 st Century Skills “The Smarter Connection” California Department of Education 9
Connecting to the Mathematics Framework (Page 4) Framework Guiding Principles: • • • Learning Teaching Technology Equity Assessment Learning in the 21 st Century “The Smarter Connection” California Department of Education 10
Connecting to Learning in the 21 st Century (Page 8 ) Learning activities that help students develop • • • Problem solving Critical thinking Creative thinking Communication and collaboration skills Social and cross-cultural skills Technology Skills (not a complete list…) California Department of Education 11
How familiar are you with the Teacher Guides? What do you know about the Guides? Share your thoughts with an elbow partner. California Department of Education 12
Smarter Balanced Test Design Principles Section Two describes the evidencecentered design at the heart of the Smarter Balanced assessments, the hierarchical approach to item development, and connecting these to classroom learning activities. California Department of Education 13
Connecting Smarter Balanced Test Design to Learning Opportunities California Department of Education 14
read Start here… On your own, read pages 10 -13 in the ELA Teacher Guide. Pay attention to “evidence centered design” and the connections between the content claims and the standards. California Department of Education 15
Test Hierarchy (ELA: Page 13) (Math: Page 14) California Department of Education 16
Mathematics is Different Claim 1: Claims 2, 3, 4: (Grade Level Content Standards) (Standards for Mathematical Practice) California Department of Education 17
Test Hierarchy (ELA: Page 13) (Math: Page 14) California Department of Education 18
Why do you think it is important for teachers and administrators to understand the test hierarchy? The connection between the standards and assessment claims and targets? Be prepared to share with the whole group. California Department of Education 19
Connecting the Smarter Balanced Assessments to Classroom Learning read ELA Pages 14 -18 OR Mathematics Page 14 -22 • Evidence required • Task models • Depth of knowledge • Connection to standards • Item types • Accessibility California Department of Education 20
Smarter Balanced Assessment Evidence Statements Describe Learning Expectations (ELA: Page 18) California Department of Education 21
Smarter Balanced Assessment Evidence Statements Describe Learning Expectations (Math: Page 19) California Department of Education 22
• Consider the information you’ve just reviewed in the item specifications: • Claims ► Standards • DOK • Evidence statements • In what ways might you use this information in PLC’s or professional learning? California Department of Education 23
Instruction with Planned Evidence Collection Section Three discusses the challenge of knowing if students are learning, and knowing the specific needs of each student, AND offers the solution of planned evidence collection: • During daily instruction using the formative assessment process, • After a unit of instruction on a key topic with classroom, interim, or benchmark assessments, and • At the end of the year with summative assessments. California Department of Education 24
Item Types and Tasks Section Three discusses item types and tasks that are designed to collect more complete and precise evidence of student knowledge, skills, and abilities using: • Multi-part questions • Constructed-response items • Technology-enhanced items • Performance tasks California Department of Education 25
Example of Constructed Response Item (Grade 7 English Language Arts/Literacy) California Department of Education 26
Example of Technology Enhanced Item (Grade 8 Mathematics) California Department of Education 27
Example of Performance Task (Grade 8 Mathematics) California Department of Education 28
California Department of Education 29
How are you making use of the practice tests (which include different types of items) to inform teaching and learning? What’s the benefit of exposing teachers and students to a variety of item types? California Department of Education 30
Connecting the Smarter Balanced Assessments to Classroom Learning: Describing Performance in ELA read ELA (Page 15) Range Achievement Level Descriptors (ALDs) may: • guide development of classroom rubrics; • operationalize the expectations of the assessments. California Department of Education 31
ELA/Literacy Range ALDs • Found on the Smarter Balanced Web site in the ELA/literacy ALDs and College Content. Readiness Policy (PDF) • Provided for each grade level target • Organized sequentially: Find the grade level first, then locate the claim, then target range, and then target threshold • Check out the Threshold ALDs! California Department of Education 32
Connecting the Smarter Balanced Assessments to Classroom Learning: Describing Performance in Mathematics read Mathematics (Page 19) Range ALDs may: • guide development of classroom rubrics; • operationalize the expectations of the assessments. California Department of Education 33
Mathematics Range ALDs Are Organized Differently • Found on the Smarter Balanced Web site in the Mathematics ALDs and College Content. Readiness Policy (PDF). Provided for each Claim 1 (Concepts and Procedures) grade level target • Organized sequentially: Find the grade level first, then locate the claim, then target range, and then target threshold California Department of Education 34
Mathematics Range ALDs Are Organized Differently (cont. ) • Range ALDs for Claims 2, 3, and 4 are provided by grade span for grades 3 -5 and grades 6 -8 and also group targets together • Find the grade level group first, then look for the claim, then target range, then target threshold. • Note: Claim 3 comes after Claims 2 and 4 California Department of Education 35
How might teachers use the resources we’ve talked about today – the evidence requirements, the different types of items and tasks, the range ALDs – to help inform learning opportunities and the collection of evidence of learning from students? California Department of Education
Think about the context… Training webinar that covers the test hierarchy: Connecting Summative Assessment to Improving Teaching and Learning (1: 34: 02) (Video) Item Specifications: http: //www. smarterbalanced. or g/assessments/development/ Item Types: This document was prepared as a technical document for test vendors, but it has good examples: http: //www. smarterapp. org/documents /Item_Types_And_Features. pdf Achievement Level Descriptors: ELA/literacy ALDs and College Content-Readiness Policy All Curriculum Frameworks: http: //www. cde. ca. gov/ci/cr/cf/allfwks. asp Mathematics ALDs and College Content-Readiness Policy California Department of 37 Education
Implementation Planning California Department of Education 38
Use both the left and right hand sides of the Implementation Planning tool. What are the information/ understanding gaps at your LEA? How could this work fit into: • Priority initiatives? • Professional collaboration? • LCAP work? California Department of Education 39
Thank you 40
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