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Connecting to the Common Core State

Standards for Mathematics-

Assessment Tools for Student Success

Anton Jackson, OSPISandy Christie, Puget Sound ESD

Ken Marks, Tacoma SchoolsFebruary 27-28, March 27-28, 2013

Welcome to the SBAC Item Writing Workshop

Please… Get some refreshments Rate yourself on your knowledge of the Common Core State

Standards for Mathematics and the SMARTER/BALANCED assessment writing process using the sticky dots

Find a seat Make a name tent Introduce yourself to your table mates

Workshop Goals

Gain an understanding of the variety of SBAC task types. Apply a process similar to one used by Smarter-Balanced

Consortium to produce classroom-based formative assessments aligned to the Common Core State Standards.

Develop knowledge and skills necessary to use formative assessment data to influence instructional change. How would we use these? What is the nature of student conversations around these items?

Participate in an online community sharing assessment items.

Today’s Goals

Identify similarities and differences between familiar item types and test structures and the SBAC assessment structure.

Understand and use the item development process and relevant guiding documents.

Understand CCSSM and Practices shifts Write items for content coming soon in your classes Analyze items for Depth of Knowledge

A pre-assessment

This assessment is designed to get you thinking about similarities and differences between assessments you are familiar with and the structure of the SMARTER/BALANCED Assessment Consortium (SBAC) assessments being developed

Analyzing the pre-assessment

Which item structures would you classify as ‘traditional’? What are the characteristics of these items?

Which items would you classify as ‘new’ or ‘non-traditional’? What characteristics make these items different from the others?

Evidence Centered Design-Assessment Claims in SBAC Assessment

Primary Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Primary Claim 2: Problem Solving Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies

Primary Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Primary 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.

Item Types in SBAC Assessment

Selected response-SR Multiple choice Extended multiple choice

Constructed response-CR Extended response-ER (A CR item as part of a performance

task) Technology enhanced-TE Performance task-PT

Item Codes in Intro Assessment

Item 1: MAT.HS.SR.1.00FIF.K.082

Subject.GradeLevel.ItemType.Claim.ContentDomain.Target.ItemNumber

Item Codes in Intro Assessment

Item 1: MAT.HS.SR.1.00FIF.K.082Item 2: TraditionalItem 3: MAT.08.CR.1.0000F.E.135Item 4: MAT.08.TE.1.000EE.C.200_V1Item 5: MAT.08.CR.1.0000F.F.090Item 6: TraditionalItem 7: MAT.08.TE.2.000EE.A.145Item 8: MAT.HS.ER.2.00SID.C.264Item 9: MAT.08.ER.3.000EE.A.139_V1

Anton JacksonAn overview of the SBAC Assessment System

The nature of the MSP/EOC & Smarter-Balanced Assessments

The life of an item Key features of item writing to which classroom

teachers should be attending