Download - Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator
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Nichole Hall, Assessment Coordinator
Nancy Thomas Price, Formative/Interim
Assessment Coordinator
Implications for Instruction
Connecting the ICS-M (CCSS) &
Smarter Balanced
Assessment
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Learning Targets
specifics of the SBAC balanced assessment system. how the Smarter Balanced Content Specifications
reflect standards, assessment, and instruction ways to use knowledge of the new assessment design,
tools and mathematics content to inform classroom instruction.
how sample “items/tasks” can be used ‘thoughtfully’ to elicit evidence about student understanding and teacher instruction.
formative assessment strategies that can be used during instruction.
I understand….
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Success Criteria I will show understanding of the major components of
the SBAC balanced assessment system and the vocabulary used in that system specifications.(DOK1) – Knowledge Target
I can specify the assessment claim, target, standard, and depth of knowledge for an item or task . (DOK 2)- Skill target Explain response (DOK 3)
I can use the concepts presented to design classroom instruction and assessments that elicit evidence of student learning, (DOK3) Reasoning, Product targets
I can relate these concepts to other content areas and / or grade levels (DOK 4) Product target
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Depth of Knowledge DOK 1: Recall or identify a fact, definition,
term; focus on initial comprehension DOK 2: Demonstrate conceptual
information through explanation, interpretation (make some decisions)
DOK 3: Strategic Thinking, reasoning, planning, using evidence, interpreting
DOK 4: Extended thinking, relate concepts to other content areas, new situations...synthesize, show new perspective
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Shared understanding Balanced Assessment System
Formative Interim Summative
Attributes of Formative Assessment Clarify Intended Learning Elicit Evidence Interpret Evidence Act on Evidence
http://www.smarterbalanced.org/smarter-balanced-assessments/
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’ self-assessment, reflection, and attainment of curricular
learning targets/goals.
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Four Attributes
6
The formative assessment process attributes are:
Clarify IntendedLearning
Elicit Evidence
Act onEvidence
Interpret Evidence
• Practice implemented by teachers in collaboration with students
• Learning Targets: Students understand expectations & goals
• Success Criteria: Observable & measurable evidence of learning
• Multiple ways to elicit evidence
• Can be planned for or spontaneous
• Inform: Teacher, peers, or self
• To determine where students are in regards to the learning target and success criteria
• Can be conducted by the teacher, student, or both
• Timely and Actionable
• Provide feedback : Where are students at in regards to learning targets
• Make adjustments to instruction
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Documents we will be using: Idaho Core Standards (CCSS)
for Mathematics
http://www.sde.idaho.gov/site/common/math/docs/CCSSI_Math_Standards.pdf
SBAC Math Content Specifications (Draft) & Item Specifications
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf
Cognitive Rigor Matrix Article (Hess, Carlock, Jones, and Walkup) and Matrix
http://schools.nyc.gov/NR/rdonlyres/D106125F-FFF0-420E-86D9-254761638C6F/0/HessArticle.pdf
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Content Specifications1. Create a bridge between standards,
assessment, and instruction
2. Organize the standards around major constructs and big ideas
3. Further describe what students should learn and be able to do to demonstrate evidence of their learning
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Content Specifications Claims (p. 18)
Claims are the broad statements of the assessment system‘s learning outcomes, each of which requires
evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims.
Interpretations are spelled out in the Achievement Level Descriptors.
Conceptual Framework
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Conceptual Framework Evidence = Assessment Target
Assessment Targets align with Standards
The Standard is the Content to be learned while the Assessment Target describes in greater detail, the evidence that will show the content has been mastered.
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Relationship among Content Claims, Content Categories, Assessment Targets, and Standards (p.8 ALD Document)
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Evidence-Centered Design
The Assessment Triangle (NRC, 2001)
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The Assessment Triangle as Represented in the Content Specifications (pp. 14-15)
The Assessment Triangle (NRC, 2001)
Proposed Reporting Categories
Content Categories & Assessment
Targets
Claims & Rationale
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The Assessment Triangle as Represented in the Content Specifications (pp. 14-15)
The Assessment Triangle (NRC, 2001)
Proposed Reporting Categories
Achievement Level Descriptors
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POLLCheck for Understanding Assessment Claim Assessment Target Standards Evidence-Centered Design Depth of Knowledge Formative Assessment
Activity DOK 1
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Content SpecificationsMathematics
Claims & Assessment Targets
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Review:Content Standards & the Mathematical Practices
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Relationship among Content Claims, Content Categories, Assessment Targets, and Standards
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How to read the grade level standardsStandards – p. 5
Standards define what students should understand and be able to do. Clusters are groups of related standards. Note that standards from different clusters
may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains
may sometimes be closely related.
Number and Operations in Base Ten 3.NBT
Use place value understanding and properties of operations to perform multi-digit arithmetic. 1. Use place value understanding to round whole numbers to the nearest 10 or 100. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
Domain
Cluster Headin
gCluster
of Standard
s
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Grouping the Standards for Mathematical PracticeStandards – p. 6-8
William McCallum – The University of Arizona
Ove
rarc
hing
hab
its o
f min
d of
a
prod
uctiv
e m
athe
mati
cal t
hink
er.
Mathematical Practices• The same across all grade levels• Different levels of expertise that
educators should seek to develop in their students
• The Practices are how students are expected to engage in items
or tasks
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Mathematics Assessment Claims
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Relationship among Content Claims, Content Categories, Assessment Targets, and Standards
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Math Claims Content Specifications, p. 25
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.”
Math Claims Content Specifications, p. 25
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Math Claims Content Specifications, p. 25
Claim #1
Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Math Claims Content Specifications, p. 25
MP 5, 6, 7, &
8
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Math Claims Content Specifications, p. 25
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.”
Math Claims Content Specifications, p. 25
MP 1, 5 & 8
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Math Claims Content Specifications, p. 25
Claim #3
Communicating Reasoning“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Math Claims Content Specifications, p. 25
MP 3 & 6
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Math Claims Content Specifications, p. 25
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.”
Math Claims Content Specifications, p. 25
MP 2, 4, & 5
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Can a Task or Assessment Item be Aligned to More Than One Claim?STOP!
“Mathematics is not a collection of separate strands or standards, though it is often partitioned and presented in this
manner. Rather, mathematics is an integrated field of study.
Viewing mathematics as a whole highlights the need for studying and
thinking about the connections within the discipline, as reflected both within the curriculum of a particular grade and
between grade levels.”
Principles and Standards for School Mathematics; NCTM, 2000
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Item Types
Selected Response
Constructed Response
Extended Response
Performance Task
Technology Enhanced
ER
CR
PT
TE
SR
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Claim Alignment Practice
ACTIVITY DOK 2-3
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Claim Alignment Practice: Grade 7 Item
Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response. 1. The sum of the measures of two
complementary angles is 90°. Always True Sometimes True Never True
Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true.
Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.
ACTIVITY DOK 2-3
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What claim does this item align to?POLL
Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Secondary Claim? Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
ACTIVITY DOK 2-3
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Claim Alignment Practice: Grade 3 Item
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What claim does this item align to?POLL
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
Secondary Claim? No secondary claim
ACTIVITY DOK 2-3
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Assessment Targets
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Relationship among Content Claims, Content Categories, Assessment Targets, and Standards
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Relationship among Content Claims, Content Categories, Assessment Targets, and Standards
Math Domains
in the Content Standard
s
Claim 1: Cluster
Headings
Claims 2, 3, & 4:
Derived from the
Mathematical Practices
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Claim 1 - Assessment TargetsContent Specifications, p. 30
Content Category:
CCSS-M Domain (p.
23)
Assessment Target: CCSS-M Cluster Heading
m = majora/s =
additional/supplemental
Depth of Knowledg
e
Description of Evidence
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Relationship between the Idaho Core Standards & the Content Specifications
CCSS, p. 23 Content Specs, p. 30
Domain = Content Category
Cluster Heading 1 =
Target AStandards =
Evidence
Cluster Heading 2 =
Target B
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CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards
Claim 1: Concepts & Procedures
Operations &
Algebraic Thinking
Target A
3.OA.1
3.OA.23.OA.
33.OA.
4Target
B3.OA.
5
3.OA.6
Target C 3.OA.
7Target
D 3.OA.8Number
& Operations - Base
Ten
Target E
3.NBT.1
3.NBT.2
3.NBT.3
Number & Operation
s - Fractions
Target F
3.NF.1
3.NF.2
3.NF.3
Measurement &
Data
Target G 3.MD.
1
3.MD.2Target
H3.MD
.33.MD
.4Target I
3.MD.53.MD
.63.MD
.7Target J 3.MD
.8
Geometry
Target K
3.G.1
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CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards
Claim 1: Concepts
& Procedure
s
Operations & Algebraic
Thinking
Target A: Represent and Solve Problems
Involving Multiplication and
Division.
3.OA.1
3.OA.2
3.OA.3
3.OA.4
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Claim 1: Concepts
& Procedure
s
Operations &
Algebraic Thinking
Target D: Solve problems involving the
four operations, and identify and explain
patterns in arithmetic
3.OA.8
Number & Operations - Base Ten
Target E: Use place value understanding and properties of operations
to perform multi-digit arithmetic.
3.NBT.1
3.NBT.2
3.NBT.3
CLAIM 1 – Grade 3: Content Categories, Assessment Targets, and Standards
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Claims 2, 3, & 4 – Assessment TargetsContent Specifications, p. 59
Aligned to the Mathematical
Practices
Relevant Verbs
Depth of Knowledge
Description of Engagement
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Claims 2, 3, & 4: Relevant Verbs
Problem Solving
Understand
Solve
Apply
Describe
Illustrate
Interpret
Analyze
Communicating Reasoning
Understand
Explain
Justify
Prove
Derive
Assess
Illustrate
Analyze
Modeling & Data Analysis
Model
Construct
Compare
Investigate
Build
Interpret
Estimate
Analyze
Summarize
Represent
Solve
Evaluate
Extend
Apply
Claim 2 Claim 3 Claim 4
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Update #2 to the Content Specifications for Mathematics
Provide a more explicit connection between the content standards and
• Claim 2 (Problem Solving), Claim
• 3 (Communicating Reasoning), and
• Claim 4 (Modeling and Data Analysis)
by including the standards for each claim by grade level.
Content standards for each grade that
support the collection of evidence for Claim
4.
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Assessment Target Alignment Practice
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POLL:Assessment Target: Grade 7 Item
Part A Determine if each of these statements is always true, sometimes true, or never true. Circle your response. 1. The sum of the measures of two
complementary angles is 90°. Always True Sometimes True Never True
Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true.
Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.
ACTIVITY DOK 2
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What assessment target does this item align to?
Please type your answer in the Question Box
3 B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
3 F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
1 F: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
ACTIVITY DOK 2
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Assessment Target: Grade 3 Item
ACTIVITY DOK 2
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This item aligns to which assessment target?
Write your answer in the question box.
1 I: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
ACTIVITY DOK 2
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What are the Implications for Instruction?Claims & Assessment Targets
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Implications for Instruction
C
laim
s &
A
ssessm
en
t Ta
rgets
Statements about what we claim students can do if we see the specified evidence.
Statements that describe evidence of how proficiency
on the content standards will be assessed
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Implications for Instruction
Classroom Task: What will the evidence of a proficient student look like?
Content Specifications: Does the evidence descriptor from the assessment target(s) match? Make adjustments, if needed.
Do you have a lesson that you feel aligns to the identified standards and cluster headings? If so…
Content Specifications: Find the corresponding assessment target(s) and claim(s).
Classroom Lesson: Identify Idaho content standards and cluster headings
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Depth of KnowledgeCognitive Rigor Matrix
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Cognitive Rigor Matrix p. 92-93
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Cognitive Rigor Matrix – Karin Hess http://vimeo.com/20998609
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Assessment Target: Grade 7 ItemPart A Determine if each of these statements is always true, sometimes true, or never true. Circle your response. 1. The sum of the measures of two
complementary angles is 90°. Always True Sometimes True Never True
Part B For each statement you chose as “Sometimes True,” provide one example of when the statement is true and one example of when the statement is not true.
Your examples should be a diagram with the angle measurements labeled. If you did not choose any statement as “Sometimes True,” write “None” in the work space below.
Activity – DOK 2
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What depth of thinking? POLL
DOK 1: Recall and ReproductionDOK 2: Basic Skills and ConceptsDOK 3: Strategic Thinking/ReasoningDOK 4: Extending Thinking
WHY?
What type of thinking?
Activity – DOK 2
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Depth of Knowledge: Grade 3 Item
Activity – DOK 2
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What depth of thinking?DOK 1: Recall and ReproductionDOK 2: Basic Skills and ConceptsDOK 3: Strategic Thinking/ReasoningDOK 4: Extending Thinking
WHY?What type of thinking?
Activity – DOK 2
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Depth of KnowledgeImplications for Instruction
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Implications for Instruction C
og
nit
ive R
igor
Matr
ixUnderstand how Bloom’s
Taxonomy and Webb’s DOK are alike, yet different.
Examine the DOK required for different tasks
Categorize selected assignments and learning
activities
Apply to test design and item development process
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Implications for Instruction
Classroom Task: What is the cognitive process and demand required of the students?
Cognitive Rigor Matrix: Identify the DOK level aligned to the task. Make adjustments if needed
Classroom Task: What will the evidence of a proficient student look like?Content Specifications: Does the evidence descriptor from the assessment target(s) match? Make
adjustments, if needed.
Do you have a lesson that you feel aligns to the identified standards and cluster headings? If so…
Content Specifications: Find the corresponding assessment target(s)
Classroom Lesson: Identify Idaho content standards and cluster headings
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Item Specification & Tasks
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Understanding the Item Specifications
1. Content & Grade2. Type of Question
a. SR – Selected Response
3. Claim4. Domain : RP – Ratios
and Proportional Relationships
5. Assessment Target for Grade Level – Target A
6. Internal Number - 1817. Claim – C1, C2, C3, or
C4 & Target
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Understanding the Item Specifications “Claims are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims.” p. 18 – Content Specifications
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Understanding the Item Specifications
Assessment Target“Cluster level headings of the standards in the
CCSS-M are used in order to allow for the creation and use of assessment tasks that require
proficiency in a broad range of content and practices. Use of more fine-grained descriptions
would risk a tendency to atomize the content, which might lead to assessments that would not
meet the intent of the standards.” Content Specs., p. 20
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Understanding the Item Specifications
DomainDomains, as found in the CCSS-M, are larger groups of
related standards.
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Understanding the Item Specifications
Standard(s)Defines what
students should understand and be
able to do
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Understanding the Item SpecificationsStandards for Mathematical Practice
“Describe varieties of expertise that mathematics educators at all levels should seek to develop in
their students.” CCSS-M pp. 6-8
1. Make sense of problems & persevere in solving them.
2. Reason abstractly and quantitatively.
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Understanding the Item Specifications
Depth of Knowledge The cognitive rigor that a student needs to bring to
the item/task, as determined by the
Cognitive Rigor Matrix, Math Content
Specifications, Appendix C, p. 92
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Understanding the Item Specifications
Selected Response- Includes computer-enhanced items- Distractors are chosen to embody common
misconceptions- Designed to make sure that students do not
obtain correct answers because of test-taking skills
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Understanding the Item Specifications
Range of Difficulty - Estimation until pilot assessment
occurs.
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Understanding the Item Specifications
Key – Correct Answer
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Now you try it:ACTIVITY Select one or more items with attached
blank answer sheet. In your teacher team use the content
specifications document to determine the item specifications.
Use the answer key to check your answers when you are finished.
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Work as a team to determine critical specifications for each item
Use the standards and content specifications document to determine: …...the item type ….. the grade level ….. the content domain ….. the standard cluster heading ….. the assessment target(s) ….. the claim(s) ….. the mathematical practice(s) ….. the depth of knowledge
ACTIVITY – DOK 3
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ResourcesFollow-Up Recording
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Smarter BalancedNavigation of Website
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Three locations for sample items
Practice and Pilot Tests
Sample items and performance tasks
Item Writing and Review
Achievement Level Descriptors and
College Content-Readiness
Computer Adaptive Testing
Technology
Test Administration
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Learning Targets
specifics of the SBAC balanced assessment system. how the Smarter Balanced Content Specifications
reflect standards, assessment, and instruction ways to use knowledge of the new assessment design,
tools and mathematics content to inform classroom instruction.
how sample “items/tasks” can be used ‘thoughtfully’ to elicit evidence about student understanding and teacher instruction.
formative assessment strategies that can be used during instruction.
I understand….
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Success Criteria I will show understanding of the major components of
the SBAC balanced assessment system and the vocabulary used in that system specifications.(DOK1) – Knowledge Target
I can specify the assessment claim, target, standard, and depth of knowledge for an item or task . (DOK 2)- Skill target Explain response (DOK 3)
I can use the concepts presented to design classroom instruction and assessments that elicit evidence of student learning, (DOK3) Reasoning, Product targets
I can relate these concepts to other content areas and / or grade levels (DOK 4) Product target
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Next Steps
Become more familiar with the content in all of the documents discussed today.
Begin using the documents and the identified implications for instruction when adjusting current activities, lessons, or units to meet the rigor of the ICS and make sure you have balance.
Visit the websites provided to view sample lesson plans and formative assessment activities.
Complete the post-webinar recording and activity.
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This presentation can be found at…
http://www.sde.idaho.gov/site/common/commonCorePD.htm
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Evaluation Please complete a survey on your experience in
participating in Connecting the ICS-M and Smarter Balanced Assessment, Implications for Instruction Workshop
Your feedback is greatly appreciated and is used to make adjustments in future trainings!
To access the survey, please visit, https://www.surveymonkey.com/s/>>>>
Thank you for taking time out of your busy schedule to participate in today’s workshop!
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Questions
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Contact Information
Nancy Thomas Price, Formative and Interim Assessment Coordinator
Nichole Hall, Assessment [email protected]