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Smarter Balanced Sample Items and Performance Tasks OSPI – Assessment and Student Information October 11, 2012

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Smarter BalancedSample Items and Performance Tasks

OSPI – Assessment and Student Information

October 11, 2012

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Today’s Topics

• Website and teaser item

• CCSS context for these items and Smarter Balanced tests

• Navigating Sample Item webpage

• Resources for reviewing– Customer support– FAQ

• Smarter Balanced timeline

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Sample ItemsSmarter Balanced Website

• http://www.smarterbalanced.org/sample-items-and-performance-tasks/

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Sample Item Teaser

• The Contest

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Purpose of Sample Items and Performance Tasks

• Demonstrate rigor and complexity of ELA/literacy and mathematics items

• Showcase variety of item types:• Selected response• Constructed response• Technology enhanced• Performance tasks

• Help teachers continue planning shifts in instruction related to Common Core State Standards (CCSS)

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ESEA Flexibility

CAREER AND COLLEGE READY LEARNING EXPECTATIONS FOR K-12 All

students leave high

school college

and career ready

  

Vision 

Purpose Core Values

Every Washington Student and Educator

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the

standards every day; and every educator is prepared and supported to implement

the standards in their classrooms every day.

Our Purpose: To develop a statewide system with resources that supports all school districts in their

preparation of educators and students to implement the CCSS.

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Common Core State Standards (CCSS) Implementation Timeline

8

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

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Smarter Balanced Assessment System

Components

9

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need to improve

teaching and learning

Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

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Exploring the Sample Items

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Key features of Sample Item Tool

• Mathematics and English Language Arts/Literacy items

• Computer Adaptive Testing items and Performance Tasks:

• Selected response

• Constructed response

• Technology enhanced

• Meta-data for each item

• On the spot scoring for many items

• Items and tasks will be similar for summative and interim assessments

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Sample Items and Tasks Navigation

View English Language Arts/Literacy or Mathematics items

Advance to next item, or go back to previous

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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“Students can demonstrate progress toward college and career readiness in English Language arts and literacy.”

“Students can demonstrate college and career readiness in English language arts and literacy.”

“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Reading

Claim #2 - Writing

Claim #3 - Speaking and Listening

Claim #4 - Research/Inquiry

Claims for the ELA/Literacy Summative Assessment

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Sample Items and Tasks Navigation

Content Claim

Grade band

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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ELA ComparisonWashington State & Smarter Balanced

Similarities DifferencesMultiple Choice/Selected Response

Short Answer/Constructed Response

Online

Essay Writing

Computer Adaptive 

Listening Items

Text Complexity

Brief Write, Revise and Edit

Performance Tasks

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Technology EnhancedVocabulary Grade 4 Item

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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Measurements of Student Progress Reading Vocabulary Item

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Listening Task

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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Item MetadataAbout this item

Evidence

Note the Common Core standards connected to 

this target

Access information on text complexity

View the rubric

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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Scoring Rubric

Item

Item Rubric

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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Text Complexity Analysis

The Placemat

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Brief Write with Text Evidence

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High School Proficiency Exam Writing Grade 10

Persuasive Argumentative Writing

• Experience-based persuasive prompt

CurfewsCommunity officials have proposed that individuals under the age of 18 cannot be out after 9:00 p.m. unless they are with an adult. Take a position on this proposal. Write a multiple-paragraph letter persuading community officials to support your position.  

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Smarter Balanced Grade 11 Performance Task

• Smarter Balanced – Nuclear Power

– Source-based performance task• 20-minute classroom activity (accessibility)

• Part I: Research and evaluate sources (take notes and answer questions)

• Part II: Write argumentative essay citing evidence from sources

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Performance Task:Classroom Activity

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

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Performance Task:Introduction to Activity

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

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   Performance Task:

Research

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

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Performance Task:Research (continued)

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

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Performance Task:Research Questions

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

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http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

Performance Task:Argumentative Essay Assignment

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http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

Performance Task:Essay Scoring Criteria

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“Students can demonstrate progress toward college and career readiness in mathematics.”

“Students can demonstrate college and career readiness in mathematics.”

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Overall Claim for Grades 3-8

Overall Claim for Grade 11

Claim #1 - Concepts & Procedures

Claim #2 - Problem Solving

Claim #3 - Communicating Reasoning

Claim #4 - Modeling and Data Analysis

Claims for the Mathematics Summative Assessment

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Smarter Balanced Grade 5 Item

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Measurements of Student Progress Grade 5 Mathematics

Item Find the quotient.

9,018 ÷ 3

What is the quotient?A. 36B. 306

C. 3,006

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Smarter Balanced Grade 8 Item

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Smarter Balanced High School Item

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Mathematics End of Course ExamItem

The cylinder shown has a volume of 36 cubic feet.

What is the height of the cylinder?

2 ft

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Smarter Balanced High School Item

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Item ScoreSelected response and technology enhanced items are machine scorable

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Sample Items and Tasks NavigationFilter by item type, themes

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Sample Items and Tasks NavigationFilter by item type, themes

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Feedback and Support available through first week of November

Online feedback and phone support available

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Accessibility and Accommodations

• Sample items do not include accessibility and

accommodations features

• Full range of accessibility tools and accommodations

options under development guided by:– Magda Chia, Ph.D., Director of Support for Under-Represented

Students

– Accessibility and Accommodations Work Group

– Students with Disabilities Advisory Committee

• Chair: Martha Thurlow (NCEO)

– English Language Learners Advisory Committee

– Accessibility & Accommodations Framework

• Learn more online:

http://www.smarterbalanced.org/parents-students/support-for-under-represented-students/

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Smarter Balanced Items Developed with Educators and

Other Experts• Early 2012: Assessment claims for ELA/literacy and mathematics approved by Governing States

• April 2012: Item/task specifications and review guidelines published– http://www.smarterbalanced.org/itemspecs

• June 2012: Training modules available for item writers/reviewers– http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-re

view

• Summer 2012: Educators from Governing States begin writing items and tasks; cognitive labs / small scale trials begin

• September 2012: Sample items reviewed by Smarter Balanced staff and advisors, Student Achievement Partners

• October 2012: Sample items and tasks available

• February / March 2013: Pilot Test of first 10,000 items and performance tasks

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Our guiding beliefs and approach for CCSS Implementation in WA

2-Prongs:

1. The What: Content Shifts (for students and educators)– Belief that past standards implementation efforts have provided a

strong foundation on which to build for CCSS; HOWEVER there are

shifts that need to be attended to in the content.

2. The How: System “Remodeling”– Belief that successful CCSS implementation will not take place top

down or bottom up – it must be “both, and…”

– Belief that districts and communities across the state have the

conditions and commitment present to engage wholly in this work.

– Professional learning systems are critical

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Shifts in ELA1. Building knowledge through content-rich nonfiction and informational 

texts in addition to literature2. Reading and writing grounded in evidence from the text3. Regular practice with complex text and its academic vocabularyThese apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

Shifts in Mathematics1. Focus: 2-3 topics focused on deeply in each grade 2. Coherence: Concepts logically connected from one grade to the next 

and linked to other major topics within the grade3. Rigor: Fluency with arithmetic, application of knowledge to real world 

situations, and deep understanding of mathematical concepts

The “What”:ELA and Math Content Shifts

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Smarter Balanced Timeline(Summative tests)

• 47 districts invited to conduct Small Scale Trials in October/November 2012

• Limited pilot in 2012-13– Need 22% of state– Available to all

• Comprehensive field test in 2013-14

• Operational use in 2014-15

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Testing System Transition

Current Testing System

• Reading and Math: Grades 3–8 and 10

• Writing: Grades 4, 7, 10

• Science: Grades 5, 8, 10

SMARTER Balanced (SBAC) / Common Core State

Standards (CCSS) Testing System

• English/Language Arts and Math: Grade 3–8 and 11*

• Science exams are required under ESEA but are not

included in SBAC

*11th grade to measure college and career readiness.  We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance).

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Current StatewideSummative (Student) Assessments

Reading Mathematics Science Writing

Grade 3 MSP MSP

Grade 4 MSP MSP MSP

Grade 5 MSP MSP MSP

Grade 6 MSP MSP

Grade 7 MSP MSP MSP

Grade 8 MSP MSP MSP

High School HSPE EOC EOC HSPE

MSP= Measurements of Student Progress;   HSPE = High School Proficiency Exams;   EOC= End of Course exams

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Washington’s Context…Likely Summative Assessments in

2014–15English/LA Mathematics Science

Grade 3 SBAC   SBAC

Grade 4 SBAC SBAC

Grade 5 SBAC SBAC MSP

Grade 6 SBAC SBAC

Grade 7 SBAC SBAC

Grade 8 SBAC SBAC MSP

Grade 10 E/LA using SBAC items

EOCs using SBAC items

EOC

Grade 11 SBAC SBACSBAC=SMARTER Balanced Assessment ConsortiumEOCs= End of Course exams

* SBAC is vertically scaled; MSP/HSPE are not.

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*

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Questions?

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Feedback and Support available through first week of November

Online feedback and phone support available