The Smarter Balanced Assessment Framework

~&~Instructional Implications

Adam Ebrahim8th ELA/HUM & TECH

NEA Ambassador to the Smarter Balanced Assessment Consortium

AGENDA

1. Introduction………………………………………….5m

2. SBAC Construction………………………………15m

3. Group Task……………………………………...…..25m

4. Gallery Walk………………………………………..10m

5. Reflection……………………………………………..5m

GOALS/PRE-ASSESSMENT1. Develop a working understanding of how the

CCSS are assessed in the Smarter Balanced Framework

– SBAC Blueprints– SBAC Literacy Content Specifications (Appendix B)

2. Apply understanding by creating a rich classroom learning experience and formative assessment

3. SBAC, CCSS, & Teachers as advocates

SMARTER BALANCED ASSESSMENTS IN CALIFORNIA***Interim assessment administration not yet determined

***Interim assessments can be comprehensive or partial in target coverage

Quarter 1 Quarter 2 Quarter 3 Quarter 4

SBAC Interim SBAC Interim SBAC Summative

Smarter B

alanced A

ssessment B

lueprints(all links at end of slideshow

)

WHAT IS BEING ASSESSED?***Interim assessment administration not yet determined

***Interim assessments can be comprehensive or partial in target coverage

CCSS

CAT-Claim 1: Reading

14 Targets

CAT-Claim 2: Writing

5 Targets

CAT-Claim 3: Speaking/Listening 1 Target

CAT-Claim 4: Research

3 Targets

Perf. Task-Claim 2 + Claim 4 8 Targets

SBAC Comprehensive Assessment

Handout reference

SBAC Assesses Targets. Targets are either single standards or clusters of

standards

Literacy Content Specifications A

ppendix B

(all links at end of slideshow)

TARGET DECONSTRUCTIONHandout reference

Claim 1……………………Reading Content Category……..LiteraryTarget 7…………………..Language Use

“Interpret figurative language use (e.g., personification, metaphor), literary devices, or connotative meanings of words and phrases used in context and the impact of those word choices on meaning or tone.” (SBAC)

RL 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL-4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. L-5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6th grade

ACTIVITY • Resources: Two poems, one concept,

Literacy Content Spec (Appendix B) for Claim 1, Target 7

• Objective: Design a formative assessment that incorporates given concept, content, and target

AND…• a learning experience that is worthy,

multimodal, and aligned to Claim 1, Target 7THEN…

• Write an explanation of how the experience and assessment are aligned

Hypothetical timeline 1-3 days

GALLERY WALK▪ Rotate clockwise, leave one behind

to explain and answer questions

▪ Rotate clockwise, leave new person behind to explain and answer questions(You’ll be losing a member of your original group and picking up a new person at each station)

▪ Repeat until 5 minutes remain

CLOSING

Extension Resources

▪ adam.ebrahim@live.com

▪ SBAC Blueprints: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Smarter-Balanced-Preliminary-Test-Blueprints.pdf

▪ Appendix B: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

▪ Item Specifications: http://www.smarterbalanced.org/smarter-balanced-assessments/ (Scroll to bottom, look for .zip files)

• Did this training clarify the relationship between the CCSS and Smarter Balanced assessments?----If not, how could I make things more clear?

• Did this training clarify the relationship between the Smarter Balanced assessment framework and instruction?

• ----If not, how could I make things more clear?

ExtensionItem

Specifications