wsu new standards mean new baseline
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The Results Are In…
Now What?2015 WASA/AWSP Summer ConferenceAnnette Burnett & Dr. Glenn E. Malone
Essential Questions1) How might we frame the SBA Results unveiling?
2) How do the SBA Claims and Targets relate to instruction?
3) How might Item Specification, Blueprints, Digital Library & Interims be used to promote the Instructional Shifts required to Succeed?
2014 Preliminary SBA Results in Context
SBAC Field Test National AverageThis 2014 Data point is based on the SBAC Field Test in 21 States & USVI 41%
Smarter Balanced
Assessments Establish a
New Baseline
PSD56%
SBAC Field Test National AverageThis 2014 Data point is based on the SBAC Field Test in 21 States & USVI 37%
Smarter Balanced
Assessments Establish a
New Baseline
PSD57%
SBAC Field Test National AverageThis 2014 Data point is based on the SBAC Field Test in 21 States & USVI
Smarter Balanced
Assessments Establish a
New Baseline
33%
PSD47%
SBAC Field Test National Average
This 2014 Data point is based on the SBAC Field Test in 21 States & USVI
Smarter Balanced
Assessments Establish a
New Baseline
38%
PSD60%
I P T UInstructional Performance Through Understanding
Using SBA Results to Get Better Results
CCSS
Claims & TargetsContent & Item Specs
Interims & Digital Library
Building Valid and Useful Interim Assessments, Marianne Perie, Univ. of Kansas, September 30, 2014
Use of Data for Teaching and LearningUsing student data to look back
Summative Assessment
Using student data to plan forward and make changes to instruction & impact learning while there is still time to change the outcome
Formative Assessments (Digital Library) Interim Assessments
Hand Scoring
Reports
Interim Tests
Manuals ELA hand scoring training documents are
also located here.
Classroom Activities for
Interim
Score Reporting: Aggregate & Subgroups
Score Reporting: Claims
Score Reporting – TARGETS3rd Grade Math Claim 1 Target B
Score Reporting: Individual Score Report
FamilyReporting:SBA Math
FamilyReporting:SBA ELA
Score Reporting: Scale Score Cut Scores
Family Reporting:
MSP
FamilyReporting:EOC
What are CLAIMS &ASSESSMENT TARGETS?
Claims – broad evidence based statements about what students know and can do
Targets – evidence to support the claims – linked to CCSS
Math ClaimsClaim #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.”
ELA/Literacy Claims
Claim #1
Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”
Claim #2
Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.”
Claim #3
Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.”
Claim #4
Research / Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”
SBAC Claims & Targets
The Trail From Standards to Scores
Common Core State Standards
Claims
Assessment Targets Items
Score, measure,
certification
The Test Reflects the Standards
•Content Specifications create a bridge between standards, assessment, and instruction.
• Item Specifications translate the Content Specs into actual items that provide evidence of learning.
http://www.smarterbalanced.org/smarter-balanced-assessments
DISCLAIMER
• Data from SBA is limited and confusing – this is a starting point
• This is a shortcut to navigating the system which will lead to instructional conversations
• This is not a shortcut in making changes to instruction
• The system will change
LINKING TARGETS/BLUEPRINT TO CCSSUsing Item Specs
Claim
CCSS – Specific Standards
CCSS Domain
TB
RESOURCES
Content Specs Document
CCSS Document
Grade 5C1 TKClaim 1Target K
Grade 55 G BGeometry
Digital Library
Digital Library 5th Grade Math 5.G.B Instructional Resource
We can do this!
Administering SBA Interim Assessments
Why Use SBA Interim Assessments?
• Create familiarity with online student and teacher interface• Item Type Quick Sheet
• Create accessibility to tools and accommodations embedded within the testing portal
• Assess student progress (strengths and limitations) and help teachers plan and shift instruction towards Common Core
• Use ELA/Math blueprints to gain insight on how to effectively incorporate the assessment within the current instructional practice
• Better understand reported results
Types of Interims
Interim Assessment Blocks• Short, focused sets of items
which measure one or more assessment targets
• See the blueprint for more details regarding claims, assessment targets, depth of Knowledge levels, number of items and timing.
Interim Comprehensive Assessment• Mirrors the year-end assessment• Performance task has students
apply their knowledge and skills to respond to complex real-world problems
• Both PT and CAT must be completed to generate a score
Interim Teacher Hand Scoring System (THSS)Student responses which require hand scoring are sent to THSS.
Scores are not generated until items are scored and marked as complete.
Two roles: Scoring Managers will be able to see all scores assigned, Testing Administrators will only be able to score the items assigned to them
Home Page – Filter and Sort
Sort the columns using the gray arrows at the top of each column.
Reassigning Responses
Preparing for Scoring Responses
Training Guides (TG) and Prep Set (Exemplars & Check Set)ELA Math• Cover page• Instructions by claim• Stimulus or Sources• Item Stem• Rubric(s)• Condition code document• Claim and target chart
• Cover page• Stimulus for Performance Task• Metadata table• Item stem• Dependent item stem (if applicable)• Rubric and exemplar responses
• Approximately 10 student response papers• Ordered by score received 2-1-0
• Approximately 5-10 student response papers• Ordered by full, partial and no credit
Prep Set includes: metadata, item stems, student responses and scoring comments when available.
Metadata Tables
¬ ELA Math
Sample Task – Teen Driving Restrictions
Item Stem
Information Provided
Stimuli
Student Response
Rubric
Score (1) and Comments
Completing Item Responses
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