susan gendron ppt

Next Generation AssessmentSacramento County Office of Education

Susan GendronSenior Fellow

Policy Coordinator, SMARTERMay 30, 2013

Day 1: Unpacking and Designing Next Generation Assessments

• Goals:• Awareness of Assessment Consortia• Define College and Career Ready• Identify Differences between formative,

benchmark and summative• Introduction to the Practice Test (May

29th)• Critique existing assessments for rigor

and relevance• Provide effective feedback on the quality

of assessment items 2

Day 2: Designing Next Generation Assessments

• Goals• Understanding Claims, targets and

evidence-centered design• Preparing for varied stimuli and

technology tools and processes• Linking standards and targets• Instructional implications of

assessment types

3

Day 3: Designing Selected Response and Constructed Response Assessments

• Goals:• Understand the construct of each

type of question• Examine flawed and well-written

items• Designing high quality items

utilizing technology tools and processes

4

Day 4: Designing Performance Tasks in ELA and Mathematics

• Deepen understanding of the components of a performance task (claims, targets, evidence)

• Creating quality rubrics• Critique performance tasks• Write performance tasks

5

Defining College and Career

Ready

What will our students need to:

Know?Do ?

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

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1200

Text

Lex

ile

Mea

sure

(L

)

HighSchoolLiterature

CollegeLiterature

HighSchoolTextbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

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Text

Lex

ile

Mea

sure

(L

)

Matt

910


Lexile Framework® - Student Profile

600

800

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1200

Text

Lex

ile

Mea

sure

(L

)


CollegeLiterature

HighSchoolTextbooks

CollegeTextbooks



SAT 1,ACT,AP*


Matt600

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1000

1400

1600

1200


CollegeLiterature

HighSchoolTextbooks

CollegeTextbooks

Military

PersonalUse


SAT 1,ACT,AP*

1st

Quarter2nd

Quarter3rd

Quarter4th

Quarter

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

CA

ProficiencyGrade 4 Reading 2009

ProficientRequired

NAEP Score

California 60 % 202

Massachusetts 54 % 234

Missouri 47 % 229

New Hampshire 74% 211

Oregon 84 % 177

Washington 73 % 205

Vermont 70% 214

Reading Risk


CA

ProficiencyGrade 8 Reading 2009

ProficientRequired

NAEP Score

California 48% 259

Minnesota 67% 259

Missouri 50% 267

Vermont 69% 259

Oregon 69% 250

Washington 68% 253

Math Risk


CA

ProficiencyGrade 4 Mathematics 2009

ProficientRequired

NAEP Score

California 65 % 220


Hawaii 50 % 239

New Hampshire 73 % 237

New Mexico 77 % 224

Washington 52 % 243

Missouri 45 % 246

Math Risk


CA

ProficiencyGrade 8 Mathematics 2009

ProficientRequired

NAEP Score

California 41 % 270


Missouri 47 % 287

Hawaii 39% 286

Minnesota 58 % 287

Oregon 71 % 266

Washington 53 % 270

Scholastic Inc. 19

California Reading & Math Rigor Risk

Group NAEP CA State VarianceGrade 4 Reading 25.0% 64.0% 39.0%Grade 8 Reading 24.0% 57.0% 33.0%

Grade 4 Math 34.0% 71.0% 37.0%Grade 8 Math 25.0% 47.0% 22.0%Grade 8 is Algebra

Four Keys to College and Career Readiness

Source: https://www.epiconline.org/readiness/solution.dot

1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Knowledge Taxonomy

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

Application Model

Levels

1 2 3 4 5

Bloom’s

C D

A B

456

321

Application

Rigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

DCExpress probabilities as fractions,

percents, or decimals.Classify triangles according to angle size

and/or length of sides.Calculate volume of simple three-

dimensional shapes.Given the coordinates of a

quadrilateral, plot the quadrilateral on a grid.

Analyze the graphs of the perimeters and areas of squares having different-length sides.

Determine the largest rectangular area for a fixed perimeter.

Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

Determine and justify the similarity or congruence for two geometric shapes.

Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

Test consumer products and illustrate the data graphically.

Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

Make a scale drawing of the classroom on grid paper, each group using a different scale.

Calculate percentages of advertising in a newspaper.

Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

Determine the median and mode of real data displayed in a histogram

Organize and display collected data, using appropriate tables, charts, or graphs.


1

2

3

4

5

6

1 2 3 4 5

A B

DCAnalyze the graphs of the perimeters

and areas of squares having different-length sides.










Determine the median and mode of real data displayed in a histogram


Express probabilities as fractions, percents, or decimals.

Classify triangles according to angle size and/or length of sides.

Calculate volume of simple three- dimensional shapes.

Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.


1

2

3

4

5

6

1 2 3 4 5

A B

DCExpress probabilities as fractions,

percents, or decimals.Classify triangles according to angle size

and/or length of sides.Calculate volume of simple three-

dimensional shapes.Given the coordinates of a

quadrilateral, plot the quadrilateral on a grid.

Analyze the graphs of the perimeters and areas of squares having different-length sides.










Determine the median and mode of real data displayed in a histogram.


Quad DSkills and Knowledge • Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.

As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.

2 Second Rule

Levels

1 2 3 4 5

Bloom’s

C D

A B

456

321

Application

1 2 3 4 5

Bloom’s

456

321

Application

Test


1 2 3 4 5

Bloom’s

456

321

Application

Test CTE/ Jobs


1 2 3 4 5

Bloom’s

456

321

Application

Test CTE/ Jobs

College Ready


1 2 3 4 5

Bloom’s

456

321

Application

Test CTE/ Jobs

Career Ready

College Ready


A B

DC

Academics

Layers of non-sequential but increasingly complex

knowledge

College Ready

1 2 3 4 5

456

321

Career Ready

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

Career Ready

Career Ready

College Ready

600

800

1000

1400

1600

1200

Text

Lex

ile

Mea

sure

(L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

Career Ready

Requires Both Vertical and Horizontal Integration

Career Ready

Career Ready

Achievement Level DescriptorsDefining College Readiness

Achievement Level Descriptors

Policy ALDs• Broad statements that are used by high-level policy makers (e.g., state superintendent).• Set tone and rigor for the assessment and for the other ALDs.

Range ALDs• Describe expectations for student performance at each achievement level.• Specific to a grade and content area. • Used by item writers or test developers.

Threshold ALDs• Describe expectations for student performance at the entry point of an achievement level.• Specific to a grade and content area. • Used by standard setters.

Reporting ALDs• Describes students’ performance at the entry point of an achievement level.• Specific to a grade and content area. • Used by stakeholders.• Not part of this contract.

Smarter Balanced Achievement Levels:Alignment with PARCC & NAEP

Smarter PARCC NAEPLowest Level

Highest Level

1 1 Below Basic2 2 & 3 Basic3 4 Proficient4 5 Advanced

Smarter Balanced — Level 3 is College Content-Ready PARCC—Level 4 is College Ready

College Readiness and College Content Readiness

College Content-Readiness

Policy Framework for Grade 11 Achievement Levels

Achievement Level Descriptors

• Achievement Level Descriptors can be found at:

http://www.smarterbalanced.org/achievement-level-descriptors-and-college-readiness/



Achievement Level DescriptorsDefining Career Readiness

Career Readiness Descriptors

• Task Force• Collaboration with business partners• Recommendations expected by December

2013

• 25 states representing 40% of K-12 students

• 21 governing, 4 advisory states

• Washington state is fiscal agent

• WestEd provides project management services

A National Consortium of States

Assessment Is a Process, Not an Event

Two Views of Assessment

Then Now1. Gatekeeping 1. Nurturing

2. Judging 2. Guiding

3. Right answers 3. Self-reflection

4. Control 4. Information

5. Comparison to others

5. Comparison to task

6. Use with single activities

6. Use over multiple activities

Smarter BalancedApproach

Seven Key Principles

1. An integrated system2. Evidence-based approach3. Teacher involvement4. State-led with transparent

governance5. Focus: improving teaching and

learning6. Actionable information –

multiple measures7. Established professional

standards

Review of Test TermsFormative: a quick check during an instructional cycle to see whether students understand concepts in order to inform instruction

Summative: a test to determine what a student knows at a particular point in time

Through-Course: assessment embedded in a unit of study

Interim/Benchmark: formal formative assessment given at specific times throughout the year

Performance-Based: assessment through open-ended tasks that involve application and synthesis of skills and concepts

A Balanced Assessment System

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

Assessment System Components

Summative Assessment (Computer Adaptive)

• Assesses the full range of Common Core in English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10)

• Measures current student achievement and growth across time, showing progress toward college and career readiness

• Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year)

• Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks


• Extended projects demonstrate real-world writing and analytical skills

• May include online research, group projects, presentations

• Require 1-2 class periods to complete

• Included in both interim and summative assessments

• Applicable in all grades being assessed

• Evaluated by teachers using consistent scoring rubrics

The use of

performance

measures has been

found

to increase the

intellectual challenge

in classrooms

and to support

higher-quality

teaching.

- Linda Darling-Hammond and Frank Adamson, Stanford University

“

”

Performance Tasks


Interim Assessment (Computer Adaptive)

• Optional comprehensive and content-cluster assessment to help identify specific needs of each student

• Can be administered throughout the year• Provides clear examples of expected performance on

Common Core standards• Includes a variety of question types: selected

response, short constructed response, extended constructed response, technology enhanced, and performance tasks

• Aligned to and reported on the same scale as the summative assessments

• Fully accessible for instruction and professional development

Few initiatives are

backed by evidence

that they raise

achievement.

Formative

assessment is one

of the few

approaches

proven to make a

difference.- Stephanie Hirsh,

Learning Forward


Formative Assessment Practices

• Research-based, on-demand tools and resources for teachers

• Aligned to Common Core, focused on increasing student learning and enabling differentiation of instruction

• Professional development materials include model units of instruction and publicly released assessment items, formative strategies

“

”

Incorporating Formative Assessment

BrainstormSTEP

1With your elbow partner, brainstorm the different reasons or purposes for assessment.

Share out your ideas at your table.

Come to consensus on the top reasons or purposes.

STEP 2

STEP 3

Goals

Instruction

Assessment

Assessment Is a Process, Not an Event

Assessment Purposes

OF Learning•Provide feedback to parents and schools•Evaluate effectiveness of different programs•Sort and reward students•Evaluate schools

FOR Learning•Hold students accountable for learning•Diagnose, identify, monitor students’ progress•Provide feedback to teachers to improve instruction

Formative AssessmentFOR Learning

“…a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.”

Formative Assessment for Students and Teachers State Collaborative on Assessment and Student Standards

• A process, not a test• Happens in the classroom on a daily

basis• Usually involves conversations

between the teacher and student• Is informal, but is targeted to assist

student learning• Can be student-driven – self-

reflective

Formative AssessmentFOR Learning

“When the cook tastes the soup … That’s Formative.

“When the guests taste the soup … That’s Summative!!!”

—Robert Stake, Educational Researcher

Summative vs. Formative

Advantages of Formative Assessment

• Students learn faster• Teachers know what students

already know & adjust instruction• Students are aware of progress• Most powerful moderator in student

achievement• Works for at-risk students

The Formative Assessment Process and the Standards

Helps the teacher understand HOW students can improve in learning so they can be proficient

Formative Assessment Strategies

(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007; Heritage, 2007)

1. Pre-assessing students2. Sharing Learning goals with

students3. Co-creating classroom discourse &

questioning4. Rich & challenging tasks elicit

student response5. Identifying gaps

Formative Assessment Activities

1.Traffic Light feedback2.Gallery Walk3.Portfolio4.Concept Map5.Ticket out the door

Effective Scoring Guides

1. Specific, measurable language2. Criteria matched to task/objective3. “Anchor papers” available for

comparison4. Reviewed when students begin

assignment5. Accessed by students during assignment6. Used consistently as assessment

− Rubrics− http://rubistar.4teachers.org/

The Feedback Loop

• Student Work

Feedback

• Student work

Feedback • Student

ProficientCelebra

te

International Center for Leadership in Education

Exit Sheet

I think I Got ItThis is what I learned:

This is how your lesson helped:

Still Need More PracticeI’m still struggling with:My biggest question is:

Tomorrow, TomorrowCan I have help with:I could practice by:

Teach Me MoreMini-lesson idea:

This would help me because:

One Minute Response

What I learned today…

What I am unclear/unsure about

Comments…

Formative Practices, Professional Learning and Implementation

Design the Approach

Understand the CCSS

Understand the Test

Improve Teaching

and Learning

Create the vision of the digital library: August 2011

Webinars on CCSS implementation and content specifications:2011-12

Professional learning on assessment literacy:Summer 2012

Formative assessment practices, exemplars and curriculum products and a consumer report of publishers’ materials

Design the Approach

• Theory of action hinges on improving teaching and learning• Identified current practices and gaps, and what the needs are

likely to be before and after the Smarter Balanced system is implemented

• Leveraging initiatives and resources that are already in place• Interim and summative assessments will:

– Ensure validity of the assessment by providing opportunities for teachers to be involved in the scoring of student work

– Serve as opportunities for professional learning


Understand the CCSS

• Teams of teachers from each state will:– Participate in identifying formative assessment practices and

curriculum resources to put in Digital Library– Participate on a committee to complete voluntary alignment review of

publishers’ materials to the content specifications and develop a “Consumers Report” to upload to the Digital Library

• National content experts to develop 54 (3 ELA and 3 math per grade) formative assessment practices exemplar modules that provide model products for Smarter Balanced teachers (housed in Digital Library)

• Existing CCSS curriculum projects are adapted to align with the Smarter Balanced content specifications (and uploaded to the Digital Library)


Understand the Test

• Produce high-quality test manuals that include administration guidelines and supports for teachers and students

• Support administration of test consistent with its purpose and intended use of data

• Offer trainings on how to administer the test, provide accommodations, use reporting system and other applications

• Enhance assessment literacy by providing well articulated training on interpreting assessment results

• Support connections with pre-service teachers


Improve Teaching and Learning

• Provide comprehensive support for formative assessment, including instructional modules aligned with CCSS

• Training modules help teachers focus their instruction on the CCSS and develop teaching practices that support more in- depth learning

• Enhance assessment literacy by training teachers to use formative assessment tools and interim assessment to determine next steps in instruction

• Provide supports for students to manage their own learning


Digital Library

Digital LibraryState Leadership Teams and State Networks of Educators

• Build capacity within the state to support educators in implementing formative assessment practices and the transition to Common Core State Standards.

• Build on existing professional learning networks within the state.

Smarter Digital Library

• The Smarter Balanced system will go beyond assessment to

include a Digital Library of formative tools and resources that help teachers transition to the Common Core Standards and tailor instruction to student needs. The Digital Library is designed as an online platform where educators, parents, and students can engage with professional learning resources and each other via collaboration tools - as well as learn more about the Smarter Balanced Assessment System. The Digital Library’s resources will emphasize formative assessment practices and will include an extensive selection of resources necessary to transform classroom instructional practices and to support student readiness for college and careers.

Smarter Balanced Digital Library

California State Network of EducatorsApplication and Participation Information

Smarter Balanced Digital Library

• Your state is part of the Smarter Balanced Consortium, which is designing new summative and interim assessments for member states.

• Smarter Balanced is guided by the belief that the effective use of a balanced assessment system can improve teaching and learning.

• Smarter Balanced is designing a Digital Library to provide resources, tools and professional learning support for educators in your state.

• Your instructional expertise will be a valuable contribution in the development of this powerful resource.

State Network of Educators (SNE)

Smarter Balanced and California are seeking the expertise of a highly selective group of educators to:

• Review and contribute resources for the Digital Library

• Get early access to resources

• Take advantage of new collaboration functionality

We invite you to apply between May 1 – June 3, 2013.

Who should apply for the SNE?The State Network of Educators will be comprised of qualified educators in K-12 and higher education with expertise in:

• Formative Assessment (e.g., collecting evidence of student learning as you teach and using it to adjust instruction)

• Common Core State Standards for English Language Arts (ELA) and/or Mathematics

• General Education

• Gifted and Talented students

• English Language Learners (ELL)

• Students With Disabilities (SWD)

Note: A few positions for science and social science educators are available.

We invite you to be part of this opportunity to where you will connect with colleagues in common grade levels and content areas throughout the Smarter Balanced states.

What will I do as part of the SNE?

As a member of the SNE you will work with your State Leadership Team (SLT) to:

• Receive five (5) web-based trainings between September, 2013 and September, 2014

• Review and propose content for the Smarter Balanced Digital Library

• Provide valuable feedback on software usability (August, 2013 - September, 2014)

Stipends

All participating SNE’s will be eligible for a $1500 stipend for their continued participation and contribution.

Also, each SNE will get early access to new content and new virtual collaboration tools developed for the library.

Please note: The stipend amount may vary based on member participation, contingent on SLT approvals.

Spread the word!

We encourage you to share this opportunity with your colleagues.

Look for more information and a link to the online application which will be active from May, 1st to June 3rd, 2013.

Digital Library Expert Panel

• Dr. Lynne Anderson-Inman

• Dr. Bridget Dalton

• Dr. Linda Darling-Hammond

• Dr. Diane Heacox

• Dr. Margaret Heritage

• Dr. Joan Herman

• Dr. John Hill

• Dr. Yvette Jackson

• Dr. Henry Kepner

• Dr. Katherine McKnight

• Valerie L. Mills

• Dr. David Pearson

• Dr. James Popham

• Dr. Maria Ruiz-Primo

A Balanced Assessment System

School Year Last 12 weeks of the year*

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

ELA/Literacy and Mathematics, Grades 3-8 and High School

Computer AdaptiveAssessment and

Performance Tasks

Computer AdaptiveAssessment and

Performance Tasks

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

Performance Tasks

• ELA/literacy• Mathematics

Computer Adaptive

Assessment• ELA/literacy• Mathematics

Optional InterimAssessment

Optional InterimAssessment

Re-take option available

Summative Assessment for Accountability

How it Fits Together

Accessibility and Administration

Item and Test Design


Technology


Enhance the Vision

Inventory Current Practices

Build Consensus and

Systems

Support Professional Learning

Provide guidance to Smarter Balanced work groups

Survey Smarter Balanced states’ practices, rules and laws: January 2012

Determine Consortium ELL and SWD definitions and test administration practices: 2012

Disseminate documents and training materials for field test: 2013


Enhance the Vision

• Support the Technology, Item Development and Test Design work groups as they incorporate the principles of accessibility and universal design into the design of the Smarter Balanced system

• Identify the variables, attributes and components of tests that need to be dynamic to address the full range of student needs


Inventory Current Practices

• Released RFP requesting a thorough review of literature review and Smarter Balanced member state policies, rules and laws regarding ELLs and SWD

• Identified the manuals and materials that will be necessary to support state implementation of the pilot and field test as well as the operational test


Build Consensus and Systems

• Facilitate consensus among member states regarding common definitions of ELL and SWD, and common accommodations for ELL and SWD

• Draft manuals and materials to support state implementation of pilot and field test as well as operational test

• Materials will be used as part of an iterative design; build and revise approach to technology called agile development

• They will also be used to support the development of professional learning modules and other formative tools


Support Professional Learning

• Initial materials will contribute to the body of work to support high-quality instruction and student learning

• State monitoring and consortium-wide research will improve and enhance the systems

• Deep connections with higher education will bring the knowledge to new teachers through teacher preparation programs

• Ongoing professional learning for state staff will increase state capacity

Accessibility Guidelines

General Accessibility Guidelines

• Description of Accessibility and Assessment

• Overview of Universal Design

• Accessibility Extensions

• Accessible Test Delivery Interfaces

• Developing Accessible Assessments

Factors that Impact Accessibility

• Language

• Visual Elements

• Design

• Sensitivity

• Bias

Language Challenges

• Recent exposure to English

• Unfamiliar vocabulary

• Misunderstanding meaning

Language GuidelinesKey Questions to Consider

• Is simple, clear, and easy-to-understand language used?

• Are the prompt and stimuli the minimum length required?

• Do sentences contain multiple clauses?

• Is vocabulary and sentence structure at or below grade level for prompts and directions?

Language GuidelinesKey Questions to Consider

• Are ambiguous words, idioms, or jargon used?– If yes, are they part of the the knowledge being

measured?• If no, are they defined?

• Are false cognates used?• Are unusual words, names, or contexts that

will be unfamiliar to some students used?• Do prompts contain negative wording?

TranslationsSmarter is considering supporting 15

languagesFrequency Description Language

High Most Common used across Consortium

SpanishVietnameseArabicCantoneseAmerican Sign Language

Low Used in Multiple States SomaliNepali

Low Used in only one state HawaiianIlokanoDakotaHutteriteKarenLakotaOjibwaYup’ik

Languages

Stacked bilingual version of the test.• full translation of the items in their first

language next to the original version in English.

Bilingual glossary. • Paper pencil version – booklet with

full translation• Computer based version – pop up

glossary

Visual Elements GuidelinesKey Questions

• Is the visual element essential?

• Is the visual element unnecessarily complex?

• Are visual elements referenced in the prompt?

• Are visual elements displayed clearly and with sufficient contrast?

• Are colors used unnecessarily?

• Do visual elements have labels?

• Are media elements and interactive tools essential?

Design GuidelinesKey Questions

• Is all the content necessary for the item or task displayed on a single page or screen?

• Is a stimulus too large to fit on a single screen displayed in scroll box?

• Are visual elements displayed in close proximity to text that references them?

• Does information appear crowded?

Design GuidelinesKey Questions

• Are labels concise and clearly visible?

• Are labels and other symbols easy to pronounce, distinguish and present in braille?

• Are tables unnecessarily complex?

• Does the student need to engage with more than one media type simultaneously?

• Do audio, video and animations contain text captions?

Accessibility Extensions Considerations

• Accessibility Extension: Presentation of content in a different form– audio presentation of text– tactile presentation of graphics

• Can content be presented in audio form?

• Can graphics be easily represented in tactile form?

• Are terms and phrases translatable into another language?

• Can terms and phrases be communicated in American Sign Language?

Matrix of Accessibility FeaturesAvailable to All Available with

ISAAPAvailable with Documentation

Embedded English GlossariesHighlighterMark for ReviewMaskingWriting ToolsZoomExpandable PassagesCalculatorDigital NotepadTab-enter NavigationEmbedded Math Tools

Color OverlaysColor ContrastGuided Line ReaderMagnificationReverse ContrastText-to-Speech

ASLAudio CaptionsBrailleTranslation OptionAuditory Calming

Non-Embedded BreaksScratch Paper

Color Overlays AbacusHand-held CalculatorPrint on DemandQuiet Environment

Figure 1: Conceptual Model of the Smarter Balanced Accessibility and Accommodations Framework

A very small percentage of students participate in alternate assessments aligned to the Common Core State Standards

Technology

Identify Tech Needs

Design

the Technology System

Build the

Systems

Pilot and Field Test

IT readiness survey: Available January 2012

System architecture: Available January 2012

Vendors start building the system: February 2012

Improve the technology throughout pilot and field test: 2012 and 2013

Technology

Design the System

• System architect will create blueprints that allow vendors to build the system

– Create prototype user profiles that clarify the various roles of people who need to use the various systems

– Member states and vendor community will give feedback on profiles and flows to ensure system meets broad requirements

– Architect will design more detailed specifications and technology governance structures, and recommend interoperability standards

Technology

Identify Technology Needs

• Technology readiness application available for states, districts and schools to enter data regarding hardware, software, bandwidth, staffing, electrical systems and other infrastructure required for online testing

– Data will be compared against minimum and recommended requirements

– Application will support progress tracking

– Data useful for state and national policymakers considering total cost of ownership of a high-quality assessment system

Technology

Build the System

• Provide the system based on the system architecture

• Applications will include (subject to architecture):

– Item authoring bank (based on Michigan Item Bank)

– Test delivery

– Reporting / hub

– Digital library with formative assessment practices resources, curriculum resources and interactive collaboration for Smarter Balanced users

Technology

Pilot and Field Test the System

• Pilot and field test will incrementally improve the technology used to support the system

• Pilot test a limited test of some of the components

• Field test a more comprehensive test and will include some integration of components

• Full system will be thoroughly quality controlled in advance of 2014-15

Technology Strategy Framework and System Requirements

Operating SystemMinimum Smarter Balanced Requirements for Current Computers

Recommended Smarter Balanced Minimum for New Purchases

Windows

Windows XP (service pack 3)Pentium 233 MHz processor128 MB RAM52 MB hard drive free space

Windows 71 GHz processor1 GB RAM80 GB hard drive or at least 1GB of hard drive space available

Mac OS X

Mac OS X 10.4.4Macintosh computer with Intel x86 or PowerPC G3 (300 MHz) processor, 256 MB RAM, 200 MB hard drive free space

Mac OS X 10.7+1GHz processor1GB RAM80 GB hard drive or at least 1GB of hard drive space available

Linux

Linux(Ubuntu 9-10, Fedora 6)Pentium II or AMD K6-III233 MHz processor64 MB RAM52 MB hard drive free space

Linux (Ubuntu 11.10, Fedora 16)1 GHz processor 1 GB RAM80 GB hard drive or at least 1GB of hard drive space available

iOS iPads 2 running iOS6 iPads 3+ running iOS6

Android Android-based tablets running Android 4.0+ Android-based tablets running Android 4.0+

WindowsWindows-based tablets running Windows 9+ (excluding Windows RT)

Windows-based tablets running Windows 9+ (excluding Windows RT)

Chrome OS Chromebooks running Chrome OS (v19)+ Chromebooks running Chrome OS (v19)+

(February 2013)Hardware and Software Requirements Overview

Minimum Computer RequirementsMinimum requirements represent a low compliance threshold. Districts should attempt to exceed these requirements as many machines operating at these levels could struggle with sufficient on-board memory and processing to run secure browsers as well as other simultaneous running programs accumulated on the device over time.

123

1 The minimum Smarter Balanced requirements are generally equivalent to the minimum requirements of the associated eligible operating system. Users should refer to the minimum requirements of the operating system as a means of resolving any ambiguities in the minimum Smarter Balanced requirements.2 These guidelines do not supersede the minimum requirements of the operating systems.3 All hardware choices should consider the individual needs of students. Some students may need hardware that exceeds these minimum guidelines, and some students may require qualitatively different hardware. Tablets may require the use of a mouse.

Technology Strategy Framework and System RequirementsAdditional Requirements Applicable across Operating Systems

Device Requirements

Minimum Smarter Balanced Requirements for Current Computers

Screen Size10” class or larger1024 x 768 resolution

Headphones / earphonesAvailable to students for use during the English language arts test and for students who require text-to-speech features on the mathematics test

Security

The device must have the administrative tools and capabilities to temporarily disable features, functionalities, and applications that could present a security risk during test administration.

KeyboardsMechanical keyboards must be available unless students use alternative input devices as part of their classroom instruction.

Form Factors

No restriction as long as the device meets the other stated requirements. These forms include desktops, laptops, netbooks, virtual desktops and thin clients, tablets (iPad, Windows, Chromebooks, and Android), and hybrid laptop/tablets.

NetworkMust connect to the Internet with approximately 10–20 Kbps available per student to be tested simultaneously.

Chrome OS Chromebooks running Chrome OS (v19)+

(February 2013)

4

4 The resources (e.g., memory and processors) available to each client need to be equivalent or greater to the requirements for standalone hardware

Minimum Requirements for Other DevicesMinimum requirements represent a low compliance threshold. Ultimately, districts should attempt to exceed these requirements as many machines operating at these levels could struggle with sufficient on-board memory and processing to run secure browsers as well as other simultaneous running programs accumulated on the device over time.

Advanced Notice Regarding Changes to Minimum Technology Specifications

• Examples Requiring Advanced Notice:– Natural User Interface (Would require tablets)– Voice-to-Text (Would require microphones)– Increasing Allowable Item File Size ( Could

have impact on school bandwidth)

ProposalAdvanced Notice Requiring Changes to

Minimum Technology Specifications

• The Consortium should give four years advanced notice to states and districts regarding changes to minimum technology specifications required to use the assessment system

• Governing States may create exceptions based on a consensus vote

Table Discussion

• What are the issues you are facing now• Is four years reasonable?• What time of year do you want to know

about any change to the minimum technology specifications?

Pilot TestSpring 2013

Pilot Test

• Conduct technical analyses on the stability of the reporting scales we intend to use;

• Evaluate the performance and ease-of-use of the testing software;

• Review the effectiveness of the online tools and student supports, ensuring that they provide

Pilot Test• Improved access to the assessment for all

students, as intended; • Analyze assessment items and tasks to make

sure they are free from bias; • Explore different scoring options for our

open-response questions; and • Look closely at how well our performance

tasks are working, where students apply their knowledge and skills in math and ELA to solve real-world problems.

Pilot Test

• Has permitted member states to gain familiarity with the technical specifications for online testing, including hardware availability and bandwidth requirements

Practice TestMay 29, 2013

Practice Test

• Available at http://www.smarterbalanced.org/practice-test/

http://www.smarterbalanced.org/practice-test/

http://www.smarterbalanced.org/practice-test/

Practice Test

• The Practice Tests will:

• Be available for grades 3–8 and 11 in both English language arts and mathematics;

• Follow the planned Smarter Balanced test blueprints, making the Practice Test experience very similar to the assessment experience in 2014-15;

• Afford teachers, administrators, and parents access to items planned and designed for the Smarter Balanced assessment;

• Allow students to access the tests over the summer, with the Practice Test available right up to rollout of the operational assessment;

Practice Test

• Use the full array of item types including performance tasks; and

• Make available versions that demonstrate several accommodations:

• Text-to-speech,

• Item-level pop-up Spanish glossaries for construct irrelevant terms (math tests only),

• Braille, and American Sign Language (ASL)

Practice Test

• Accommodated forms will be released in phases across the listed grade/content combinations:

• Phase 1, May 29: All accommodations for non–performance task items (with the exception of ASL) in grades 3, 7, and 11 math; and grades 4, 7, and 11 ELA

• Phase 2 (TBD): All accommodations for non–performance task items (with the exception of ASL) in grades 4, 5, 6, and 8 math; and grades 3, 5, 6, and 8 ELA

• Phase 3 (TBD): ASL accommodation in all grades and content areas

Practice Test

• Augmentation to the Practice test over the summer– Math Performance Task

• Reviewing and adjusting length of task (developmentally appropriate)

• Increasing hand-scored items to more accurately assess complex thinking

• Updating stimuli and item response to better support student access

• Reviewing linguistic and reading demands to minimize impact of language skills

• Including a classroom activity for every

– English Language Arts performance tasks– Scoring rubrics for ELA and Mathematics

Field TestSpring 2014

Field Test Purposes

• Establish Smarter horizontal and vertical scales

• Pretest a large number of items• Incorporate new operational test blueprints

and new item types• Conduct operational CAT• Conduct additional studies not implemented

in the Pilot• Confirm selected Pilot outcomes

Design Overview• Three phases and student samples per test

configuration (can be sequential or partially overlapping)– Phase 1

• Representative sample n=1800 per item)• Approximately 4000 items

– Phase 2• Convenience sample (n=1200)• Approximately 40,000 items, random and will include

calibrated items– Phase 3

• Convenience sample• CAT evaluation• CAT simulation

English Language Arts Content Specifications, Item Specifications,

and Depth of Knowledge

Structure of the Content Specifications

The Smarter Balanced Assessment Consortium Content Specifications for English Language Arts and Literacy is a bridge document linking the Common Core State Standards to the Smarter Balanced assessment claims and targets.

Foundation for Item and Task Development

Common Core State Standards

Smarter Balanced Content Specifications

Smarter Balanced Item and Task Specifications

Items and Performance Tasks

Structure of the Common Core State Standards for English Language Arts and Literacy

• Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K–5

• Standards for English Language Arts 6–12

• Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Structure of the Common Core State Standards

• Strands

Reading Writing Language Speaking/ListeningReadingAnchor Standards 1. …

10.

Writing Anchor Standards 1. …

10.

LanguageAnchor Standards 1. …

10.

Speaking/ListeningAnchor Standards 1. …

10.

– College and career readiness anchor standards• Grade-specific standards

Grade 6

Grade 9

Grade 3

Grade 6

Grade 9

Grade 3

Grade 6

Grade 9

Grade 3

Grade 6

Grade 9

Grade 3


Item Development Guidelines for all Selected Response and Constructed Response Items and Performance Tasks

• Each SR and CR item should be written to focus primarily on one assessment target. Secondary targets are acceptable for some Claim 1 targets and should be listed in the item forms.

• Each PT should be written to multiple claims and targets.

• Items/tasks should be clearly written to elicit the desired evidence of a student’s knowledge, skills, and abilities.

• Items/tasks should avoid measurement of a student’s feelings or values.

• Items/tasks should not provide an advantage or disadvantage to a particular group of students. Items should not exhibit or reflect disrespect to any segment of the population in regard to age, gender, race, ethnicity, language, religion, socioeconomic status, disability, or geographic region.

• Universal design principles must be followed. Universal design, as applied to assessments, is a concept that allows the widest possible range of students to participate in assessments and may even reduce the need for accommodations and alternative assessments by expanding access to the tests themselves.

• All items/tasks must be coded to the Smarter Balanced cognitive levels as indicated on page 68 of this document.

• Vocabulary items should follow the Common Core State Standards 3-tier words and academic vocabulary as described on pages 69-70 of this document.

The Smarter Balanced Assessment Consortium Content Specifications for English Language Arts and Literacy is a bridge document linking the Common Core State Standards to the Smarter Balanced assessment claims and targets.

Guidelines for Developing Stems in SR Items

• Stems should present a complete problem so that students know what to do before looking at the options; students should not need to read all options before knowing what is expected.

• Grades 3–5 stems should be in the form of a question. An open stem, however, may be used if doing so will reduce wordiness and repetition.

• Grades 6–11 permit open-ended stems, and there should be a variety of stem types. The decision for choosing open or closed stems should be based on ease of reading and clarity.

Guidelines for Developing Options in SR Items

• All options should be plausible and there must be a correct or best answer.

• All options, including the correct response, should be similar in length and syntax. Students should not be able to rule out a wrong answer or identify a correct response solely because it looks or sounds different from the other options.

• All options should be arranged according to a logical order (e.g., vocabulary words, details, or quotations from the passage should follow the order used in the text).

• All options must be followed by distractor analyses which help item writers think through students’ common misunderstandings of a concept.


• Part I: Introduction and Background– Development Process for the Major Claims and Assessment Target

• Part II: Content Specifications: Mapping Assessment Targets to Standards

• Part III: Claims, Rationale, Evidence, Assessment Targets, Proposed Reporting

• Categories

• References & Appendices– Appendix A: Cognitive Rigor Matrix/Depth of Knowledge– Appendix B: Grade Level Tables for Reading Assessment Targets– Appendix C: Tools for Examining Text Complexity

Alignment to Claims and Assessment Targets, Primary Claims & Secondary Claims

• Common Core State Standards: foundation for claims and assessment targets

• Smarter Balanced Content Specifications: define claims and assessment targets– Depth of Knowledge: Level of cognitive processes

applied by students

• Smarter Balanced Item and Task Specifications: define evidence required and describe task models

What is a claim?

“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

The Smarter Balanced Assessment Consortium English Language Arts Content Specifications

• Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Reading, literary and informational text.

• Claim 2: Students can produce effective and well grounded writing for a range of purpose and audiences.

• Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Claim 4: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Assessment Targets (evidence)

• Describe the expectations of what will be assessed by the items and tasks within each claim.

• Prioritized content

• Shows how one or more of the Common Core State Standards (or parts of standards) address the target

Building a Logical Argument

Student Response

Evidence

Assessment Target

Claim

Common Core State Standards

Claim 1

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

1. Targets 1–7 correspond with literary texts

2. Targets 8–14 correspond with informational texts

3. The assessment targets incorporate the content clusters from the Common Core State Standards

Assessment Targets for Reading

Literary InformationalKey details Key details

Central Ideas Central Ideas

Word Meaning Word Meaning

Reasoning and Evaluation Reasoning and Evaluation

Analysis within and across text Analysis within and across text

Text Stimulus and features Text structures and features

Language Use Language Use

Assessment targets for Literacy

1. Key Details - DOK 1,22. Central Ideas – DOK 23. Word Meaning – DOK 1,24. Reasoning and Evaluation – DOK 3,45. Analysis within or across texts – DOK 3,46. Text stimulus and features – DOK 3,47. Language Use – DOK 2,3

Assessment Targets for Informational Text

8. Key details – DOK 1,2

9. Central Ideas – DOK 2

10. Word Meaning – DOK 1,2

11. Reasoning and Evaluation – DOK 3,4

12. Analysis within or across texts – DOK 2.3 Elem; 3,4 MS and HS

13. Text Structures and Features – DOK 2 Elem, 3,4 MS and HS

14. Language Use – DOK 2,3 Elem; 3 MS and HS

Summative Assessment Target Tables (found in Content Specifications beginning

on page 32)

With a partner, review ELA handouts:

K-5: Grade 4 6-8: Grade 8 9-12: Grade 11

– Claim #1- Literary Texts

– Claim # 1-Informational Text

169

Grade 4 Claim 1 Reading

Students read Grandma Ruth

What does Naomi learn about Grandma Ruth? Use details from the text to support your answer.

Type your answer in the space provided

Grade 4 Claim 1

• Read the sentences from the passage. Then answer the question.

• “My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said ‘Babe Ruth.’ I began to shake inside.”

• Click on two phrases from the paragraph that help you understand the meaning of scarred.

Read this part of the text again. “It turns out my mother loved the name Ruth. That’s how I got my name and how my father got these: he let Ty Cobb name me after Babe Ruth.” I tried to swallow but couldn’t. I hoped that she wasn’t going to say what I thought she was going to say. Then she said it. “In this shoebox are the ten baseballs Ty Cobb gave my father. They are signed by some of the most famous ballplayers in history, including one that has one single signature on it: Babe Ruth’s.” My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said “Babe Ruth.” I began to shake inside. But my grandma just looked at the ball and smiled sweetly. She said softly, “Even though it doesn’t look like much, this ball has brought our family a lot of joy in its time. I remember when I was your age, Naomi, I almost rubbed the signature right off from tossing it up and down all the time. You see, I’ve always felt that a baseball should be used for a lot more than looking. My dad, your great-grandfather, used to say the same thing.” Select three sentences that show that Naomi is worried she has done something wrong.

How does the author emphasize the point that the TAM program was a positive influence on the sisters’ lives? Use details from the text to support your answer.

PLANES ON THE BRAIN“Planes on the Brain” by Elisabeth Deffner, from Faces Magazine. Copyright 2011 by Carus Publishing Company.

Claim 2

• Students can produce effective and well grounded writing for a range of purpose and audiences.– Targets 1, 3, & 6: Revise/Write Brief Texts

– Targets 2, 4, & 7: Compose Full Texts including essays and narratives

– Target 5: Use of text features, e.g., headings, subheadings, etc.

– Target 8: Language & Vocabulary Use

– Target 9: Edit/Clarify

– Target 10:Technology

Claim 2 - Writing

• A combination of shorter and longer writing assessment items/tasks collectively assess the ability of students to demonstrate their rhetorical skills and knowledge, including:

• (1) address purpose and audience (setting a context – topic, question(s) to be answered, and establishing a focus/thesis/claim;

• (2) organize and develop Ideas using a structure consistent with purpose (providing overall coherence using organizational patterns and transitions to connect and advance central ideas;

• (3) provide supporting evidence/details/elaboration consistent with focus/thesis/claim;

• (4) use language effectively (including word choice, sentence variety, precise/nuanced language, domain-specific language, and voice); and (5) apply conventions of Standard English.

The following is the beginning of a story that a student is writing for a class assignment. The story needs more details and an ending. Read the beginning of the story and then complete the task that follows. Oliver’s Big Splash Oliver was a dog that lived in a small town near a lake. He loved to play outside. Oliver liked to play fetch, but his favorite thing to do was to chase leaves. He loved chasing leaves so much that his favorite time of year was fall when the leaves fell off the trees. One beautiful fall day, Oliver and his owner, Jeff, went for a walk around the lake. They were enjoying the sunshine and the lake when suddenly a dragonfly flew past. For a moment, Oliver forgot where he and Jeff were and what they were doing. All of a sudden there was a big splash. Write an ending for the story by adding details to tell what happens next.

The following is a rough draft of a paragraph that a student is writing for the school newspaper about why there should be a longer school day. The draft needs more details to support the student’s reasons for having a longer school day. Why There Should Be a Longer School Day Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year!

Now look at the following daily schedule for a school that has switched to a longer school day. 8:00 Morning Announcements8:20 Reading Language Arts9:30 Foreign Language10:30 Morning Recess10:45 Mathematics11:45 Lunch12:45 History1:45 Art or Music2:15 Afternoon Recess2:45 Science3:30 Homework Preparation3:45 After-School Tutoring or Sports Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

Writing dispositions/ habits of mind

• Engagement through making connections among ideas;

• Persistence to grapple with challenging ideas and texts;

• Responsibility to incorporate ideas of others, giving proper attribution;

• Flexibility of approaches and styles to match purpose;

• and utilizing metacognitive skills to reflect on their development as writers.

Claim 3

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

1. Language & Vocabulary Use

2. Clarify Message

3. Plan/Speak/Present

4. Listen/Interpret

Claim 4

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

1. Plan/Research

2. Interpret & Integrate Information (Elem)

Analyze/integrate (6-11)

3. Analyze Information/Sources

4. Use Evidence

5. Language & Vocabulary Use

6. Edit/Clarify

7. Technology

Cognitive Rigor and Depth of Knowledge

• The level of complexity of the cognitive demand. – Level 1: Recall and Reproduction

• Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.

– Level 2: Basic Skills and Concepts• Requires the engagement of some mental processing beyond

a recall of information.

– Level 3: Strategic Thinking and Reasoning• Requires reasoning, planning, using evidence, and explanations

of thinking.

– Level 4: Extended Thinking• Requires complex reasoning, planning, developing, and

thinking most likely over an extended period of time.

Cognitive Rigor MatrixThis matrix from the Smarter Balanced Content Specifications for ELA draws from both Bloom’s

(revised) Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.

Content Specifications

Structure of the Common Core State Standards for Mathematics

• Research-based learning progressions

• Internationally benchmarked

• Focused and coherent

• Standards for Mathematical Practice– Identify important processes and proficiencies

• Standards for Mathematical Content– Grade specific expectations

Structure of theCommon Core State Standards for Mathematics

STANDARD

CLUSTER

DOMAIN Number and Operations in Base Ten 3.NBTUse 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 x 80, 5 x 60) using strategies on place and properties of operations..

Smarter Balanced Assessment Consortium Mathematics Content Specifications

Structure of the Smarter Balanced Assessment Consortium Mathematics Content Specifications

• Introduction and Background

• Claims and Assessment Targets

• Rationale and Evidence for Each Claim

• Cognitive Rigor Matrix / Depth of Knowledge

• General Considerations

Cognitive Rigor and Depth of Knowledge

• The level of complexity of the cognitive demand. – Level 1: Recall and Reproduction

• Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.

– Level 2: Basic Skills and Concepts• Requires the engagement of some mental processing beyond

a recall of information.

– Level 3: Strategic Thinking and Reasoning• Requires reasoning, planning, using evidence, and explanations

of thinking.

– Level 4: Extended Thinking• Requires complex reasoning, planning, developing, and

thinking most likely over an extended period of time.

DOK Level?Grade 8

The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered.

The company provides the following examples to customers to help them estimate the total cost for an order of shirts.

• 50 shirts cost $349.50

• 500 shirts cost $2370 Part A: Using the examples provided, what is the cost for each shirt, not including the one-time design fee? Explain how you found your answer. Part B: What is the cost of the one-time design fee? Explain how you found your answer.

What Level DOK?Grade 8

Select all of the expressions that have a value between 0 and 1.

87 ∙ 8–12

74

7–3

1

3

2

∙1

3

9

(–5)6

(–5)10

DOK Level?Grade 8

A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate? Round your answer to the nearest minute.

DOK Level?Grade 8

During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.

Mathematics Assessment Claims

• Claim 1: Concepts and 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

Claim 1Concepts and Procedures

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

Grade LevelNumber of

Assessment Targets3 11

4 12

5 11

6 10

7 9

8 10

11 16

Claim 1 Concepts and Procedures

Grade 4Operations and Algebraic Thinking

Target A [m]: Use the four operations with whole numbers to solve problems. (DOK 1, 2) Tasks for this target will require students to use the four operations to solve straightforward, one-step contextual word problems in situations involving equal groups, arrays, and finding an unknown number, including problems where the remainder must be interpreted. Some of these tasks will draw on contexts in 4.MD Target I using measurement quantities such as time, liquid volume, and masses/weights of objects, and money (with decimal representations limited to those described in standards 4.NF.6 and 4.NF.7).

Claim 1 Assessment TargetsGrade 3

Operations and Algebraic Thinking A. Represent and solve problems involving multiplication and

division.B. Understand properties of multiplication and the relationship

between multiplication and division. C. Multiply and divide within 100. D. Solve problems involving the four operations, and identify and

explain patterns in arithmetic.

Number and Operations – Base 10E. Use place value understanding and properties of arithmetic to

perform multi-digit arithmetic.


Numbers and Operations – FractionsF. Develop understanding of fractions as numbers.

Measurement and Data G. Solve problems involving measurement and estimation of intervals

of time, liquid volumes, and masses of objects. H. Represent and interpret data. I. Geometric measurement: understand concepts of area and relate

area to multiplication and to addition. J. Geometric measurement: recognize perimeter as an attribute of

plane figures and distinguish between linear and area measures.

Geometry K. Reason with shapes and their attributes.

Grade 3

203Smarter Mathematics Content Specification Appendix A


Operations and Algebraic Thinking A. Use the four operations with whole numbers to solve problems. B. Gain familiarity with factors and multiples. C. Generate and analyze patterns. D. Generalize place value understanding for multi-digit whole numbers. E. Use place value understanding and properties of operations to

perform multi-digit arithmetic.

Number and Operations – FractionsF. Extend understanding of fraction equivalence and ordering.G. Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers. H. Understand decimal notation for fractions, and compare

decimal fractions.


Measurement and DataI. Solve problems involving measurement and conversion of

measurements from a larger unit to a smaller unit. J. Represent and interpret data.K. Geometric measurement: understand concepts of angle and

measure angles.

GeometryL. Draw and identify lines and angles, and classify shapes by

properties of their lines and angles.


Operations and Algebraic Thinking A. Write and interpret numerical expressions. B. Analyze patterns and relationships.

Number and Operations – Base 10C. Understand the place value system. D. Perform operations with multi-digit whole numbers and with

decimals to hundredths.

Number and Operations – FractionsE. Use equivalent fractions as a strategy to add and subtract

fractions. F. Apply and extend previous understandings of multiplication

and division to multiply and divide fractions.


Measurement and DataG. Convert like measurement units within a given measurement

system. H. Represent and interpret data. I. Geometric measurement: understand concepts of volume and

relate volume to multiplication and to addition.

GeometryJ. Graph points on the coordinate plane to solve real-world and

mathematical problems. K. Classify two-dimensional figures into categories based on their

properties.


Ratios and Proportional RelationshipsA. Understand ratio concepts and use ratio reasoning to solve

problems.

The Number SystemB. Apply and extend previous understandings of multiplication and

division to divide fractions by fractions. C. Compute fluently with multi-digit numbers and find common

factors and multiples. D. Apply and extend previous understandings of numbers to the

system of rational numbers.


Expressions and EquationsE. Apply and extend previous understandings of arithmetic to

algebraic expressions. F. Reason about and solve one-variable equations and inequalities. G. Represent and analyze quantitative relationships between

dependent and independent variables.

GeometryH. Solve real-world and mathematical problems involving area,

surface area, and volume.

Statistics and ProbabilityI. Develop understanding of statistical variability. J. Summarize and describe distributions.


Ratios and Proportional RelationshipsA. Analyze proportional relationships and use them to solve real-

world and mathematical problems.

The Number SystemB. Apply and extend previous understandings of operations with

fractions to add, subtract, multiply, and divide rational numbers.

Expressions and EquationsC. Use properties of operations to generate equivalent expressions.D. Solve real-life and mathematical problems using numerical and

algebraic expressions and equations.


GeometryE. Draw, construct and describe geometrical figures and describe the

relationships between them.F. Solve real-life and mathematical problems involving angle

measure, area, surface area, and volume.

Statistics and ProbabilityG. Use random sampling to draw inferences about a population. H. Draw informal comparative inferences about two populations. I. Investigate chance processes and develop, use, and evaluate

probability models.


The Number SystemA. Know that there are numbers that are not rational, and

approximate them by rational numbers.

Expressions and EquationsB. Work with radicals and integer exponents.C. Understand the connections between proportional relationships,

lines, and linear equations. D. Analyze and solve linear equations and pairs of simultaneous linear

equations.

FunctionsE. Define, evaluate, and compare functions. F. Use functions to model relationships between quantities.


GeometryG. Understand congruence and similarity using physical models,

transparencies, or geometry software. H. Understand and apply the Pythagorean theorem. I. Solve real-world and mathematical problems involving volume of

cylinders, cones and spheres.

Statistics and ProbabilityJ. Investigate patterns of association in bivariate data.


Number and QuantityA. Extend the properties of exponents to rational exponents.B. Use properties of rational and irrational numbers. C. Reason quantitatively and use units to solve problems.

AlgebraD. Interpret the structure of expressions. E. Write expressions in equivalent forms to solve problems. F. Perform arithmetic operations on polynomials. G. Create equations that describe numbers or relationships. H. Understand solving equations as a process of reasoning and

explain the reasoning. I. Solve equations and inequalities in one variable. J. Represent and solve equations and inequalities

graphically.


FunctionsK. Understand the concept of a function and use function notation.

L. Interpret functions that arise in applications in terms of a context.

M. Analyze functions using different representations. N. Build a function that models a relationship between two

quantities.

GeometryO. Prove geometric theorems.

Statistics and ProbabilityP. Summarize, represent and interpret data on a single count or

measurement variable.

0 3/5

The numbers 0 and 3/5 are shown on the number line. Put a point on the line to represent the number 1.

Claim 1: Concepts and ProceduresTechnology Enhanced (Grades 3 – 5)

Claim 1: Concepts and ProceduresTechnology Enhanced (Grades 5 – 7)

1 2/7 + 5 3/8 = ?1 2/7 - 5 3/8 = ?Enter a key sequence that would allow you to perform these operations on the calculator.

Claim 1: Concepts and Procedures (Grades 7 – 11)

Give two solutions to the equation 4y = 7x – 8 when 1 < x < 2.

(☐,☐) and (☐,☐)

Claim 1: Concepts and ProceduresMulti-Part Selected Response (Grades 9-11)

Claims 2, 3, and 4

• Assessment Targets for Claims 2, 3, and 4 are not divided into a grade-by-grade description.

• A general set of assessment targets applicable across grade levels.

Assessment TargetsClaim 2 – Problem Solving

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace

B. Select and use tools strategically

C. Interpret results in the context of the situation

D. Identify important quantities in a practical situation and map their relationships.

Claim 2: 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 2: Problem Solving(Grades 9 – 11)

The figure below is made up of a square with height, h units, and a right triangle with height, h units, and base length, b units.

The area of this figure is 80 square units.Write an equation for the height, h, in terms of b. Show all work necessary to justify your answer.

Assessment TargetsClaim 3 – Communicating Reason

A. Test propositions or conjectures with specific examples.

B. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.

C. State logical assumptions being used.

D. Use the technique of breaking an argument into cases.

E. Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

G. Determine conditions under which an argument does and does not apply.

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

Claim 3: Communicating Reasoning Constructed Response (Grades 3 – 5)

A tent is 8 feet by 10 feet. A sleeping bag is 3 feet by 6 feet. A camper says that 4 sleeping bags will fit in the tent because 18 + 18 + 18 + 18 = 72. The tent is 80 square feet, so there is enough space.

a. Is the camper correct? ______________

b. Explain.

Claim 3: Communicating Reasoning

Constructed Response (Grades 3 – 5)

Multi-Claim EvidenceConstructed Response (Grades 7 – 8)

In a sale, all prices are reduced by 25%.

1. Julie sees a jacket that cost $32 before the sale. How much does it cost in the sale? Show your calculations.

In the second week of the sale, the prices are reduced by 25% of the previous week’s price. In the third week of the sale, the prices are again reduced by 25% of the previous week’s price. In the fourth week of the sale, the prices are again reduced by 25% of the previous week’s price.

2. Julie thinks this will mean that the prices will be reduced to $0 after the four reductions because 4 x 25% = 100%. Explain why Julie is wrong.

3. If Julie is able to buy her jacket after the four reductions, how much will she have to pay? Show your calculations.

4. Julie buys her jacket after the four reductions.What percentage of the original price does she save? Show your calculations.

Assessment TargetsClaim 4 – Modeling and Data Analysis

A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.

C. State logical assumptions being used.D. Interpret results in the context of a situation.E. Analyze the adequacy of and make improvement to an existing model

or develop a mathematical model of a real phenomenon.F. Identify important quantities in a practical situation and map their

relationships.G. Identify, analyze, and synthesize relevant external resources to pose

or solve problems.

Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Introduction toEvidence-Centered Design

Modern approach to designing items and tasks

Introduction to Evidence-Centered DesignModern Approach to Designing Items and Tasks

Traditional Item Development

versus Evidence-Centered Design

Keys to Evidence- Centered Design

Task Models

Claims Assessment Targets

Evidence

Evidence-Centered Design

Item/Task Evidence Assessment Target Claim Content

Standard

Applying Evidence-Centered Design to Item and Task Development

Beth says that 2 + 4 = 6. Explain why Beth is correct.

Content Standard 2.2.3:Perform addition accurately for single and two digit numbers.

Weak Evidence

Applying Evidence-Centered Design to Item and Task Development

2 + 4 = ____

Content Standard 2.2.3:Perform addition accurately for single and two digit numbers.

Stronger Evidence

Applying Evidence-Centered Design toItem and Task Development

Beth says that 2 + 4 = 6. Explain why Beth is correct. 2 + 4 = ____

Content Standard 2.2.4: Perform mathematical operations and justify

solutions.

Content Standard 2.2.3: Perform addition accurately for single and two digit numbers.

6 Key Concepts of Evidence-Centered Design

1. Define the domain Common Core Standards Math/ELA

2. Define claims to be made 4 ELA & 4 Math ClaimsContent Specifications

Example of a Claim

English Language Arts Literacy Claim #1

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




3. Define assessment targets Knowledge, Skills, & Abilities

Example of an Assessment Target

Grade 11 – Assessment Target

Analyze the figurative (e.g., euphemism, oxymoron, hyperbole, paradox) or connotative meanings of words and phrases used in context and the impact of these word choices on meaning and tone.





4. Define evidence required Evidence to be Elicited from Student

Example of an Evidence Description

Evidence for Assessment Target 1

When reading informational or argumentative texts, students analyze the figurative or implied meanings of words or phrases as they are used in a text and analyze how the choice of these particular words affects meaning and tone.






5. Develop Task Models Methods for Eliciting Evidence

Example of a Task Model

Task Model 1

A constructed response for which the student is prompted to identify an example of figurative language, explain the meaning, and describe how it affects meaning and tone. Stimulus text should be on grade level.


6. Develop Items or Performance Tasks





5. Develop Task Models Methods for Eliciting Evidence

Examining an Item Through the Lens of Evidence-Centered Design

Use the line buttons to separate the rectangle into 6 equal sections. Then click on the sections to shade the area of the rectangle that represents 2/3 of the area of the whole rectangle.

Task Model:What do we want students to do?

Evidence:Student can:.



Task Model:Partition tool is used to divide a given quadrilateral into up to 20 equal sections and to highlight fractions of the quadrilateral that represent halves, thirds, quarters, or fifths.

Evidence:Student can create visual representations of fractions that range from one-half to four-fifths.




Assessment Target:What is the appropriate target?

Claim:.What claim?





Assessment Target:Develop understanding of fractions as numbers.

Claim:Students can explain and apply mathematical concepts and carry out mathematical procedures with fluency.


Item Specifications

Smarter Balanced Item Development Process

Item and Task

Specification

1Item and Task Development

2Item and

Task Review and Revision

3

Pilot Test

5

Field Test

6Item

Analysis

7Addition of Accessibility Information

4

Item Specifications

Six Item Types

• Selected Response• Constructed Response• Extended Response• Performance Tasks• Technology-Enabled• Technology-Enhanced

Selected ResponseSingle Response – Multiple Choice

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim?

A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Selected ResponseMultiple Correct Options

Which of the following statements is a property of a rectangle? Select all that apply.

☐ Contains three sides

☐ Contains four sides

☐ Contains eight sides

☐ Contains two sets of parallel lines

☐ Contains at least one interior angle that is acute

☐ Contains at least one interior angle that is obtuse

☐ All interior angles are right angles

☐ All sides have the same length

☐ All sides are of different length

Constructed Response

The table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

Students in Third-Grade

Class Number of Students

Mrs. Roy 24

Mr. Grant 21

Mr. Harrison 22

Ms. Mack 25

Constructed ResponseExtended Response

Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:

• It will be in the shape of a rectangle.• It will take 24 feet of fence material to make.• Each side will be longer than 1 foot.• The length and width will measure whole feet.

Part ADraw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen.

Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary.

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

[Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.]

Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Part BMs. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.

• Draw another rectangular rabbit pen. • Use all 24 feet of fencing for 3 sides of the pen.• Use one side of the house for the other side of the pen. • Make sure the ground area inside the pen is greater than 60 square feet.

Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it.

Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet) Pen 3:

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Performance TaskStudent Directions:

Part 1 (35 minutes)Your assignment: You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools. Steps you will be following:In order to plan and compose your essay, you will do all of the following: 1. Read a short story and article, watch a

video, and review research statistics.2. Answer three questions about the

sources.3. Plan and write your essay. Directions for beginning:You will now read the sources and watch a video. Take notes, because you may want to refer back to your notes while writing your essay. You can refer back to any of the sources as often as you like.• (short story)• (article 1)• (video)• (research statistics)

QuestionsUse your remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. Analyze the different opinions

expressed in “The Fun They Had” and the “Virtual High School Interview” video. Use details from the story and the video to support your answer.

2. What do the statistics from “Keeping Pace with K–12 Online Learning” suggest about the current trends of virtual schools in the U.S.? Use details from the charts to support your answer.

3. Explain how the information presented

in the “Virtual High School Interview” video and the article “Virtual Schools Not for Everyone” differs from the information in the research statistics? Support your answers with details from the video and the articles.

Part 2 (85 minutes)You will now have 85 minutes to review your notes and sources, and to plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work. Your AssignmentYour parents are considering having you attend a virtual high school. Write an argumentative essay explaining why you agree or disagree with this idea. Support your claim with evidence from what you have read and viewed.

Technology-Enabled

Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow.

(Test-takers listen to an audio version of the following speech.)“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech.

A. I am running for class president, and I hope you will vote for me.B. You know many of my friends said they would.C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year.D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

Selected or Constructed Responses that include Multimedia

Technology-Enhanced

Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows.

Rememberby Christina RossettiRemember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand,Nor I half turn to go yet turning stay.Remember me when no more day by day 5 You tell me of our future that you plann'd: Only remember me; you understandIt will be late to counsel then or pray.Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige* of the thoughts that once I had,Better by far you should forget and smile Than that you should remember and be sad.

In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?

Collects Evidence through a Non-Traditional Response

The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.

Technology-EnhancedCollects Evidence through a Non-Traditional Response

Key Concepts

• Evidence

• Universal Design

• Accessibility

• Sensitivity

• Bias

Key Concepts

• Bias– Use of names, topics, or contexts that may be

unfamiliar to a sub-group of students

• Universal Design– Designing items and tasks so that they function as intended

for as many students as possible

• Accessibility– Additional information or presenting items and tasks in a different

way in order to meet the specific needs of some students

• Sensitivity– Content contained in an item that may be distracting or

upsetting for some students

• Evidence– Information that students provide through their responses

about their knowledge, skills, and abilities

Accessibility Guidelines

General Accessibility Guidelines

• Description of Accessibility and Assessment

• Overview of Universal Design

• Accessibility Extensions

• Accessible Test Delivery Interfaces

• Developing Accessible Assessments

Factors that Impact Accessibility

• Language

• Visual Elements

• Design

• Sensitivity

• Bias

Bias and Sensitivity Guidelines

• Validity and Fairness

• Barriers to Fairness

• Fair Topics and Language

• Topics to be Avoided

• Topics to Treat with Care

• Representation of Diversity

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