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Presented by: Tamara Wilson, Curriculum & Instruction

Sacramento County Office of Education Curriculum Breakfast ● October 14, 2016

Teacher Guides to the

Smarter Balanced

Assessments

English Language Arts/Literacy and

Mathematics

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Introduction to the CAASPP Teacher Guides: Smarter Balanced Assessments

•  Guides for teachers to deepen understanding of the Smarter Balanced Assessments, their alignment with the California Common Core State Standards, and their intended connection to classroom learning

•  Available for English language arts/literacy and mathematics

•  Grade band specific information: – Grades 3-5 – Grades 6-8 – Grade 11

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CAASPP Teacher Guides: Smarter Balanced Assessments “These guides provide grade band specific information about the Smarter Balanced Summative Assessments for English language arts/literacy and mathematics. The guides are organized by grade span to highlight the changes in expectations as students move through the grade levels. They explain how student skills and knowledge are assessed and reported through collecting and scoring evidence. They also provide examples of the range and types of items that appear on the assessments.”

California Department of Education (2016)

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California Department of Education Web Site To access the guides, go to http://www.cde.ca.gov/ta/tg/ca/sbteacherguides.asp

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Organization of the Teacher Guides

Introduction Section One: Purpose of the Guide—Resources for Planning Learning Events to Implement the Frameworks Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events Section Three: Instruction with Planned Evidence Collection and Feedback Helps Teacher and Students Improve Student Learning Section Four: Using Smarter Balanced Score Reports to Analyze Data and Improve Learning Section Five: Conclusion—Putting It All Together

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Introduction

“The purpose of the Teacher Guide is to deepen teachers’ understanding of the Smarter Balanced Summative Assessments, their alignment with the California Common Core State Standards (CA CCSS), and their intended connection to classroom learning.”

California Department of Education (2016)

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Introduction

Synthesizes Key Information Each guide is grade-span specific and synthesizes key information from a wide array of resources and resource sites, including:

–  California Common Core State Standards –  California Framework (English Language Arts/English

Language Development or Mathematics Framework) –  Content, item, task, and stimulus specifications –  Smarter Balanced Test Blueprints –  Smarter Balanced Practice Test Scoring Guides –  Smarter Balanced Communication Tools –  Smarter Balanced Digital Library

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Section One: Purpose of the Guide—Resources for Planning Learning Events to Implement the Frameworks

Framework Focus These Teacher Guides are intended to be a resource for classroom teachers as they plan learning activities that fully implement the California ELA/ELD or Mathematics Frameworks using assessment feedback from the Smarter Balanced system of assessments.

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Feedback Loop Figure 1 shows the continuous feedback loop between curriculum, instruction, and assessment.

Section One: Purpose of the Guide—Resources for Planning Learning Events to Implement the Frameworks

Figure 1. Curriculum, Instruction, and Assessment Feedback Loop

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Section One of the ELA/ELD Teacher Guide includes: •  Framework principles and beliefs •  Key themes •  Learning in the 21st century •  “The Smarter Connection” Section One of the Mathematics Teacher Guide includes: •  Framework principles and beliefs •  Learning in the 21st century •  “The Smarter Connection”

Section One: Purpose of the Guide—Resources for Planning Learning Events to Implement the Frameworks

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Fundamentals of Smarter Balanced Design

Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

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Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

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Connecting the Smarter Balanced Assessments to Classroom Learning •  Achievement level descriptors (ALDs) •  Item specifications

Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

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Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

Mathematics Grades 3-5 Figure 4. Item Specification Concepts and Procedures Claim 1, Grade Five Evidence Required 1.  The student interprets a fraction as division of the numerator by the denominator. 2.  The student solves problems involving division of whole numbers leading to quotients in

the form of fractions or mixed numbers, with or without fraction models. 3.  The student multiplies a fraction or whole number by a fraction. 4.  The student multiplies fractional side lengths to find areas of rectangles. 5.  The student compares the size of a product to the size of one factor on the basis of the

size of the other factor, without performing the indicated multiplication. 6.  The student solves real-world problems involving multiplication of fractions and mixed

numbers, with or without visual fraction models. 7.  The student solves real-world problems involving division of unit fractions by non-zero

whole numbers and division of whole numbers by unit fractions, with or without visual fraction models.

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Smarter Balanced Assessment Evidence Statements Describe Learning Expectations

Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

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Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

ELA/Literacy Grades 6-8 Figure 4. Item Specification Reading Claim 1, Target 11, Reasoning and Evidence Evidence Statements •  The student will make an inference about an

informational text or texts and identify evidence within the text or texts that support that inference.

•  The student will draw a conclusion about an informational text or texts and identify evidence within the text or texts that support that conclusion.

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Smarter Balanced Assessment Evidence Statements Describe Learning Expectations

Section Two: Understanding and Using Smarter Balanced Test Design Principles to Support Classroom Learning Events

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Talk About It!

Choose the sample evidence statements for either ELA or Mathematics. Use the evidence statements to discuss the lesson design process illustrated in Figure 6. How do the evidence statements help inform lesson design?

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Section Three includes information on: •  Assessment for Learning •  Steps Toward Creating a More Authentic Assessment •  Items and Task Types Collect Evidence in New Ways •  Accessibility Supports and Accommodations Help All

Students Meaningfully Participate

Section Three: Instruction with Planned Evidence Collection and Feedback Helps Teacher and Students Improve Student Learning

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Section Four includes information on: •  Computer Adaptive Testing: Appropriate Assessment for Each Student •  Practice Tests and Training Tests Available for Teachers, Students, and Parents •  How Student Performance is Reported on the Smarter Balanced Assessments •  Overall Score and Achievement Level—Shows Student Performance on the

Difficulty Scale •  Claim Level Achievement—Shows General Student Performance in

Content Areas •  Use Group-Level Data to Identify Trends in Curriculum Strengths and Gaps •  Assessment Target Reports •  Guiding Questions to Analyze Group-Level Data

Section Four: Using Smarter Balanced Score Reports to Analyze Data and Improve Learning

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Computer Adaptive Testing: Appropriate Assessment for Each Student •  For an explanation of the CAT of the Smarter Balanced

Summative Assessments, view the video, What Is Computer Adaptive Testing (CAT), posted on the CAASPP Current Administration of the CAASPP System Tests—Training Videos and Resources Web page at http://www.brainshark.com/ets/vu?pi=zHazEIbwozJ0cZz0&intk=189905388.

Section Four: Using Smarter Balanced Score Reports to Analyze Data and Improve Learning

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Guiding Questions to Analyze Group-Level Data

Section Four: Using Smarter Balanced Score Reports to Analyze Data and Improve Learning

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Section Five: Conclusion—Putting It All Together “As teachers build their understanding of the intent of the standards and the relative quality of the evidence of student understanding, they increase their capacity to make adjustments in daily classroom learning events to help students move forward to meet and exceed expectations.”

California Department of Education (2016)

Section Five includes information on: •  Smarter Balanced Resources for Teachers from the Smarter

Balanced Digital Library •  Formative Assessment Process

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Throughout the Guides

The Smarter Connection Recommended Resource

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Opportunities for Use

With colleagues, brainstorm site and district opportunities to use the Teacher Guides.