welcome to the ela smarter balanced item and task types west virginia department of education office...

Welcome to the ELA Smarter Balanced Item and Task Types West Virginia Department of Education Office of Assessment and Research November 13, 2014 While you wait for the webinar to begin, please be sure to turn on your speakers. You can try this link if your speakers arent working. https://support.office.com/en-us/article/Set-up-and- test-Lync-audio-f4336d14-50ef-45a8-91df- 1074121a0033

ELA Smarter Balanced Item and Task Types Welcome Stacey Murrell, Ed. D. Interim Assessments Coordinator Office of Assessment and Research

Balanced Assessment System

Smarter Balanced ELA Claims ELA: Targets by Grade Level for each Claim

ELA Claims and Targets Claim 1 has Targets 1-14. Claim 2 has Targets 1-9. Claim 3 has Targets 1-4. Claim 4 has Targets 1-4. Targets were created by Smarter Balanced. When you read them, you can see that content standards are embedded in them. So a test question can assess multiple content standards within one target.

Claim 1 and Its Targets Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. 1.Targets 17 correspond with literary texts 2.Targets 814 correspond with informational texts 3.The assessment targets incorporate the content clusters from the Common Core State Standards

Grade 5 Claim 1 Target 4 4. REASONING & EVIDENCE: : Make an inference or provide a conclusion and use supporting evidence to justify/explain inferences (character development/actions/traits; first- or third-person point of view; theme; authors message). Standards: RL-3, RL-3, RL-6 (DOK 3, DOK 4) RL-3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL-6 Describe how a narrators or speakers point of view influences how events are described. RL-9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Claim 2 and Its Targets Students can produce effective and well grounded writing for a range of purpose and audiences. Targets 1a, 3a, & 6a: Write Brief Texts Targets 1b, 3b, & 6b: Revise Brief Texts Targets 2, 4, & 7: Compose Full Texts Target 5: Use Text Features Target 8: Language & Vocabulary Use Target 9: Edit

Grade 7 Claim 2 Target 1 1a. WRITE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when writing one or more paragraphs of narrative text (e.g., closure, introduce narrator or use dialogue when describing an event). 1b. REVISE BRIEF TEXTS: Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when revising one or more paragraphs of narrative text (e.g., closure, introduce narrator, or use dialogue when describing an event). Standards: W-3a, W-3b, W-3c, W-3d, and/or W-3e (DOK 3) W-3 a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Claim 3 and Its Targets 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

Grade 11 Claim 3 Target 3 4. LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally. Standards: SL-1, SL-2, SL-3 (DOK 1 DOK 3) SL-1 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grades 1112 topics texts and issues building on others ideas and expressing their own clearly and persuasively. SL-2 2 Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL-3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Claim 4 and Its Targets Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information. 1. Plan/Research 2. Interpret & Integrate Information 3. Analyze Information/Sources 4. Use Evidence

Grade 4 Claim 4 Target 3 3. ANALYZE INFORMATION/SOURCES: Distinguish relevant-irrelevant information Standards: RI-1, RI-7, RI-9, W-8, W-9 (PT: DOK 4) (CAT: DOK 2) RI-1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI-7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI-9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W-8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W-9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA/Literacy General Item and Task Specification

Smarter Balanced- ELA Response Types Multiple-choice, single correct response Multiple-choice, multiple correct response Two part multiple choice Matching Tables Select Text Order Text Short text- constructed response Long essay- performance tasks

Ways to Score Automatic with a single key Automatic with multiple keys Automatic with machine rubric Hand score with rubric Multiple-choice, single correct response Multiple-choice, multiple correct response Two part multiple choice Matching Tables Select Text Order Text Short text- constructed response Long essay- performance tasks

Considerations Accessibility Ensure use of most accessible response types to measure standards Include careful review of graphic and language use in items Rubrics Include specific scoring rules to account for all correct responses Carefully constructed for use by automated scoring

Development Guidelines: SR, CR, and PT Selected response and constructed response primarily focus on one assessment target Performance tasks written to multiple claims and targets Items should not measure students feelings or values Items should not provide advantage or disadvantage to a particular group of students Items designed using universal design Items coded to Smarter Balanced cognitive levels (pg. 68) Vocabulary should follow Common Core 3-tier and academic vocabulary (pg. 69-70) http://www.wascd.org/images/SBAC/ELAGeneralItemandT askSpecifications.pdf http://www.wascd.org/images/SBAC/ELAGeneralItemandT askSpecifications.pdf

Digging Deeper: SR Stems, Options, Claims, and Scoring Stem presents a complete problem Grades 3-5 stems usually in form a question Grades 6-11 stems questions and also open-ended stems Options must be plausible and a correct answer should be present Length and syntax should be similar Arrange according to a logical order Item writers must include a distractor analysis to provide rationale common misunderstandings of a concept. All 4 Claims have SR items Scoring: Typically 1 point per item, unless more than one answer, then can be 2 points Timing: Grade 3 allow for 3 minutes per item, Grade 4-11 allow 2 minutes per item

Digging Deeper: CR Stems, Options, Claims, and Scoring Stems should provide the question and scoring information 2-point and 3-point CRs require an explanation with evidence that supports the explanation Most CR items relate to a stimulus All 4 Claims have CR items Scoring: 2-point and 3-point rubrics are used that are unique to each item Timing: 5-10 minutes

Sample Claim 1 CR Rubrics

Sample Claim 4 CR Rubrics

Sample Claim 2 Writing CR Rubrics Note: This is a brief write rubric. The CR typically asks students to write a paragraph or two. This is not used to score essays.

Technology-Enhanced Items All 4 Claims have TE items Specialized interaction Same requirements as selected and constructed response items Students manipulate information Defined responses, score points typically 1 or 2

Technology-Enhanced Example Item 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. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet Remember, which two lines reveal a change in the speakers message to her subject? Remember 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 You tell me of our future that you plannd: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. 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.

The notes for a summary need to be arranged correctly in the order in which the events occurred in the passage. Click on each sentence and move it to arrange the sentence into correct chronological order. Summary of Events: Maria laughs with the old women. The guest and family eat dinner. Marias mother asks the guests for a story. Marias guests arrive. Maria becomes sad. The guests take turn telling stories. INTERACTION SPACE Remember 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 You tell me of our future that you plannd: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. 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.

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. Remember 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 You tell me of our future that you plannd: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. 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. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet Remember, which two lines reveals a change in the speakers message to her subject? TYPE OF INTERACTION SPACE

Scoring Rule Scoring Rule: Logic used to score student response Who is the protagonist in the story? A. Joe B. Sue C. Maria D. The father Who is the protagonist in the story? A. Joe B. Sue C. Maria D. The father Scoring Rule: If student response = C, then correct Otherwise, incorrect Scoring Rule: If object 1 = B, 2 = A, 3 = B, 4 = A, 5 = A, then correct Otherwise, incorrect Classify each word below based on whether it is a verb or a noun. VerbsNouns Doll Run Dog Swim Eat

The notes for a summary need to be arranged correctly in the order in which the events occurred in the passage. Click on each sentence and move it to arrange the sentence into correct chronological order. Summary of Events: Maria laughs with the old women. The guest and family eat dinner. Marias mother asks the guests for a story. Marias guests arrive. Maria becomes sad. The guests take turn telling stories. 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. Remember 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 You tell me of our future that you plannd: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. 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. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet Remember, which two lines reveals a change in the speakers message to her subject? Technology-Enhanced Item Types Common English Language Arts Technology- Enhanced item types Classify each word below based on whether it is a verb or a noun. VerbsNouns Doll Run Dog Swim Eat Dropdowns Classification Reorder text Select and order Select text

Sample Technology-Enhanced ELA Highlight text http://www.cde.ca.gov/ta/tg/sa/question-types.asp

TE: Mark the box

TE: Drag and Drop

TE: Select Text

TE: Matching tables

ELA Passages/Stimuli Passages and Stimuli are found in all 4 Claim test questions

Claim 1 Stimuli Reading comprehension Selected Response, Constructed Response, and Technology-Enhanced Items Literary texts narratives, dramas, poems Informational texts literary nonfiction, historical, scientific, and technical texts On grade level May include multiple texts

Claim 2 Stimuli Writing, revising, and editing Selected Response, Constructed Response, and Technology-Enhanced Items Literary and informational texts, audio/video presentations, texts needing editing/revising Shorter than other stimuli Should be one grade below grade level

Claim 3 Stimuli Speaking and listening Selected Response, Constructed Response, and Technology-Enhanced Items Audio presentations, 1-2 minutes in length

Claim 4 Stimuli Research skills Selected Response, Constructed Response, and Technology-Enhanced Items Includes literary text, informational text, audio presentations, statistical data, simulated web pages, and visual stimuli May use multiple stimuli Should be one grade below grade level

Performance Task Stimuli Includes informational text, audio presentations, statistical data, simulated web pages, visual stimuli Should be one grade below grade level Multiple stimuli

Selecting Appropriate Materials Interesting and grade appropriate topics Free of bias and sensitivity issues Note: speaking and listening passages and performance task sources have different length requirements. Follow reading passage length guidelines: GradeMaximum Word Count 3650 4750 5 6950 7 8 High School (911)1,100

Text Complexity Quantitative and qualitative measures The quantitative measures determine the grade band for a text (e.g., 68), while the qualitative measures help determine the appropriate placement within the band (e.g., 8) Quantitative measures Flesch-Kincaid index Lexile Word count Range of difficulty

Common Core Lexile Grade Level Ranges Text Complexity Grade Band in the Standards Lexile Ranges Aligned to CCR Expectations K-1N/A 2-3450-790 4-5770-980 6-8955-1155 9-101080-1305 11-CCR1215-1355

Shortcomings of Quantitative Measures Measures difficult to obtain for poems and dramas highly complex ideas

Qualitative Measures of Text Complexity English Language Arts State Collaborative on Assessment and Student Standards Rubrics Meaning/Purpose Text Structure Language Features Knowledge Demands

Common Core State Standards Appendix A Quantitative Measures Pages 4-7

Stimulus Metadata Title Author Source Copyright status Genre Topic Length Reading level Level of complexity

URL Access Here is the URL that takes you to Smarter Balanced Practice Tests and Training Tests. If you are using a web browser, only these work: Quick Access (any users): Any Internet-connected computer using a current Web browser including: Mozilla Firefox Google Chrome Microsoft Internet Explorer 10 Apple Safari http://www.smarterbalanced.org/practice-test/

Questions? Survey on this training session Go here: https://www.surveymonkey.com/r/VPFNJVN

welcome to the ela smarter balanced item and task types west virginia department of education office...

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