Common Core: Smarter Balanced Assessment Update

Common Core: Smarter Balanced Assessment Update

County Wide Professional Development Day

1/21/2013

Common Core State Standards

Common Core State Standards

Adopted

Adopted English Language Arts Standards

Not Yet Adopted

As of November 4, 2011

Smarter Balanced Assessment Consortium

Governing State

Advisory StateMembership status as of March 6, 2012

SBAC Assessment Updates

• ELA/Math Summative Assessment – Spring 2015

• Other content areas will continue with MEAP• Choice of Online or Paper/Pencil until 2018• Online versions will adaptive• Test window will be the last 12 weeks of

school

SBAC Assessment Updates

• Online interim Assessments will be available spring of 2013 (both SBAC and MEAP/MME)

• Online scores will be returned quickly• Much higher depths of knowledge will be

required• Science, Social Studies, Performing/Visual

Arts, and World Languages are on the way

New standards for Social Studies?

• Need for agreement

• Each state has their own set list

• Will need lots of money to make it happen

What’s New about Social Studies?• Draft released in November, 2012– “College, Career, and Civics Life

Framework for Inquiry in Social Studies Standards”

– Focus on processes, not content• Developing Questions and Planning

Investigations• Applying Disciplinary Concepts and Tools• Gathering, Evaluating, and Using Evidence• Working Collaboratively and Communicating

Conclusions

Next Generation Science Standards

• Second public review of begins in January

• Standards will be complete in March 2013 with State adoption in May

• Will reflect real world interconnections

• Concepts will build coherently across K-12

Next Generation Science Standards

• Focus on deeper understanding and application of content

• Engineering will be integrated

• Will be coordinated with ELA/Math Common Core

Key Features ofSmarter Balanced Assessment System

• Interim, summative, and formative assessment practices and tools

• Variety of item types– Selected Response – Constructed Response– Extended Response– Performance Tasks

• Technology • Adaptive testing• More powerful

reporting• Digital library of

resources and tools for educators

Six Item Types

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

Benefits and Limitationsof Selected Response Items

• Benefits– Answered quickly– Assess a broad range of

content in one test– Inexpensive and

objectively scored– Results collected quickly

• Limitations– Limited ability to reveal

a student’s reasoning process

– Difficult to assess higher-order thinking skills

Selected Response ELASingle 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 Response MathMultiple 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

Non-Traditional Selected Response Item

A multiplication problem is shown below. 17 × 12Which model(s) below could represent the solution to this problem? Select all that apply.

A.

(1×1)+(1×7)+(1×2)+(2×7)

C.

(17×2)+(17×1) E. F.

Which model(s) below could represent the solution to this problem? Select all that apply.

B.

D.

17 × 12


Key and Distractor Analysis: A. Does not understand how to model

multiplication of two two-digit numbers using area models.

B. Correct C. Did not account for the values

of the digits in the tens places. D. Correct E. Did not understand that the 1 represents 10 in the multiplication problem F. Showed multiplication of 17 and (1 + 2) instead of 17 and 12

Responses to this item will receive 0–2 points, based on the following: 2 points: B, D 1 point: Either B or D 0 points: Any other combination of selections.


For numbers 1a – 1d, state whether or not each figure has ⅖ of its whole shaded.

1a.

1b.

1c.

1d.


Scoring Rubric: Responses to this item will receive 0–2 points, based upon the following: • 2 points: YNYN The student has a solid

understanding of ⅖ as well as the equivalent form of ⅖. • 1 point: YNNN, YYNN, YYYN The student has

only a basic understanding of ⅖. Either the student doesn‘t recognize an equivalent fraction for ⅖ or doesn‘t understand that all 5 parts must be equal-sized in figure 1b. • 0 points: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNN, NNNN, NYNY,

NNYN, NNNY. The student demonstrates inconsistent understanding of ⅖ or answers “Y” to figure 1d, clearly showing a misunderstanding of what ⅖ means. Figure 1d is considered a “disqualifier “and an answer of “Y” to this part of the item would cancel out any other correct responses as “guesses” on the part of the student.


Match each shape below to its name. Scoring Rule:

Students who properly match the four shapes to their name will receive two points.

Students who make two or three correct matches will receive partial credit of one point

All other connections will receive a score of 0.

Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions.

What is the best way to revise the highlighted sentence to match the language and style of the paragraph?

A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.

B. Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.

C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.

D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet.

Selected Response Items

Distractor AnalysisA. This option uses too much scientific language to fit with the rest of the paragraph.B. This option is more informal than the rest of the paragraph.C. KEY. This option uses formal, non-technical language that fits well with the rest of the paragraph.D. This option uses too much figurative language to fit with the rest of the paragraph.

Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions.

What is the best way to revise the highlighted sentence to match the language and style of the paragraph?

A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface.

B. Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman.

C. Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces.

D. Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet.

Selected Response Items

KEY: “The tool is populated with NASA data dating back to 1950 and projected to 2050.” AND “When NASA's Juno spacecraft launched on Aug. 5, 2011, users could look ahead to see the mission's five-year journey to Jupiter in a matter of seconds.” In order for NASA to include projected data to 2050 and the five-year mission of a spacecraft that just launched the agency must predict data from missions before the missions occur.Distractors: The other options provide important information about the new internet tool but none of them support the inference that NASA makes predictions about the data space missions will generate before the missions occur.

Read the passage and then answer the question.

The National Aeronautics and Space Administration (NASA) leads research in space exploration and aeronautics.

NASA Gives Public New Internet Tool To Explore The Solar System

PASADENA, Calif. – NASA is giving the public the power to journey through the solar system using a new interactive Web-based tool.

The "Eyes on the Solar System" interface combines video game technology and NASA data to create an environment for users to ride along with agency spacecraft and explore the cosmos. Screen graphics and information such as planet locations and spacecraft maneuvers use actual space mission data.

"This is the first time the public has been able to see the entire solar system and our missions moving together in real-time," said Jim Green, director of NASA's Planetary Science Division at the agency's Headquarters in Washington. "It demonstrates NASA's continued commitment to share our science with everyone."

The virtual environment uses the Unity game engine to display models of planets, moons, asteroids, comets and spacecraft as they move through our solar system. With keyboard and mouse controls, users cruise through space to explore anything that catches their interest. A free browser plug-in, available at the site, is required to run the Web application.

"You are now free to move about the solar system," said Blaine Baggett, executive manager in the Office of Communication and Education at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif. "See what NASA's spacecraft see – and where they are right now – all without leaving your computer."

Users may experience missions in real-time, and "Eyes on the Solar System" also allows them to travel through time. The tool is populated with NASA data dating back to 1950 and projected to 2050.

The playback rate can be sped up or slowed down. When NASA's Juno spacecraft launched on Aug. 5, 2011, users could look ahead to see the mission's five-year journey to Jupiter in a matter of seconds.

Point of view can be switched from faraway to close-up to right "on board" spacecraft. Dozens of controls on a series of pop-up menus allow users to fully customize what they see, and video and audio tutorials explain how to use the tool's many options. Users may choose from 2-D or 3-D modes, with the latter simply requiring a pair of red-cyan glasses to see.

"By basing our visualization primarily on mission data, this tool will help both NASA and the public better understand complex space science missions," said Kevin Hussey, manager of Visualization Technology Applications and Development at JPL, whose team developed "Eyes on the Solar System."

"Eyes on the Solar System" is in beta release. It has been demonstrated at science conferences, in classrooms and at the 2011 South by Southwest Interactive Conference in Austin, Texas.

Designers are updating "Eyes on the Solar System" to include NASA science missions launching during the coming months, including GRAIL to the moon and the Mars Science Laboratory Curiosity rover.

Select the two highlighted sentences that show that NASA makes predictions about the data space missions will generate before the missions occur.

Purpose of Constructed Response Items

• Constructed Response items – Address assessment targets and claims that

are of greater complexity – Require more analytical thinking and reasoning

Administration ofConstructed Response Items

• Administered during the computer-adaptive component

• Scored using artificial intelligence

• Most constructed response items take between 1 and 5 minutes to complete

• Some more complex items may take up to 10 minutes to complete

A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.

496 + 1,404 + 2,605 + 489 =

One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning.

Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated.

Constructed Response Item

Constructed Response Item Sample Top-Score Response:

The student’s reasoning is incorrect. She was rounding to the thousands place. She had 2 numbers that were less than 500, and she decided to round these numbers to 0. This is like saying these numbers were not in the problem at all. She needs to account for these two numbers. Together, they have a sum that is very close to 1,000. I think adding 1,000 + 1,000 + 3,000 is a better strategy. This means the sum is closer to 5,000 than to 4,000.

Scoring Rubric: Responses to this item will receive 0–2 points, based on the following:

2 points: Student has thorough understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect and provides reasoning that shows a better estimation strategy.

1 point: Student has partial understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect, but alternate estimation strategy is also flawed.

0 points: Student has little or no understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is correct.

Qualities of a Rubric

• Focus on the essence of the primary claim and sometimes secondary claim

• Address the requirements of the specific assessment targets

• Distinguish between different levels of understanding and/or performance

• Contain relevant information, details, and numbers that support different levels of competency related to the item or task

Constructed ResponseThe 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)

Constructed Response ItemThe Shepherd’s Boy and the Wolf

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

The Shepherd’s Boy and the Wolf

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

Constructed Response Item2-point Scoring Rubric

2 The response:• gives evidence of the ability to explain inferences about theme• includes specific inferences that make reference to the text• supports the inferences with relevant details from the text

1 The response:• gives limited evidence of the ability to explain inferences about theme • includes inferences but they are not explicit or make only vague references to the text• supports the inference with at least one detail but the relevance of that detail to the text must be inferred

0 A response gets no credit if it provides no evidence of the ability to explain inferences about theme and includes no relevant information from the text.

Scoring NotesResponse may include but is not limited to:The shepherd’s boy learned that he shouldn’t call wolf unless there is really a wolf.The shepherd’s boy learned that he should only ask for help if he needs it or else he wouldn’t get help when he really needs it.“The people were so used to hearing him call that they took no notice of his cries.”The shepherd’s boy learned not to have fun by tricking people because the people learn not to trust you.

Score Point 2 Sample:The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy pretends that a big wolf is attacking his sheep and yells, “Wolf! Wolf!” The people in the village run out to help him because they believe he needs help. After he tricks the villagers more than once, they realize he is just pretending.

Score Point 1 Sample: The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy cries wolf when there is no wolf and the people come to help him.

Score Point 0 Sample: Readers learn a good lesson about how to cry wolf.

Performance Task ELAStudent 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.

Design of Performance Tasks

• Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.

Parts of Performance Task

• Part 1: Student reads research sources and responds to prompts

• Part 2: Student plans, writes, and revises his or her full essay or plans and delivers a speech

Test Administration• Maximum Time Requirements for Performance Tasks• Stamina will be major factor

– Grade 3–8: • 105 minutes total

Part 1: 35 min.Part 2: 70 min.

– High School: • 120 minutes total

Part 1: 35-45 min.Part 2: 75-85 min.

Scoring Information

• How your essay will be scored: The people scoring your essay will be assigning scores for:

– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

Performance Task Review

• Please review the appropriate grade level Performance Tasks with your group

• Focus on the task through the eyes of a student

Capitalize on Technology

• Technology-Enabled items

• Technology-Enhanced items

Technology-Enabled Items

• Digital Media– Video– Animation– Sound– Interactive tools

• Response Types– Selected– Constructed

Example of Technology-Enabled ItemGregory is installing tile on a rectangular floor. • He is using congruent square tiles that each have a side length of ½ foot • The area of the floor is 22 square feet. • The width of the floor is 4 feet. Use the grid and the tile below to model the floor.

What is the length, in feet, of the floor?

Technology-Enabled ELA

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 Items

• Specialized interaction

• May have digital media for stimulus

• Same requirements as selected and constructed response items

• Students manipulate information

• Defined responses

Technology-Enhanced ItemsDraw a line of symmetry throughthe figure below.

The graph on the right shows a triangle. Draw the triangle after it is reflected over the y-axis.

Reorder the fractions below so that they are ordered from smallest to largest.

3/53/42/61/22/3

Classify each shape below based whether it contains at least one pair of parallel sides.

Scoring RuleScoring Rule: Logic used to score student response

Which number is both a factor of 100 and a multiple of 5? A. 4B. 40C. 50D. 500

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 shape below based on whether it contains at least one pair of parallel sides.

Technology-Enhanced Example ItemBelow 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 speaker’s message to her subject?

RememberWhen 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 plann’d: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 leaveA vestige* of the thoughts that once I had

Better by far you should forget and smileThan that you should remember and be sad.

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 Mathematics draws from both

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

ELA DOK Distribution

Grade Total #DOK 1 #DOK2 #DOK 3 #DOK 43 35 20 27 24 7

4 35 18 26 28 9

5 35 16 30 29 12

6 36 13 25 31 15

7 36 14 25 31 18

8 36 13 25 31 18

9-10 36 13 25 31 18

11-12 36 13 25 31 21

Total 285 120 208 236 118

%

42.1%

73.0%

82.8%

41.4%

Math DOK DistributionGrade #DOK 1 #DOK2 #DOK 3 #DOK 4

3 24 24 3 0

4 28 16 5 0

5 26 18 3 0

6 29 20 2 0

7 18 22 8 0

8 26 25 9 0

HS 131 125 37 1

Total 282 250 67 1

% 89.2% 79.1% 21.2% 0.3%

Level 1 ExampleGrade 8

Select all of the expressions that have a value between 0 and 1. 87 ∙ 8–12

74

7–3

13

2

∙ 13

9

(–5)6

(–5)10


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.


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.


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.

DOK Activity

• Rate the item descriptors on DOK• Share your findings with a partner

• Descriptors: http://www.michigan.gov/mde/0,4615,7-140-22709_31168-281205--,00.html

http://www.michigan.gov/mde/0,4615,7-140-22709_31168-281205--,00.html



Smarter Balanced Assessment Consortium (SBAC)

• http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

Appropriate Labels for Groups

• Black or African American

• Asian American: Refer to nation of origin (e.g., Japanese American, Chinese American)

• People with disabilities

• Latino/Latina American

• Native American or American Indian

We unpacked the standards so we’re good to go

Our kids don’t have the stamina to do this

When do I get to teach my novel?

These tests aren’t developmentally appropriate

I can’t do those kinds of things with THIS class.

My students can’t work together like that.

How do I know they’re actually doing it if we’re not all doing

the same thing?

Where do we start?

Is “this” what will help students learn?

What does quality

instruction look like sound like feel like?

How is what I am having children do creating better _________?-Reggie Routman

SBAC Achievement Level Descriptors

– 4 levels – just like MEAP/MME– Reversed order from what we are used to– Hope is that if a student scores proficient they will

not be required to take remedial courses in college– http://www.smarterbalanced.org/achievement-le

vel-descriptors-and-college-readiness/

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

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

Accountability Scorecards

Orientation to the Future of Michigan School Accountability

An Early Look at Scorecards

What Changed?• Additional subgroup: Bottom

30%

• Attendance target of 90% -(only for school, no subgroups)

• Differentiated proficiency targets

• Based on a school’s past performance

• Goal of 85% proficient at end of 2021-22

• Targets increase in 10 equal increments

• Safe Harbor based on 80th percentile of statewide proficiency

• Use school/district improvement slope to determine met/not met

• Inclusion of Educator Effectiveness label reporting and TSDL completion in Scorecards

• Inclusion of Compliance Factors (SIP & SPR)

What Stayed the Same?• Participation requirement = 95% for school/district overall and all

valid subgroups

– Multi-year averaging remains in place (up to three years)

• Graduation requirement = 80% for school/district overall and all valid subgroups

– Four, five, and six-year rates

– Graduation “safe harbor”

• Use of provisional and growth scores for accountable proficiency rates

School and District Scorecard Subgroups

• All Students

• Bottom 30% (for proficiency calculations only) NEW!

• American Indian or Alaska Native

• Black or African American

• Asian NEW!

• Native Hawaiian or Pacific Islander NEW!

• White

• Two or more races

• Hispanic of any races

• Economically Disadvantaged• • English Language Learners

• Students with Disabilities

• Shared Education Entity (SEE) (district-level only)

Previously ONE group!

Multi-year Proficiency Calculations• Multi-year weighted proficiency averages are used in

cases where a single year’s proficiency rate is not meeting the school’s target

• Weighting is based on the school’s assessed enrollment in each year

• Up to three years are used in this sequence:1. Calculate single year proficiency rate. Go to 2 if target is not met.2. Calculate weighted two year proficiency rate. Go to 3 if target is not met.3. Calculate weighted three year proficiency rate. Go to 4 if target not met.4. Calculate Safe Harbor. If not met, cell is red (0 points).

Continue the Conversation

Mellissa Wilson Brian [email protected] [email protected]

Stan [email protected]

mailto:[email protected]



Documents

Common Core: Smarter Balanced Assessment Update