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Smarter Balanced Smarter Balanced Assessment Assessment
Consortium: Consortium:
Next Generation Next Generation AssessmentAssessment
What’s Next?What’s Next?
Overview of the Smarter Balanced Overview of the Smarter Balanced Assessment ConsortiumAssessment Consortium
Significant Assessment ShiftsSignificant Assessment Shifts
Types of ItemsTypes of Items
Cognitive Rigor MatrixCognitive Rigor Matrix
Deconstruction of a Performance TaskDeconstruction of a Performance Task
A National Consortium of A National Consortium of StatesStates
28 states 28 states representinrepresenting 44% of K-g 44% of K-12 students12 students
21 21 governing, governing, 7 advisory 7 advisory statesstates
Wisconsin Wisconsin is a is a governing governing statestate
SBAC Balanced Assessment SBAC Balanced Assessment SystemSystem
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
Common Core State Standards specify
K-12 expectatio
ns for college and
career readiness
All students
leave high
school college
and career ready
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
Using Computer Adaptive Using Computer Adaptive Technology for Summative and Technology for Summative and
Interim AssessmentsInterim Assessments
Significant Assessment Significant Assessment ShiftsShifts
Performance TasksPerformance TasksClose ReadingClose ReadingInformational TextInformational TextAnalytical WritingAnalytical Writing
Technology Enhanced QuestionsTechnology Enhanced Questions
SBAC Evidence-Based SBAC Evidence-Based DesignDesign
Identify what students Identify what students should know and be able to should know and be able to
do to demonstrate readiness do to demonstrate readiness for college and career: for college and career:
Four ClaimsFour Claims
Turn & Talk: Four Turn & Talk: Four ClaimsClaims
1.1. Students can read closely and analytically Students can read closely and analytically to comprehend a range of increasingly to comprehend a range of increasingly complex literacy and informational textscomplex literacy and informational texts
2.2. Students can produce effective and well-Students can produce effective and well-grounded writing for a range of purposes grounded writing for a range of purposes and audiencesand audiences
3.3. Students can employ effective speaking Students can employ effective speaking and listening skills for a range of purposes and listening skills for a range of purposes and audiencesand audiences
4.4. Students can engage in research/inquiry to Students can engage in research/inquiry to investigate topics, and to analyze, investigate topics, and to analyze, integrate, and present informationintegrate, and present information
SBAC Evidence-Based SBAC Evidence-Based DesignDesign
Identify the kinds of evidence Identify the kinds of evidence that would be sufficient to that would be sufficient to support the claims. These support the claims. These evidence statements are: evidence statements are:
Assessment TargetsAssessment Targets
Turn & Talk-What kinds Turn & Talk-What kinds of assessment do you of assessment do you typically use in your classroom?typically use in your classroom?
SBAC Item TypesSBAC Item Types
Selected ResponseSelected Response
Constructed Constructed ResponseResponse
Performance TasksPerformance Tasks
Technology Technology EnhancedEnhanced
Complex Thinking SkillsComplex Thinking Skills AnalysisAnalysis SynthesisSynthesis Critical ThinkingCritical Thinking
SBAC Item TypesSBAC Item Types
Selected ResponseSelected Response 1 Claim1 Claim 1 Assessment Target1 Assessment Target Multiple Choice-may have multiple Multiple Choice-may have multiple answers. 1-2 minutes per itemanswers. 1-2 minutes per item
Constructed ResponseConstructed Response 1 Claim1 Claim 1 Assessment Target1 Assessment Target Short or long responses scored according to a Short or long responses scored according to a
rubricrubric 5-10 minutes per item5-10 minutes per item
SBAC Item TypesSBAC Item Types
Performance TasksPerformance Tasks Multiple ClaimsMultiple Claims Multiple TargetsMultiple Targets
SBAC Cognitive Rigor SBAC Cognitive Rigor FoundationFoundation
What is cognitive rigor? What is cognitive rigor? Write down your definitionWrite down your definitionDiscuss with your tableDiscuss with your table
Your class has just read some versionYour class has just read some version of of Little Red RidingLittle Red Riding Hood.Hood.
What is a basic comprehensionWhat is a basic comprehension question you might ask? question you might ask?
What is a more rigorous questionWhat is a more rigorous question you might ask? you might ask?
Now let’s apply your rigor Now let’s apply your rigor definition…definition…
Different states/schools/teachers use different Different states/schools/teachers use different models to describe cognitive rigor. Each models to describe cognitive rigor. Each addresses something different.addresses something different.
Bloom –What Bloom –What type of thinking type of thinking (verbs) is(verbs) is needed to complete a task? needed to complete a task?
Webb –Webb –How deeply How deeply do you have to do you have to understand the content to successfully understand the content to successfully interact with it? How complex is the content? interact with it? How complex is the content?
Developing the Cognitive Developing the Cognitive Rigor MatrixRigor Matrix
Knowledge—Define, duplicate, label, list, name, order, recognize, relate, recall
Remember—Retrieve knowledge from long-term memory, recognize, recall, locate, identify
Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate recognize, report, review, select, translate
Understand—Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict…
Application—Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write
Apply—Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task
Analysis—Analyze, appraise, explain, calculate, categorize, compare, criticize discriminate, examine
Analyze—Break into constituent parts, determine how parts relate
Synthesis—Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write
Evaluate—Make judgments based on criteria, check, detect inconsistencies/fallacies, critique
Evaluation—Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value
Create—Put elements together to form a coherent whole, reorganize elements into new patterns/structures
Bloom’s Taxonomy [1956 ] &Bloom’s Taxonomy [1956 ] &Bloom’s Cognitive Process Dimensions Bloom’s Cognitive Process Dimensions
[2005][2005]
Webb’s Depth-of-Knowledge Webb’s Depth-of-Knowledge LevelsLevels
Webb's DOKWebb's DOK
DOK-1 – Recall & Reproduction - Recall of a fact, term, DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedureprinciple, concept, or perform a routine procedure
DOK-2 - Basic Application of Skills/Concepts - Use of DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select information, conceptual knowledge, select appropriate procedures for a task, two or more steps appropriate procedures for a task, two or more steps with decision points along the way, routine problems, with decision points along the way, routine problems, organize/display data, interpret/use simple graphsorganize/display data, interpret/use simple graphs
DOK-3 - Strategic Thinking - Requires reasoning, DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach developing a plan or sequence of steps to approach problem; requires some decision making and problem; requires some decision making and justification; abstract, complex, or non-routine; often justification; abstract, complex, or non-routine; often more than one possible answermore than one possible answer
DOK-4 - Extended Thinking - An investigation or DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, application to real world; requires time to research, problem solve, and process multiple conditions of the problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across problem or task; non-routine manipulations, across disciplines/content areas/multiple sourcesdisciplines/content areas/multiple sources
Webb’s Depth-of-Knowledge Webb’s Depth-of-Knowledge LevelsLevels
Why Depth Why Depth of Knowledge (DOK)?of Knowledge (DOK)?
Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)
To ensure that teachers are teaching to a level that will promote student achievement
Same Verb—Same Verb—Three Different DOK LevelsThree Different DOK Levels
DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)
DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)
DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle.
(Requires deep understanding of rock cycle and a determination of how best to represent it)
Turn and TalkTurn and Talk
Using the Cognitive Rigor Matrix, discuss Using the Cognitive Rigor Matrix, discuss your Little Red Riding Hood questions with your Little Red Riding Hood questions with your tablemates.your tablemates.
What DOK level would you assign to each of What DOK level would you assign to each of your questions and why?your questions and why?
How would you describe the differences How would you describe the differences between DOK 2 and DOK 3?between DOK 2 and DOK 3?
How would you describe the differences How would you describe the differences between DOK 3 and DOK 4?between DOK 3 and DOK 4?
Depth + thinking
Level 1 Recall & Reproduction
Level 2Skills & Concepts
Level 3Strategic Thinking/
ReasoningLevel 4
Extended Thinking
Remember -Recall facts
Understand-Identify characters, setting, etc.
-Retell or summarize…
Apply
Analyze
-Compare-contrast -Analyze multiple texts/sources & using text evidence for support
Evaluate-Justify judgments using details/evidence from text
Create-Develop a creative summary
The CR Matrix: A Reading ExampleThe CR Matrix: A Reading ExampleBack to Back to Little Red Riding HoodLittle Red Riding Hood……
If there is only one correct answer, it is probably If there is only one correct answer, it is probably level DOK 1 or DOK 2 level DOK 1 or DOK 2 DOK 1: you either know it (can recall it, locate it, do DOK 1: you either know it (can recall it, locate it, do
it) or you don’tit) or you don’t DOK 2 (conceptual): apply one concept, then make a DOK 2 (conceptual): apply one concept, then make a
decision before going on decision before going on applying a second conceptapplying a second concept
If more than one solution/approach, requiring If more than one solution/approach, requiring evidence,evidence, it is DOK 3 or 4 it is DOK 3 or 4 DOK 3: Must provide supporting evidence and DOK 3: Must provide supporting evidence and
reasoning (not just HOW solved, but WHY – explain reasoning (not just HOW solved, but WHY – explain reasoning)reasoning)
DOK 4: all of “3” + use of multiple sources or textsDOK 4: all of “3” + use of multiple sources or texts
Some general rules of Some general rules of thumb…thumb…
Assessing only at the highest DOK level will Assessing only at the highest DOK level will miss opportunities miss opportunities to know what students to know what students do & don’t know – go for a range; end do & don’t know – go for a range; end “high” in selected/prioritized content“high” in selected/prioritized content
Performance assessments can offer varying Performance assessments can offer varying levels of DOK embedded in a larger, more levels of DOK embedded in a larger, more complex taskcomplex task
Planned formative assessment strategies Planned formative assessment strategies and tools can focus on differing DOK levelsand tools can focus on differing DOK levels
Take-Away Message: Take-Away Message: Cognitive RigorCognitive Rigor
& Some Implications for & Some Implications for AssessmentAssessment
Revisit your definition of rigor – has it Revisit your definition of rigor – has it changed/been refined? In what way?changed/been refined? In what way?
What is one way you might apply these What is one way you might apply these ideas in your work?ideas in your work? What existing curriculum/assessment What existing curriculum/assessment
materials could you/your school examine for a materials could you/your school examine for a range of cognitive rigor?range of cognitive rigor?
Classroom/instructional practices?Classroom/instructional practices?
Turn & Talk: Reflecting on Turn & Talk: Reflecting on your own learningyour own learning
SBAC Sample ItemsSBAC Sample Items
http://sampleitems.smarterbalanced.orghttp://sampleitems.smarterbalanced.org
SBAC Selected Response SBAC Selected Response ExampleExample
Read the sentence from the text. Then Read the sentence from the text. Then answer the question: “Nanodiamonds are answer the question: “Nanodiamonds are stardust, created when ancient stars stardust, created when ancient stars exploded long ago, exploded long ago, disgorgingdisgorging their their remaining elements into space.” remaining elements into space.”
Based on the context of the sentence, what Based on the context of the sentence, what is the most precise meaning of is the most precise meaning of disgorgingdisgorging??
A. scattering randomlyA. scattering randomly
B. throwing out quicklyB. throwing out quickly
C. spreading out widelyC. spreading out widely
D. casting forth violentlyD. casting forth violently
SBAC Constructed SBAC Constructed Response ExampleResponse Example
In the space below, identify the sentences In the space below, identify the sentences from the paragraph that are unnecessary, from the paragraph that are unnecessary, and briefly explain why each one should be and briefly explain why each one should be removed.removed.
SBAC Performance SBAC Performance TasksTasks
StimulusStimulus Information Information ProcessingProcessing
Product/Product/PerformancePerformance
• readings• video clips• audio clips• research topic/issue/problem• graphs, charts, other visuals•etc.
• research questions• comprehension questions• simulated internet search• etc.
• essay, report, story, script• oral presentation or speech with/without graphics, other media• responses to embedded constructed-response questions• etc.
Structure of Performance TaskStructure of Performance Task
Performance TasksPerformance Tasks
Primary Claims to be MeasuredPrimary Claims to be Measured Writing-narrative, Writing-narrative, researchresearch, possibly reading, possibly reading Writing-informational/explanatory, Writing-informational/explanatory, researchresearch, ,
possibly readingpossibly reading Writing-argumentative, Writing-argumentative, researchresearch, possibly , possibly
readingreading Writing-opinions, Writing-opinions, researchresearch, possibly reading, possibly reading Speaking, Speaking, researchresearch, reading, listening, reading, listening
Performance TasksPerformance Tasks
1.1. Task OverviewTask Overview
2.2. Classroom ActivityClassroom Activity
3.3. Student Tasks:Student Tasks:1.1. Part 1 : Read, research and respond to Part 1 : Read, research and respond to
research and possible reading questionsresearch and possible reading questions
2.2. Part 2: Respond to a writing or speech Part 2: Respond to a writing or speech promptprompt
4.4. Task Specifications and Scoring RubricsTask Specifications and Scoring Rubrics
Performance Task Sample Performance Task Sample
• Which claims does this task address?Which claims does this task address?
• What do you think the assessment targets are?What do you think the assessment targets are?• What do students need to be able to do to complete What do students need to be able to do to complete
this task?this task?
• Which standards does this task address?Which standards does this task address?
• What vocabulary do students need to have in What vocabulary do students need to have in order to complete this task?order to complete this task?
• What is the Depth of Knowledge level required What is the Depth of Knowledge level required for this task?for this task?
• What are the implications for your classroom?What are the implications for your classroom?
Performance Task Performance Task Sample Sample
Discuss the Task Specifications : Discuss the Task Specifications : 1111thth on page 10 on page 10 66thth on page 8 on page 8
Did you agree with the claims, assessment Did you agree with the claims, assessment targets, standards and DOK level?targets, standards and DOK level?
Peruse pages 12 – 15. How do these scoring Peruse pages 12 – 15. How do these scoring rubrics compare to your classroom rubrics compare to your classroom expectations? How might you change your expectations? How might you change your classroom expectations to align with these classroom expectations to align with these rubrics and scoring information? rubrics and scoring information?
““In two years from now, if you are teaching In two years from now, if you are teaching almost the same lessons that you have almost the same lessons that you have always taught, then you have not adopted always taught, then you have not adopted the CCSS. These standards demand a new the CCSS. These standards demand a new way of teaching and assessing.” Tony way of teaching and assessing.” Tony FrontierFrontier
Standards Based NOT Standards Based NOT Standards ReferencedStandards Referenced
Teachers are the KeyTeachers are the Key
“ “Teachers must be the primary Teachers must be the primary driving force behind change. driving force behind change. They are best positioned to They are best positioned to understand the problems that understand the problems that students face and to generate students face and to generate possible solutions.”possible solutions.”
James Stigler and James Hiebert,The Teaching Gap
Quality Instruction Makes A Difference
““Good teaching can make a Good teaching can make a significant difference in student significant difference in student achievement, equal to one achievement, equal to one effect size (a standard effect size (a standard deviation), which is also deviation), which is also equivalent to the affect that equivalent to the affect that demographic classifications can demographic classifications can have on achievement.”have on achievement.”
Paraphrase Dr. Heather Hill, University of Michigan
Research has indicated that... Research has indicated that... “teacher quality trumps “teacher quality trumps
virtually all other influences virtually all other influences on student achievement.”on student achievement.”
(e.g., Darling-Hammond, 1999; Hamre and Pianta,2005; Hanushek, Kain, O'Brien and Rivken, 2005;Wright, Horn and Sanders, 1997)
