Riverside County Assessment Network CCSS SBAC Update
description
Transcript of Riverside County Assessment Network CCSS SBAC Update
![Page 1: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/1.jpg)
Riverside County Assessment NetworkCCSS SBAC Update
![Page 2: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/2.jpg)
State Board
• Next Generation Science Standards• Frameworks• New Funding for Professional Development,
Instructional Materials, and Technology• SARC• SBAC Pilot and Waiver• Alternative Assessments• ELPAC
![Page 3: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/3.jpg)
SBAC Scoring Guides
• Review one of the sample SBAC Scoring Guides• http://sbac.portal.airast.org/Practice_Test/res
ources.html• In groups, discuss the following:– How will assessments be scored?– How do these documents inform our assessment
decisions?– What are the ramifications for instruction and
assessment?
![Page 4: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/4.jpg)
Universal DesignThe concept of Universal Design focuses on “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” When applied to the development of assessment items and tasks, the concept of Universal Design aims to create items and tasks that accurately measure the targeted knowledge, skills, and abilities for all students. However, the concept of Universal Design recognizes that a single solution rarely, if ever, functions well for all users. For this reason, Universal Design also embraces the concept of allowing users to select from multiple alternatives. As Rose and Meyer emphasize, “Universal Design does not imply ‘one size fits all’ but rather acknowledges the need for alternatives to suit many different people’s needs…the essence of [Universal Design] is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences.”http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Guidelines/AccessibilityandAccommodations/GeneralAccessibilityGuidelines.pdf
![Page 5: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/5.jpg)
Accommodations
• http://www.smarterbalanced.org/parents-students/support-for-under-represented-students/
• Open for feedback on August 12, 2013.
![Page 6: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/6.jpg)
![Page 7: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/7.jpg)
Accessibility and Accommodation
![Page 8: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/8.jpg)
Language• Present all instructions and procedures using simple, clear, and easy-to-understand
language.• Keep the length of prompts and stimuli to the minimal required length.• Avoid sentences with multiple clauses.• Use a series of simpler, shorter sentences in place of longer, more complex
sentences.• Use vocabulary and sentence structure that is at or below grade level for prompts
and directions.• Use vocabulary and sentence structure for prompts and directions that is at grade
level when assessing reading skills.• Use vocabulary and sentence structure that is at or below grade level when
assessing skills other than reading.• Use common words instead of unusual or low-frequency words.• Do not use ambiguous words, idioms, or jargon unless they are defined or part of
the knowledge being measured.• Avoid false cognates (words with a common etymological origin), such as “billion,”
which means the number 1,000,000,000 in English but which means 1,000,000,000,000 in Spanish. (See ELL Accessibility Guidelines for more information on cognates.)
![Page 9: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/9.jpg)
Language• Do not use words, phrases, names, or terms that may be culturally insensitive or
unfamiliar to people of a given culture.• Avoid irregularly spelled words.• Avoid proper names unless necessary.• When a fictional context is necessary (e.g., for a mathematics word problem), use
a simple context that will be familiar to the widest possible range of students (such as objects and activities commonly encountered in school).
• Present essential words or vocabulary in bold.• Make prompts as direct as possible and use an active voice.• Prompts are worded positively and avoid the use of terms like “not” and “never.”• When a prompt references a specific section of a stimulus, include the relevant
section with the prompt when possible.• Do not use extraneous verbiage in answer options.• Present answer options in the shortest form possible.• Make answer options approximately equal in length.
![Page 10: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/10.jpg)
Visual Elements• Include visual elements only when essential.• Refer to the visual element in the prompt.• Present visual elements with clarity and with sufficient contrast.• Avoid the use of color or greyscale in visual elements unless
necessary.• Do not reference specific colors in item prompts.• Include labels and supportive text for all visual elements.• Place labels in a consistent location across visual elements when
possible.• Avoid multimedia or interactive features unless they are absolutely
required to measure the targeted knowledge, skill, or ability.
![Page 11: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/11.jpg)
Design Issues
• Design items and sections of tasks so that their entire content can be displayed on a single screen.
• When possible, avoid stimuli that cannot be displayed on a single screen.
• When stimuli extend beyond one page, present stimuli as multiple pages instead of as an extended scroll box.
• Place visual elements in proximity to text that references or clarifies the element.
• Avoid crowding of details.
![Page 12: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/12.jpg)
Accessibility
• Magnification• Contrast• Auditory Calming• Masking• Line Reader• Glossary
![Page 13: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/13.jpg)
Supplemental and Alternative
• Spoken Presentation• Braille• Signed Translation• Tactile Graphics• Language Translation
![Page 14: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/14.jpg)
![Page 15: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/15.jpg)
Accessibility and Accommodations
• Adding in class activity to performance task.• Accessibility tools will be available to all students:
writing tools, zoom, mark to review, pop-up glossary.• Middle Tier: has more adult involvement-only provided
if needed-may not need an IEP.• Bottom level would need documentation for usage.• Embedded tools and local tools.• Looking at linguistic complexity:
– Side by Side– Glossary
![Page 16: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/16.jpg)
![Page 17: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/17.jpg)
![Page 18: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/18.jpg)
![Page 19: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/19.jpg)
![Page 20: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/20.jpg)
![Page 21: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/21.jpg)
![Page 22: Riverside County Assessment Network CCSS SBAC Update](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816136550346895dd092bf/html5/thumbnails/22.jpg)