The Smarter Balanced Report Presented by: Adrian Amandi Julie Z. Manning Yurika Vu.
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Transcript of The Smarter Balanced Report Presented by: Adrian Amandi Julie Z. Manning Yurika Vu.
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The Smarter Balanced Report
Presented by:Adrian Amandi
Julie Z. ManningYurika Vu
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Section 1: Basic Information
Brief OverviewStudent Participation
Grade Level AssessmentsAlternate Assessments
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We Love Acronyms
CDE
CSB
CALPADSCALTAC
CAT ELA
SBAC TA
CAASPPTOMS
APAC
CMA
CAPA
CST
POD
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Student Participation• All students in grades 3–8 and 11 are required to take the
grade-level assessments
• Science for grades 5, 8, 10 with CST, CMA, or CAPA
Student Exemptions• Students participating in the alternate performance assessment
• English learners (ELs) who have been attending school in the US for less than 12 months (for the ELA test only)
• Parents who formally request an exemption (not advised)
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Student ParticipationAlternate Assessment
Participation
An alternate assessment is an option for students (in grades 3-8 and 11) with significant cognitive disabilities. IEPs must indicates participation in with this assessment.
3-8, 11 ELA and Math
California Alternate Assessment (CAA)
5, 8, 10 ScienceCAPA
Standard CAPA Assessment
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Grade Level Assessments
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Section II: Assessment Components and Design
Summative Assessments Computer Adaptive Testing/Paper-and-Pencil Options Performance Tasks
Interim AssessmentsFormative Assessments
Digital Library
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Summative Assessment Year-end tests measuring:
– Grade-level learning– Progress toward college & career readiness– Aligned with CCSS
Content areas:– ELA – Mathematics
Two components per content area: – Computer adaptive test (CAT)– Performance task (PT)
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Computer Adaptive Testing (CAT)
As students progress throughout a CAT, the computer program adjusts the difficulty of questions throughout the assessment based on their responses.
For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question.
The computer adaptive portion of the online test includes a wide variety of item types. (See slide __ for details)
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Computer Adaptive Testing
Test Blueprint• Covers the full range of Common Core
English and math standards
• Specifies number of items, score points, and depth of knowledge
Adaptive Software • Set of rules that determine which questions
will be administered to the student
• Ensures that each student’s test fulfills the test blueprint
• adjusts the level of difficulty of questions based on student responses
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Paper-and-Pencil Option
• Following this administration, there will be a 3 year window where a paper-and-pencil test will be an option thus allowing LEAs additional time to build their technology infrastructure
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Performance Task (PT)with Classroom Activity
The Performance Task is an individually administered, computer-generated task. It challenges students to answer a set of questions centered on a common theme or problem.
The PT is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario.
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Performance Task (PT)
Prior to the PT, teachers or instructional staff conduct a Classroom Activity for all students to ensure that a lack of understanding of the context of the task does not interfere with a student’s ability to address the content of the task.
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Classroom Activity (CA)
• Precedes the administration of the computer-based performance task (see next slide).
• The main purpose of the Classroom Activity is to ensure that all students have a common understanding, at a minimal level, of the contextual elements of a PT topic so they are not disadvantaged in demonstrating the skills the task intends to assess.
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Optional Interim Assessments
• Designed to support teaching and learning throughout the year.
– Feedback to inform instruction including:• Global measures of early and midyear progress• Identify specific areas of strength and weakness• Assess skills of incoming students
• Local use
Similarities to summative itemsEvidence based, assess Common Core State Standards offers same accessibility resources
Differences from summative itemsSeparate, non-secure question pool
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Types of Interim Assessments
• Interim Comprehensive Assessments (ICAs)– Assess the same claims and standards
• Interim Assessment Blocks (IABs)– Assess smaller sets of assessment targets– Address specific content areas– More flexible
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Formative Assessment
• Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.
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Digital Library FeaturesResearch-based instructional tools will be available on-demand to help teachers address learning challenges and differentiate instruction. The digital library will include professional development materials related to all components of the assessment system, such as scoring rubrics for performance tasks.
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Section III: Support Options
Conceptual Model of Support OptionsCategories of Support Options
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Conceptual Model of Support Options
Embedded supports definedNon-Embedded supports defined
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Embedded vs Non-Embedded
Embedded Supportuniversal tools, designated supports, and accommodations are provided digitally through the test delivery system
Non-Embedded Supportuniversal tools, designated supports, and accommodations ware provided at the local level through means other than the test delivery system.
Decisions based on: • Individual student’s needs• Reflect the student’s prior use of, and experience with support
It is important to note that although Print on Demand is a non-embedded accommodation, permission for students to request printing must first be set in Test Information Distribution Engine (TIDE) or the state’s comparable platform.
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Categories of Support Options
Universal SupportDesignated Support
Accommodations
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Universal Tools
• Universal tools are available to all students based on student preference and selection.
• Universal tools are access features of the assessment that are either provided as digitally-delivered components of the test administration system or separate from it.
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Designated Supports
• Designated supports for the Smarter Balanced assessments are those features that are available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student).
• Designated supports need to be identified prior to assessment administration. Embedded and non-embedded supports must be entered into the Test Operations Management System (TOMS). Any non-embedded designated supports must be acquired prior to testing.
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Accommodations
• Accommodations are changes in procedures or materials that increase equitable access during the assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do.
• Accommodations need to be identified prior to assessment administration with documentation of need written into an Individualized Education Program (IEP) or 504 accommodation plan.
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Support Option Graphic 1
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Support Options Graphic 2
*Must be activated in the test delivery system.**Print on demand for stimuli only can be activated in TOMS. If a student(s) need print on demand for items and/or items and stimuli, contact CalTAC at least 24 hours prior to testing.
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Section IV: Test Settings
Systems and ProcessSupporting the Team
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Suggested Supports Checklist
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Embedded Accommodations
Language: Default is English. Options include Braille.
American Sign Language (ASL): allowed for ELA listening items only; allowed for math items in their entirety; test content is translated into ASL video; ASL human signer and the signed test content are viewed on the same screen.
Closed Captioning: allowed for listening items; printed text appears on the computer screen as audio materials are presented
Embedded Designated Supports
Translations Glossaries (Math): Translation glossaries are provided for selected construct-irrelevant terms for mathematics.
Translated Test Directions (math): Students may see test directions in another language.
Translations (stacked) Math: Stacked translations provide the full translation of each test item above the original item in English.
Non-Embedded Designated Supports
Translation Glossaries for Math: Students who have limited English language skills can use a translation glossary for specific items.
Bilingual Dictionary: for ELA Full Writes: a bilingual/dual language word-to- word dictionary can be provided
Translated Test Directions
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Breaking NewsMarch 9, 2015
Update to the Read Aloud accommodation:
For the 2014–2015 school year, any student with an individualized educational program (IEP) or Section 504 plan that documents a read aloud accommodation will be allowed to:
•have a test reader for English language arts/literacy (ELA) reading passages,
•for all grades, including students in grades three through five.
District must complete an Individualized Aid Request
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More Breaking NewsTOMS is not up-to-date with
Read Aloud changes!
An Individualized Aid Request must be completed for students in grades 3 – 5 who need the Read Aloud accommodation.
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Unexpected Breaking NewsKnow one knows about this form!
Individualized Aid Request (IAR)
When to use:
If an IEP or 504 team identifies and designates
an unlisted accommodation/support
How to use:
Form is completed online by a coordinator at
http://caaspp.org/administration/forms/
The Smarter Balanced Assessment Consortium, in concert with the CDE, shall make a determination of whether the requested individualized aid changes the construct being measured.
This determination will be done after all testing has been completed.
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Even more breaking NewsAnother step added for Print-on-Demand!
Steps you know:
1. Must be included on IEP
2. Must have proper educational diagnosis input into CALPADS
3. Must be input correctly into TOMS
Fun new step:
Test setting must be approved and activated by the California Technical Assistance Center (CalTAC)
This means the CAASP coordinator needs to call CalTAC before testing begins (24hrs? 2 weeks? I have read both!)
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Head Scratching NewsJAWS probably won’t work well this year…
JAWS will let your student:
JAWS will NOT let your student:
* Read Language Arts material using an electronic braille display.
* Listen to any auditory output during the Language Arts sections of the test.
* Input answers and navigate via an electronic braille display.
* Provide acceptable navigation to select the right answer in math and science tests.
* Allow Grade 2 or Grade 1 input. Must use computer braille.
* Display correct Nemeth braille or correct speech for math and science.
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Section V: Preparing Your Students
Types of Responseshttp
://www.smarterbalanced.org/smarter-balanced-assessments/#item
http://www.cde.ca.gov/re/cc/literacyresources.asp
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Selected-Response (SR) Items
•Require students to select an answer to an item prompt
•Designed to be answered within 1 or 2 minutes and allow the opportunity to assess a broad range of content in one test
•Selected response items are objectively scored and student results are collected quickly
•Selected-response items include true/false, matching, and multiple-choice items.
• Multiple-choice items have a:– correct answer (i.e., from a list of alternatives) and – several wrong answers (or distractors).
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Constructed-Response Items
•Require students to write a response to a prompt.
•Constructed-response items range from supplying a missing word in a sentence to writing an extensive essay.
•Students are directed to demonstrate what they know in their own words.
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Extended-Response (ER) Items
•Seen in performance-task components for ELA and Mathematics
•An ER item/task is designed to cover content at a greater depth than a regular CR item.
•The time allotted to administer ER items/tasks should vary from 5 to 20 minutes.
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Technology-Enhanced Items• Technology-enhanced items take advantage of
computer-based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types.
• Technology-enhanced items capitalize on technology to collect evidence through a non-traditional response type, such as editing text or drawing an object.
• Selected-response and technology-enhanced items can be scored automatically.
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ELA and Math Response OptionsContent
AreaType of Item
How to Respond
How Student Responds
ELA and
MATH
Multiple Choice, single correct response; radio
button
Four-option multiple choice
1. Select an option by clicking on its lettered radio button, 2. To deselect an option, select a different radio button, 3. Only one option can be selected.
Multiple Choice, multiple correct
responses; checkboxes
Multiple-option multiple choice
1. Select among multiple lettered options by clicking anywhere within the text, 2. One or more options can be selected, 3. To deselect an option, click on the checkbox that is already marked.
Multiple correct responses; highlighted
text
1. Select among multiple lettered options by clicking anywhere within the text, 2. One or more options can be select, 3. To deselect an option, click on the previously highlighted option
Matching Tables (with a variation True/False or
Yes/No)
Table format, click entry 1. Select checkbox corresponding to an option in
a table cell, 2. To deselect an option, select a checkbox that is already marked
Short text Keyboard alphanumeric entry
1. Use keyboard to enter text into a multi-line text box, (Text formatting not provided)
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Math Only Response Options
Math Only
Drag-and-Drop Drag-and-Drop single or multiple elements
1. Select an object by clicking on it, 2. then drag- and-drop it to appropriate location in the response area.
Hot Spot Select text 1. Select targeted areas in the response area.
Table Fill in Table format, click entry Use keyboard to enter text into table cells, or Select an object by clicking on it, then drag- and-drop it to a table cell
Graphing Plot points and or draw lines
1. Using the Add Point icon, 2. Click in the Question response area to create a new point. · To remove the point, select the Delete icon; click on the point to be deleted Using the Connect Line icon · Click in the Question response area where the line is to start · Click and drag to the area where the line is to end · To remove the line, select the Delete icon; click on the line to be deleted
Equation/numeric
Enter equation or numeric response
Select buttons representing numbers and mathematic symbols to create a numeric response or equation
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ELA Only Response Items
ELA Only
Two-part multiple-choice, with
evidence-based response
(evidence-based multiple choice)
Two part, multiple choice
Part 1 Response: Select an option by clicking on its lettered radio button; Part 2 Response (to provide evidence in support of the response to Part 1): Click on an option (highlights it)· Responses to both Part 1 and Part 2 can be changed
Hot Text (Select and move text)
Select and order text Select text by clicking on it, then drag-and- drop it to new area
Listening Tasks
Start an audio clip, Pause/re-start; fast-forward/rewind; and move-to options are provided
Start an audio clip · Pause/re-start; fast-forward/rewind; and move-to options are provided
Essay Keyboard alphanumeric entry
Use keyboard to enter text into a multi-line text box · Text formatting tools are provided
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Navigating Within the TestA test page has up to three primary landmark elements:
• Banner (test and student information) region,• Navigation and test tools region
• Test content region (Stimulus and Items)
To navigate between these landmarks using JAWS, press the [R] key.
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Banner Region• Test Information Row:
– This row displays the current question number(s), test name, student name, test settings button, and help button.
Navigation Region• Navigation and Test Tools Row:
– This row displays the navigation and tool buttons.
Test Content RegionStimulus/Passage:• Stimulus/passage title• Stimulus/passage context menu• Stimulus/passage content
Item: Each item contains the following elements:• Item number
• Item context menu• Item stem• Response area/answer options
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Keyboard Commands
For JAWS see:Braille Requirements for Online Testing ManualSee Handout for other commands
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AcronymsAIR American institutes for ResearchAPAC Alternate Performance Assessment for CaAT Assistive Technology
CST California Standards TestsCDE California Department of Education CSB California school for the blindCMA California modified assessmentCAPA Ca Alternate Performance AssessmentCAHSEE California high school exit examCALTAC Ca Technical Assistance CenterCALPADS Ca Longitudinal Pupil Achievement Data SystemCBT Computer-Based TestingCAT Computer Adaptive TestingCCSS Common Core State StandardsCAASPP Ca Assessment of Student Performance
DC District Test Coordinator
ETS Educational Testing ServicesELA English Language ArtsELL English Language Learner
FT Field Test
IEP Individualized Educational ProgramIT Instructional Technology
JAWS Job Access With Speech
LP Large Print
NON PT Non Performance Task POD Print-on-Demand (POD) PM Permissive ModePT Performance task RA Read Aloud
SBAC Smarter Balanced Assessment ConsortiumSC School Test CoordinatorSSID Statewide Student IdentifierSTAR State Testing and Reporting TA Test Administrator TOMS Test Operations Management SystemTTS Text-to-Speech