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Overview: Smarter Balanced Assessment Consortium

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Title: Overview: Smarter Balanced Assessment Consortium


1
OverviewSmarter Balanced Assessment Consortium
  • New Hampshire Department of Education

2
A National Consortium of States
  • 24 states representing 39 of K-12 students
  • 21 Governing, 3 Advisory States
  • Washington state is fiscal agent
  • WestEd provides project management services

3
Next-Generation Assessments
  • Rigorous assessments of progress toward college
    and career readiness
  • Common cut scores across all Consortium states
  • Information about grade-level achievement and
    growth
  • Valid, reliable, and fair for all students
    (except those with significant cognitive
    disabilities)
  • Administered online, using multiple measures
    (paper/pencil option for 3 years)
  • Fully operational in 2014-15 school year

4
What are the NHs College Career Readiness?
working with but not only with the Common Core
State Standards is a
  • State-led initiative made up of the nations
    governors and education commissioners states
    voluntarily adopt the Standards - 46 states have
    adopted so far
  • Single set of clear educational standards for
    Kindergarten through 12th grade in English
    Language Arts and Math that measure both content
    and application of knowledge
  • More rigorous set of standards designed to
    ensure all students are prepared for college and
    career success and to collaborate and compete
    with their peers in the United states and abroad

4
5
Common myths about the Common Core
Facts
Common Myths
  • The federal government did not lead and will not
    govern the Common Core state Standards
    Initiative. The Initiative was and will remain a
    state-led effort.
  • Teachers, parents, school administrators and
    experts from across the country worked together
    to provide input into the standards each state
    can add up to 15 of its own standards to
    customize to its needs

CCSS is a Federal initiative
CCSS amounts to a national curriculum that will
standardize teaching and learning
  • CCSS is not a curriculum local teachers,
    principals, superintendents and others will
    decide how the standards are to be met. Teachers
    will continue to devise lesson plans and tailor
    instruction to the needs of their students
  • CCSS are designed to build upon the most advanced
    current thinking about preparing all students for
    success in college and careers - standards were
    informed by the best in the country, the highest
    international standards, and evidence and
    expertise about educational outcomes

CCSS will bring us down to the lowest common
denominator
  • States will continue make all policy decisions
    with regard to the collection, storage and use of
    student assessment data.
  • Assessment consortia will not share identifiable
    student-level data with the federal government
    and legislation prohibits the creation of a
    federal database with students personally
    identifiable information

The new tests from the Consortia put student
privacy at risk
5
6
Common myths about the Common Core
Facts
Common Myths
  • The federal government did not lead and will not
    govern the Common Core state Standards
    Initiative. The Initiative was and will remain a
    state-led effort.
  • Teachers, parents, school administrators and
    experts from across the country worked together
    to provide input into the standards each state
    can add up to 15 of its own standards to
    customize to its needs

CCSS is a Federal initiative
CCSS amounts to a national curriculum that will
standardize teaching and learning
  • CCSS is not a curriculum local teachers,
    principals, superintendents and others will
    decide how the standards are to be met. Teachers
    will continue to devise lesson plans and tailor
    instruction to the needs of their students
  • CCSS are designed to build upon the most advanced
    current thinking about preparing all students for
    success in college and careers - standards were
    informed by the best in the country, the highest
    international standards, and evidence and
    expertise about educational outcomes

CCSS will bring us down to the lowest common
denominator
  • States will continue make all policy decisions
    with regard to the collection, storage and use of
    student assessment data.
  • Assessment consortia will not share identifiable
    student-level data with the federal government
    and legislation prohibits the creation of a
    federal database with students personally
    identifiable information

The new tests from the Consortia put student
privacy at risk
6
7
Michigan employers cite lack of basic skills is
one of the primary reasons they cannot fill open
positions in a time of relatively high
unemployment
1 - Michigan Economic Developers Association,
Talent and Skill Michigans Driving Economic
Development Issue (2012) 2 - 2013 Governors
Economic Summit, Outcomes of the Economic
Summit (2013) 3 - Pure Michigan Talent Connect
(mitalent.org), as of June 5, 2013 4 - U.S.
Bureau of Labor Statistics, seasonally adjusted
unemployment, April 2013
7
8
Michigan employers cite lack of basic skills is
one of the primary reasons they cannot fill open
positions in a time of relatively high
unemployment
1 - Michigan Economic Developers Association,
Talent and Skill Michigans Driving Economic
Development Issue (2012) 2 - 2013 Governors
Economic Summit, Outcomes of the Economic
Summit (2013) 3 - Pure Michigan Talent Connect
(mitalent.org), as of June 5, 2013 4 - U.S.
Bureau of Labor Statistics, seasonally adjusted
unemployment, April 2013
This document is related to the analysis and
formulation of consortium policies and actions.
Distribution is not authorized without the
express written consent of Smarter Balanced
leadership or their designees.
8
Click to jump back to Workshop 1 or Module A
9
Smarter Balanced will assess the more rigorous
set of standards established by the Common Core
Level One (Recall)
Level Four
Level Two (Skill/Concept)
Describe Explain Interpret
Smarter Balanced assessments move beyond basic
skills and recall to assess critical thinking and
problem solving
(Extended Thinking)
Level Three (Strategic Thinking)
Source Webb, Norman L. and others, Web
Alignment Tool 24 July 2005. Wisconsin Center of
Educational Research, University of
Wisconsin-Madison, 2 Feb 2006
9
10
Smarter Balanced assesses knowledge in a 21st
century way
Assessing knowledge about fractions and decimals
to measuring problem-solving andhigher-order
thinking
From testing only recall and basic computation
Sample STAR item (California)
Sample Smarter Balanced item
The total length of a vehicle is 205.83 inches.
What is the length of the vehicle rounded to the
nearest whole number? A   200 inches B   205
inches C   206 inches D   210 inches
  • Jared is testing how much weight a bag can hold.
    He plans to put juice bottles into three bags. He
    wants each bag to have a total weight within the
    given range.
  • Drag juice bottles into each bag so that the
    weight is within the given range.
  • Leave the bag empty if the given range is not
    possible using juice bottles.

Note Summative assessment is an assessment of
learning at the end of a unit, term, or school
year
Source STARsamplequestions.org, Number Sense -
Decimals, Fractions, and Negative Numbers
(Performance Level Advanced) Question 02,
Sample Items SmarterBalanced.org, Mathematics
43328 Fractions
10
11
A Smarter Solution for States
  • GOVERANCE A state-led consortium with equal
    representation across member states
  • ECONOMIES OF SCALE High-quality assessments
    beyond what any single state can afford
  • APPLES-to-APPLES Equivalent levels of rigor
    across all member states
  • STATE FLEXIBILITY Different packages of core
    and optional services available to meet state
    needs

12
Summary of what states GET with Smarter Balanced
  • An assessment system built by states for
    states, with ongoing input and control over
    future development and allowing for true P-16
    collaboration around a tangible agenda.
  • A high quality assessment system that yields
    comparable data on performance and growth while
    also enabling flexibility in state
    implementation.
  • A reasonable, estimated cost per student, due to
    economies of scale across a 21-state consortium
  • A summative assessment that is based on Common
    Core State Standards and serves as an indicator
    of content proficiency and college and career
    readiness.
  • Performance tasks and high quality items
    delivered by an adaptive engine, yielding more
    precise, valid, and timely measures of
    achievement and growth for all students to
    support improved decision making and a fair
    accountability system.
  • Actionable formative tools and interim assessment
    that are part of a coherent system to help
    support improved teaching and learning.
  • A positive and productive assessment experience
    for all students, including those from
    under-represented groups, through the use of
    universal design, embedded digital accessibility
    tools and external accommodations supported by
    research and practice.

12
13
A Balanced Assessment System
Summative College and career readiness
assessments for accountability
Teachers and schools have information and tools
they need to improve teaching and learning
All students leave high school college and
career ready
Common Core State Standards specify K-12
expectations for college and career readiness
Interim Flexible and open assessments, used for
actionable feedback
Formative resources Supporting classroom-based
assessments to improve instruction
14
Smarter Balanced is more than just a test it is
a system of tools and resources
Teachers, schools and districts have access to
high quality and highly accurate student data and
teaching resources, through the digital library
throughout the year and across years to improve
teaching and learning
Assessments fully aligned with Common Core, tests
skills and knowledge and aligned with states
university and employer expectations
Educators can leverage item bank throughout the
year to diagnose students skills, assess
multiple measures and to provide computer
adaptive experiences to students, throughout the
school year
Provides pre and in-service resources for
educators in assessment evaluation, tech-enabled
consortia-wide Learning Communities and
instructional linkages to student score results
Tools and resources for professional development
and cross-consortia collaboration
Formative tools and interim assessments
customizable to inform and improve instruction
21-state consortium built by states for states
to share costs, pool resources, and enable
comparisons that gives each state ongoing input
and control over future assessments, budgets, and
organizational priorities
14
15
Here is how the Smarter Balanced system fits into
the school year
Summative assessments
Performance Tasks
Computer Adaptive Assessment
Optional interim assessments
Optional interim assessments
Scope, sequence and timing of interim assessments
locally determined
Computer-adaptive accurate, aligned to Common
Core and built to promote great instruction
Fast, detailed and digital with year-on-year
measurement
Formative tools (via Digital library)
Instruction
School year
15
16
Side by side comparison of summative items
Source STARsamplequestions.org, Number Sense -
Decimals, Fractions, and Negative Numbers
(Performance Level Advanced) Question 02,
SampleItems.SmarterBalanced.org, Mathematics
43025
16
17
Not just another testSmarter Balanced is
critical to helping New Hampshire achieve its
vision
Assessments model instruction and prepare
students for the new economy
Prepares New Hampshires students for a changing
world
1
Tools for instruction and information are
integrated from promote and inform great teaching
Supports teachers with a practical suite of
resources
2
Connects learning to life after high school
career or college
Aligned with college and employer expectations
3
Provides meaningful information to guide student
growth
Actionable and timely data for teachers, parents
and students
4
Keeps New Hampshire educators in the drivers seat
State Educators, researchers, policymakers helped
build Smarter Balanced
5
17
18
New Hampshire and Smarter Balanced have the
opportunity to support teachers and students in a
new way
Current state of assessments in New Hampshire
opportunities for New Hampshireand Smarter
Balanced
  • Dont comprehensively or reliably assess the
    breadth and higher order skills of current New
    Hampshire standards
  • Test results turnaround takes several weeks,
    limiting educators ability to act on data in a
    timely fashion
  • Summative assessments of skills and knowledge,
    more completely and tightly aligned with current
    New Hampshire standards
  • Faster score turnaround and deeper student
    performance data offered by computer-adaptive
    testing techniques

Summative assessments
  • Districts conduct formative and interim
    assessments that vary widely in what, how and
    when they test and how long score reporting takes
  • Teachers create assessments from scratch for
    tracking and measuring student progress across
    units and skill sets
  • Rapid turnaround of New Hampshire
    standards-aligned interim assessments that allow
    teachers to measure mastery of learning
    objectives and tailor instruction as needed
  • Teachers have access to bank of formative
    assessment tools they can customize and use
    throughout the school year

Formative tools and interim assessments
  • Teachers have limited access to high-quality
    tools and communities to inform assessments and
    align with instruction
  • Students get little exposure to testing modules
    and testing interfaces prior to the end-of-year
    assessment
  • Tools and resources for differentiated
    instruction, collaboration and professional
    development
  • Practice test for exposure to and practice with
    technologically enabled items and performance
    tasks

Tools and resources
18
19
Smarter Balanced will improve on New Hampshires
existing assessments by providing timely and
actionable data aligned to current state standards
NECAP Smarter Balanced
Governance Developed specifically for New Hampshire
Governance Built "by states, for states, with New Hampshire in leading role
Governance Preserves New Hampshire control over test delivery, scoring, and reporting
Governance Developed in coordination with New Hampshire higher education institutions(?)
Systemdesign Built from the ground up to measure New Hampshires current standards
Systemdesign Includes multiple-choice items
Systemdesign Includes many items of diverse types to assess higher-order thinking skills
Systemdesign Computer-adaptive
Systemdesign Lowers cost by leveraging efficiencies of scale across multiple states
Systemcomponents Summative assessments
Systemcomponents Aligned set of formative tools and interim assessments
Systemcomponents Digital library with PD modules, implementation guides, other resources
Systemfeatures Student- and school-level reports
Systemfeatures Rapid turnaround scoring and reporting
Systemfeatures Online assessment delivery
Systemfeatures Facilitates cross-state comparison and sharing of resources and best practices
Systemfeatures Accepted by higher education as a college-entrance exam ?
Content Math
Content Reading
Content Writing
Content Listening
Content Research
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1 Grades 4, 7 and 11 only
19
20
Smarter Balanceds design reflects what we have
learned assessment can do for instruction both
good and bad
NECAP was designed to
Smarter Balanced will be designed to
Summative
20
21
Fact or Fiction? (1/3)
  • Fiction These tests represent a new federal
    intrusion into education.
  • Fact For decades Congress has required
    assessments of student learning for
    accountability under the Elementary and Secondary
    Education Act (ESEA). The 2001 reauthorization
    of ESEA, known as the No Child Left Behind Act
    enacted during the Bush Administration, expanded
    those federal testing requirements to include
    state testing of every student in language arts
    and mathematics in grades three through eight and
    once in high school. In 2010, the federal
    government funded the State of Washington to act
    on behalf of a consortium of states to develop
    new, next-generation assessments aligned to the
    Common Core State Standards in English language
    art/literacy and mathematics. While federal
    funding currently supports the research and
    development work of the Smarter Balanced
    Assessment Consortium, all policy decisions about
    the structure and content of the assessments are
    made by the member states based on input from
    stakeholders across the county. At the
    conclusion of the federal grant in September
    2014, Smarter Balanced will become an operational
    assessment system supported by its member states.
    The Consortium does not plan to seek additional
    funds from the U.S. Department of Education.
  • Fiction Nothing is known about these new tests
  • Fact Smarter Balanced aims for complete
    transparency. All of the key documents
    describing the assessment (content
    specifications, item specifications, item writing
    training materials, test blueprints,
    accommodations framework, achievement level
    descriptors, technology specifications, etc.) are
    available to the public on the Smarter Balanced
    web site (www.SmarterBalanced.org). Practice
    tests also are available to the general public on
    the Smarter Balanced web site for each tested
    grade (3 through 8 and 11) and both subject areas
    (English language arts/literacy and mathematics).
  • Fiction The cost of these test are unknown
  • Fact Smarter Balanced has released cost
    estimates for its assessments that include
    expenses for ongoing research and development of
    the assessment system as well as test
    administration and scoring. The end-of-year
    summative assessment alone is estimated to cost
    22.50 per student. The full suite of summative,
    interim and formative assessments is estimated to
    cost 27.30 per student. These costs are less
    than the amount that two-thirds of the
    Consortiums member states currently pay. These
    costs are estimates because a sizable portion of
    the cost is for test administration and scoring
    services that will not be provided by Smarter
    Balanced states will either provide these
    services directly or procure them from vendors in
    the private sector.

SOURCE Smarter Balanced Fact or Fiction
document
21
22
Fact or Fiction? (2/3)
  • Fiction These new assessments are untested
  • Fact Smarter Balanced has incrementally tested
    the content of the assessment and the technology
    that will support the assessment. Smarter
    Balanced has already completed
  • Cognitive Labs Individual students provided
    feedback to test developers about their
    experience with the innovative test questions,
    accommodations for students with special needs,
    and the testing software.
  • Small-scale Trials Promising types of questions
    and software features were further tried out with
    hundreds of students.
  • Pilot Test Students at about 5,000 schools
    across the Consortium responded to a preliminary
    pool of test questions and performance tasks.
  • In spring 2014, the Consortium will conduct its
    field test to present the entire pool of Smarter
    Balanced items to students across member states.
    The field test is expected to involve students in
    about 15 to 20 percent of Consortium schools, and
    will gather the information necessary for final
    evaluation of item quality.
  • Fiction These tests will result in the
    collection of intrusive and inappropriate data on
    children
  • Fact States will make all policy decisions with
    regard to the collection, storage and use of
    student assessment data. Smarter Balanced will
    adhere to all federal and state privacy laws,
    including but not limited to the Family
    Educational Rights and Privacy Act (FERPA). The
    Consortium will not share identifiable
    student-level data with the federal government.
    The Higher Education Opportunity Act (HEOA) of
    2008, No Child Left Behind (NCLB) legislation
    amending the Elementary and Secondary Education
    Act, the Education Reform Sciences Act of 2002,
    and the Individuals with Disabilities Education
    Act (IDEA) all prohibit the creation of a federal
    database with students personally identifiable
    information.
  • Fiction These tests will require advanced
    technology that schools dont have and cant
    afford
  • Fact The Smarter Balanced assessment is being
    designed to work with the computing resources in
    schools today. The assessments can be offered on
    very old operating systems and require only the
    minimum processors and memory

SOURCE Smarter Balanced Fact or Fiction
document
22
23
Fact or Fiction? (3/3)
  • required to run the operating system itself (for
    example, the summative assessment can be
    delivered using computers with 233 MHz processors
    and 128 MB RAM that run Windows XP). Likewise,
    the file size for individual assessment items
    will be very small to minimize the network
    bandwidth necessary to deliver the assessment
    online. A 600 student middle school could test
    its students using only one 30-computer lab. To
    assist states that have not yet made the
    transition to online testing, the Consortium also
    will offer a paper-and-pencil option for the
    first three years of operational testing.
  • Fiction These assessments will result in
    standardization of teaching and learning
  • Fact A founding principle of Smarter Balanced
    is that teachers and students need high quality
    data, tools and resources to support improvements
    in student learning. Smarter Balanced isnt just
    an end-of-year accountability test. It is an
    assessment system that features flexible,
    non-secure interim assessments to be offered at
    teachers and schools discretion throughout the
    school year and a digital library of formative
    assessment tools, practices, and professional
    development resources built by teachers, for
    teachers to improve the quality of information
    collected through the daily classroom activities
    of assignments, quizzes, and observation of
    student work. The end of year tests will help
    schools evaluate how well their students
    performed by comparing their aggregate data with
    aggregate data from other schools across the
    nation. The end of year assessments also will
    empower students and parents by providing them
    with a clear indication of how well their
    children are progressing toward mastering the
    academic knowledge and skills necessary for
    college and career readiness.

23
24
New Hampshire will maintain control over critical
elements of the delivery and usage of the Smarter
Balanced system
Under Smarter Balanced, New Hampshire will
Own
Lead and shape
Contribute
  • Assessment delivery
  • Assessment scoring
  • Score reporting
  • Data management and distribution
  • Relationships with state districts, principals,
    teachers and parents
  • Contracting for all of the above activities
  • All aspects of non-Smarter Balanced
    assessments(e.g., social studies, science, K-2
    reading)
  • Mission and goals of Smarter Balanced
  • Assessment design, including development of
    future assessments
  • Smarter Balanced budget, including membership fee
    levels
  • Long-term organizational structure and
    sustainability plan
  • Teacher-developed test items
  • Formative tools and other professional
    development resources created by New Hampshire
    educators

24
25
Recommended checklist to assessing technology
readiness
Collect data on statewide technology capacity
using an inventory tool like the Smarter Balanced
Technology Readiness Tool www.TechReadiness.net
Encourage districts to evaluate local bandwidth
by running speed tests using a tool like the
Smarter Balanced Bandwidth Checker or working
with an organization like Education Super Highway
Given the current load on your system, you should
be able to test the requested number of students
at this location (Please note Throughput
estimates change as the network conditions change
and can vary from run to run)
Identify weak links between schools'
network-connected devices and the Internet
backbone, then
determine an approach to estimate the cost of
upgrading your districts to support online
assessment
Understand potential Federal, state, and local
resources exist to bring connectivity to your
districts
25
26
Consider running speed tests to understand
readiness for implementing Smarter Balanced
Education Super Highway will work with you to run
free, state-tailored speed tests of technological
readiness related to Smarter Balanced
Smarter Balanced Bandwidth checker
http//www.smarterbalanced.org/wordpress/wp-conten
t/uploads/2012/11/Bandwidth-Check-Instructions.pdf
  • Education Super Highway speed tests give states
  • Customized state campaign and website
  • Step-by-step assistance and attention
  • Troubleshooting Support for Schools
  • The results allow states to immediately begin
  • Identifying bottlenecks at schools
  • Prioritizing hardware and connectivity upgrades
    based on your data to make high-impact purchases
  • Identifying schools requiring additional
    assessment
  • Allows you to check your current bandwidth of
    your network based on test type and the maximum
    number of students likely to take the test at one
    time
  • Additionally, use the text-to-speech check for
    schools who will be administering the Pilot test
    and requires the use of the secure browser
  • Once you run the checker, you will get a message
    like

Using speed test data, states can focus on
districts and schools with issues and understand
the specific problems in need of solving and
begin to address the technology gaps
26
27
Evaluating The Smarter Balanced Assessment
  • We will spend some time evaluating the SBAC
    Practice Test
  • SBAC Practice Test Location http//sbac.portal.ai
    rast.org/Practice_Test/default.html
  • Limitations Practice test is not full range of
    content so should not be used as an instructional
    guide. Has no reports or scores and is fixed-form
    not computer adaptive.
  • Please log into the SBAC Practice Test Location
    provided above

28
Evaluating The Smarter Balanced Assessment
  • Process
  • With at least one computer able to connect to the
    WiFi and using either Mozilla Firefox, Google
    Chrome, Apple Safari or with the SBAC Secure
    Browser, break into groups. If you need the SBAC
    Secure Browser (Explorer/Windows)
    http//sbac.portal.airast.org/browsers/default.htm
    l
  • Log into SBAC Practice Test Portal
    (http//sbac.portal.airast.org/Practice_Test/defau
    lt.html) or initiate the SBAC Secure Browser.
  • Please review the materials on the Welcome to
    the Smarter Balanced Test page.
  • Click on the green icon Student interface
    Practice Test if you are not using the SBAC
    Secure Browser.

29
Evaluating The Smarter Balanced Assessment
  • Exercise
  • Choose a grade and subject to examine as a group.
  • Work through the questions and consider the
    following
  • What are the pros/cons of this format?
  • What adjustments will be required at the
    classroom level?
  • What problems or issues have you observed?
  • What are some possible solutions to ameliorate
    problems or issues?
  • What implications are there using SBAC at the
    school and district levels?
  • What recommendations can you make to facilitate
    school, district or NHDOEs transition to using
    SBAC?

30
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