Smarter balanced-overview-presentation
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The document provides information about the Smarter Balanced Assessment Consortium, which was formed to develop a next generation assessment system aligned to the Common Core State Standards. It describes the consortium's goals of creating valid, reliable and fair assessments that better measure students' mastery of complex skills and prepare them for college and careers. The assessment system will include computer adaptive interim and summative assessments, as well as performance tasks. It will provide teachers with formative assessment tools and resources to improve instruction.
![The Purpose of the Consortium
• To develop a comprehensive and innovative
assessment system for grades 3-8 and high school in
English language arts and mathematics aligned to the
Common Core State Standards, so that...
• ...students leave high school prepared for
postsecondary success in college or a career through
increased student learning and improved teaching
[The assessments shall be operational across Consortium states in
the 2014-15 school year]](https://image.slidesharecdn.com/smarter-balanced-overview-presentation-130206235647-phpapp02/85/Smarter-balanced-overview-presentation-7-320.jpg)
Smarter balanced-overview-presentation
- 1. Smarter Balanced Assessment Consortium
- 2. Common Core State Standards • Define the knowledge and skills students need for college and career • Developed voluntarily and cooperatively by states; more than 40 states have adopted • Provide clear, consistent standards in Source: www.corestandards.org English language arts/literacy and mathematics
- 3. The Assessment Challenge How do we get from here... ...to here? Common Core State Standards All students specify K-12 leave high school expectations for college and college and career ready career readiness ...and what can an assessment system do to help?
- 4. Concerns with Today's Statewide Assessments Each state pays for its own • Each state bears the burden of test development; assessments no economies of scale • Students in many states leave high school Based on state standards unprepared for college or career • Inadequate measures of complex skills and deep Heavy use of multiple choice understanding Results delivered long after tests • Tests cannot be used to inform instruction or are given affect program decisions Accommodations for special • Difficult to interpret meaning of scores; concerns education and ELL students vary about access and fairness • Costly, time consuming, and challenging to Most administered on paper maintain security
- 5. Next Generation Assessments The U.S. Department of Education has funded two consortia of states with development grants for new assessments aligned to the Common Core State Standards • Rigorous assessment of progress toward “college and career readiness” • Common cut scores across all Consortium states • Provide both achievement and growth information • Valid, reliable, and fair for all students, except those with “significant cognitive disabilities” • Administer online • Use multiple measures • Operational in 2014-15 school year Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
- 6. Smarter Balanced Background
- 7. The Purpose of the Consortium • To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that... • ...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching [The assessments shall be operational across Consortium states in the 2014-15 school year]
- 8. A National Consortium of States • 25 states representing 40% of K-12 students • 21 governing, 4 advisory states • Washington state is fiscal agent • WestEd provides project management services
- 9. State Led Committed to Transparency
- 10. State-Led Governance States Join Consortium as State Representatives Serve on Governing or Advisory State Executive Committee • Governors • 2 elected co-chairs • Education Chiefs • 4 representatives elected by • State Legislatures governing states • State Boards of Education • Lead procurement state (WA) • Higher education representatives Smarter Balanced Staff WestEd, Project Management Partner Advisory Committees
- 11. Who We Are • Co-Chairs: Carissa Miller, Ph.D. (ID), Joseph Martineau, Ph.D. (MI) Executive • Committee: Deb Sigman (CA); Dan Hupp (ME); Michael Hock, Ph.D. (VT); Mike Committee Middleton (WA); Lynette Russell, Ph.D. (WI); Charles Lenth, Ph.D. (SHEEO-Higher Education Representative); Beverly Young, Ph.D. (CA-Higher Education Representative) • Executive Director: Joe Willhoft, Ph.D. • Chief Operating Officer: Tony Alpert • Director of Strategic Communications and PIO: Eddie Arnold, APR • Lead Psychometrician: Marty McCall, Ph.D. Staff • Director of Higher Education Collaboration: Jacqueline King, Ph.D. • Director of English Language Arts / Literacy: Barbara Kapinus, Ph.D. • Director of Mathematics: Shelbi Cole, Ph.D. • Director of Support for Under-Represented Students: Magda Chia, Ph.D. • Project Management: WestEd (Stanley Rabinowitz, Ph.D., PMP Director) Advisors • Policy Coordinator: Sue Gendron, Ph.D. (former Maine Education Commissioner) • Senior Research Advisor: Linda Darling-Hammond, Ph.D. (Stanford University)
- 12. Consortium Work Groups Work group engagement of 110 1 Accessibility and Accommodations state-level staff: Formative Assessment Practices and 2 Professional Learning Each work group: • Led by co-chairs from governing states 3 Item Development • 8 or more members from advisory or governing states, including 2 higher 4 Performance Tasks education representatives • 1 liaison from the Executive Committee 5 Reporting • 1 WestEd partner 6 Technology Approach Work group responsibilities: 7 Test Administration • Define scope and time line for work in its area 8 Test Design • Develop a work plan and resource Transition to Common Core State requirements 9 Standards • Determine and monitor the allocated budget 10 Validation and Psychometrics • Oversee Consortium work in its area, including identification and direction of vendors
- 13. Technical Advisory Committee Jamal Abedi, Ph.D. Edward Haertel, Ph.D. UC Davis/CRESST Stanford University Randy Bennett, Ph.D. Joan Herman, Ph.D. ETS UCLA/CRESST Derek C. Briggs, Ph.D. G. Gage Kingsbury, Ph.D. University of Colorado Psychometric Consultant Gregory J. Cizek, Ph.D. James W. Pellegrino, Ph.D. University of North Carolina University of Illinois, Chicago David T. Conley, Ph.D. W. James Popham, Ph.D. University of Oregon UCLA, Emeritus Linda Darling-Hammond, Ph.D. Joseph Ryan, Ph.D. Stanford University Arizona State University Brian Gong, Ph.D. Martha Thurlow, Ph.D. The Center for Assessment University of Minnesota/NCEO
- 14. Smarter Balanced Approach
- 15. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Common Core State Standards All students Teachers and leave specify schools have K-12 high school information and college expectations tools they need for college and career to improve ready and career teaching and readiness learning Teacher resources for formative Interim assessments assessment Flexible, open, used practices for actionable to improve instruction feedback
- 16. A Balanced Assessment System ELA/Literacy and Mathematics, Grades 3-8 and High School School Year Last 12 weeks of the year* DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Summative Assessment for Optional Interim Optional Interim Accountability Assessment Assessment Performance Computer Computer Adaptive Computer Adaptive Tasks Adaptive Assessment and Assessment and Assessment Performance Tasks Performance Tasks • ELA/literacy • ELA/literacy • Mathematics • Mathematics Scope, sequence, number and timing of interim assessments locally determined Re-take option available *Time windows may be adjusted based on results from the research agenda and final implementation decisions.
- 17. Using Computer Adaptive Technology for Summative and Interim Assessments • Provides accurate measurements of student growth over Increased precision time Tailored for Each • Item difficulty based on student responses Student • Larger item banks mean that not all students receive the Increased Security same questions Shorter Test Length • Fewer questions compared to fixed form tests Faster Results • Turnaround time is significantly reduced • GMAT, GRE, COMPASS (ACT), Measures of Academic Mature Technology Progress (MAP)
- 18. K-12 Teacher Involvement • Support for implementation of the Common Core State Standards (2011-12) • Write and review items/tasks for the pilot test (2012-13) and field test (2013-14) • Development of teacher leader teams in each state (2012-14) • Evaluate formative assessment practices and curriculum tools for inclusion in digital library (2013-14) • Score portions of the interim and summative assessments (2014-15 and beyond)
- 19. Higher Education Collaboration • Involved 175 public and 13 private systems/institutions of higher education in application • Two higher education representatives on the Executive Committee • Higher education lead in each state and higher education faculty participating in work groups • Goal: The high school assessment qualifies students for entry-level, credit- bearing coursework in college or university
- 20. Assessment System Components Summative Assessment (Computer Adaptive) • Assesses the full range of Common Core in English language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10) • Measures current student achievement and growth across time, showing progress toward college and career readiness • Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year) • Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks
- 21. Assessment System Components Interim Assessment (Computer Adaptive) • Optional comprehensive and content-cluster assessment to help identify specific needs of each student • Can be administered throughout the year • Provides clear examples of expected performance on Common Core standards • Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks • Aligned to and reported on the same scale as the summative assessments • Fully accessible for instruction and professional development
- 22. Assessment System Components Performance Tasks • Extended projects demonstrate real-world writing and analytical “ The use of performance skills measures has been found • May include online research, to increase the intellectual group projects, presentations • Require 1-2 class periods to challenge in classrooms complete and to support higher- • Included in both interim and • summative assessments Applicable in all grades being assessed quality teaching. ” - Linda Darling-Hammond • Evaluated by teachers using and Frank Adamson, consistent scoring rubrics Stanford University
- 23. Assessment System Components Formative Assessment Practices • Research-based, on- “ Few initiatives are backed by evidence demand tools and resources for teachers that they raise • Aligned to Common Core, achievement. focused on increasing student learning and enabling Formative assessment differentiation of instruction is one of the few • Professional development approaches proven to ” materials include model units of instruction and publicly make a difference. released assessment items, - Stephanie Hirsh, formative strategies Learning Forward
- 24. Assessment System Components Online Reporting • Static and dynamic reports, secure and public views “ Data are only useful if people are able to • Individual states retain jurisdiction over access and access, understand and appearance of online reports • Dashboard gives parents, students, use them… For practitioners, and policymakers access to assessment information to be useful, information it must be timely, readily • Graphical display of learning progression status (interim available, and easy to ” assessment) • Feedback and evaluation understand. mechanism provides surveys, open feedback, and vetting of materials - Data Quality Campaign
- 25. Support for Special Populations • Accurate measures of progress for students with disabilities and English Language Learners “Common- • Accessibility and Core Tests Accommodations Work to Have Built-in ” Group engaged throughout Accommodations development • Outreach and - June 8, 2011 collaboration with relevant associations
- 26. Technology Guidelines for New Purchases (June 2012) Processor Available Display Minimum RAM Resolution Speed Memory/Storage Size for New Hardware 10” 1.0 GHz 1 GB 1 GB 1024x768 Class Windows 7 Chrome Operating Mac 10.7 Apple iOS 6 Systems Linux (Ubuntu 11.10; Fedora 16) Android 4.0 Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux), virtual desktops, thin client, tablets (iPad, Windows, and Android), and hybrid laptop/tablets will be compatible devices provided they are configured to meet the established hardware, operating system, and networking specifications—and are able to be “locked down.” Minimum specifications for legacy systems and network requirements will be informed by the Technology Readiness Tool and will be available in August 2012. The most recent version of the document can be found at http://www.smarterbalanced.org/smarter-balanced-assessments/technology/.
- 27. Timeline Formative Processes, Tools, and Practices Development Begins Writing and Review of Summative Master Writing and Review Field Testing of Final Achievement Pilot Items/Tasks Work Plan of Field Test Items/Tasks Summative and Standards (including Cognitive Developed and Work (throughout the Interim Items/Tasks (Summative) Verified Labs and Small-Scale Groups Launched school year) Conducted and Adopted Trials) Pilot Testing of Content and Preliminary Achievement Operational Procurement Summative and Item Standards (Summative) Summative Plan Interim Specifications Proposed and Other Policy Assessment Developed Items/Tasks Development Definitions Adopted Administered Conducted
- 28. Find Out More Smarter Balanced can be found online at: SmarterBalanced.org