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Heather Dorsey Cheryl Vance

Heather Dorsey Cheryl Vance. Goals. Participants will: Explore SBAC Theory of Action Be Introduced to Evidence-Based Design and Assessment Claims Review Depth of Knowledge. “ Everyone is good at mathematics because everyone can think. And mathematics is about thinking.”.

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Heather Dorsey Cheryl Vance

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  1. Heather Dorsey Cheryl Vance

  2. Goals • Participants will: • Explore SBAC Theory of Action • Be Introduced to Evidence-Based Design and Assessment Claims • Review Depth of Knowledge

  3. “Everyone is good at mathematics because everyone can think. And mathematics is about thinking.” -Yeap Ban Har National Institute of Education Singapore

  4. So the question is -What are they thinking… and how do we know if it is what we think they are thinking? And is it what we thought they were thinking about….

  5. And the answer is Assessment – in its many forms

  6. What is the purpose of assessment? ... to gather evidence of learning.

  7. National Assessment Consortiums • Smarter Balanced Assessment Consortium – SBAC http://www.smarterbalanced.org/ • Partnership for Assessment of College and Career Readiness – PARCC • http://www.parcconline.org/

  8. Implementation Timeline Gear Up - CCSS 6-27-12

  9. Smarter Balanced Assessment System: A National Consortium of States • 27 states representing 43% of K-12 students • 21 governing, 6 advisory states • Washington state is fiscal agent • WestEd provides project management services

  10. A Balanced Assessment System English Language Arts/Literacy and Mathematics, Grades 3-8 and High School School Year Last 12 weeks of the year* DIGITAL CLEARINGHOUSE 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. Optional Interim Assessment Optional Interim Assessment • PERFORMANCE TASKS • ELA/Literacy • Mathematics • COMPUTER ADAPTIVE TESTS • ELA/Literacy • Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Re-take option Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

  11. Time and format • Summative: For each content area - ELA & Math • Computer Adaptive Testing (CAT) • Selected response (MC), Constructed Response (open-ended), Technology enhanced (e.g., drag and drop, video clips, limited web-interface) • Performance Tasks (like our CBAs) • Up to 2 per content area in grades 3-8 • Up to 6 per content area in High School Gear Up - CCSS 6-27-12

  12. Time and format • Summative: - Administration window is last 12 weeks of school - For each content area - ELA & Math • Shorter option for states (~3 hours ELA, ~2 hours Math) • Scale score on comprehensive test (met/not met determination) • Longer option for states (~5 hours ELA, ~3 hours Math) • Able to report data on claims for individual students Gear Up - CCSS 6-27-12

  13. Time and format • Interim assessments • Can be used as often as needed • Can be customized by districts/schools • To focus on selected strands • To clone summative test • Will use Computer Adaptive Technology • Released items from summative item bank Gear Up - CCSS 6-27-12

  14. Washington’s Testing System Transition Current Testing System • Reading and Math: Grades 3–8 and 10 • Writing: Grades 4, 7, 10 • Science: Grades 5, 8, 10 SBAC/CCSS Testing System • English/Language Arts and Math: Grade 3–8 and 11* • Science exams are required under ESEA but are not included in SBAC *11th grade to measure college and career readiness. We are working with higher ed to explore the possible use of these measures as an alternative for college placement (or entrance). () Gear Up - CCSS 6-27-12

  15. Washington’s Context…Proposed Summative Assessments in 2014–15 Gear Up - CCSS 6-27-12

  16. Still to be worked out: Washington’s Policy Discussion… • Will 11th grade exam be used for graduation (exit exam) in Washington? • If these exams are our exit exams what will the CAA options be? • Will the Summative SBAC test replace our End of Course exams or will SBAC have End of Course exams too? • How will Washington’s science tests mesh with these tests? Gear Up - CCSS 6-27-12

  17. Calculator Use • At grades 3–5, all items should be written so they can be answered without using a calculator  • At grades 6-8, most items should be written so they can be answered without using a calculator. However, some targets may require the use of an online calculator tool in order to efficiently problem solve. In these cases, the calculator tool will appear in the specification table under “allowable tools.”  • Graphing and scientific calculators may be used for many items in high school mathematics assessments, even if unnecessary to solve the problem. An online version will be available for most items during the CAT portion of the assessment, except when specifically “turned off” because of the particular content of the item being assessed.

  18. Seven Key PrinciplesSBAC: Theory of Action, pp. 1 & 2 • An integrated system • Evidence-based approach • Teacher involvement • State-led with transparent governance • Focus: improving teaching and learning • Actionable information – multiple measures • Established professional standards

  19. 3. Teacher Involvement • On-line video course for item writing • Understand and be able to use sample items and examples at a greater depth • Increase ability to evaluate both instructional materials and assessment items • Create own classroom items aligned to new standards

  20. 2. Evidence Based Design

  21. Traditional Approach to Item Development 1.2.2 1.3.2 2.1.3 2.1.5 2.1.7

  22. Traditional Approach to Item Development Content Standard 2.2.3: Perform addition accurately for single and two digit numbers. Item: Beth says that 2 + 4 = 6. Explain why Beth is correct.

  23. Applying Evidence-Centered Design to Item and Task Development Beth says that 2 + 4 = 6. Explain why Beth is correct. Weak Evidence Content Standard 2.2.3:Perform addition accurately for single and two digit numbers.

  24. Applying Evidence-Centered Design to Item and Task Development 2 + 4 = ____ Stronger Evidence Content Standard 2.2.3:Perform addition accurately for single and two digit numbers.

  25. Applying Evidence-Centered Design toItem and Task Development Beth says that 2 + 4 = 6. Explain why Beth is correct. 2 + 4 = ____ Content Standard 2.2.4: Perform mathematical operations and justify solutions. Content Standard 2.2.3: Perform addition accurately for single and two digit numbers.

  26. Review of Cognitive Demand Depth of Knowledge (DOK)

  27. Cognitive Rigor and Depth of Knowledge • The level of complexity of the cognitive demand. • Level 1: Recall and Reproduction • Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. • Level 2: Basic Skills and Concepts • Requires the engagement of some mental processing beyond a recall of information. • Level 3: Strategic Thinking and Reasoning • Requires reasoning, planning, using evidence, and explanations of thinking. • Level 4: Extended Thinking • Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

  28. Level 1 ExampleGrade 8 Select all of the expressions that have a value between 0 and 1. 87∙ 8–12 74 7–3 ∙ 1 3 2 1 3 9 (–5)6 (–5)10

  29. Level 2 ExampleGrade 8 A cylindrical tank has a height of 10 feet and a radius of 4 feet. Jane fills this tank with water at a rate of 8 cubic feet per minute. How many minutes will it take Jane to completely fill the tank without overflowing at this rate? Round your answer to the nearest minute.

  30. Level 3 ExampleGrade 8 • The total cost for an order of shirts from a company consists of the cost for each shirt plus a one-time design fee. The cost for each shirt is the same no matter how many shirts are ordered. • The company provides the following examples to customers to help them estimate the total cost for an order of shirts. • 50 shirts cost $349.50 • 500 shirts cost $2370 • Part A: Using the examples provided, what is the cost for each shirt, notincluding the one-time design fee? Explain how you found your answer. • Part B: What is the cost of the one-time design fee? Explain how you found your answer.

  31. Level 4 ExampleGrade 8 During the task, the student assumes the role of an architect who is responsible for designing the best plan for a park with area and financial restraints. The student completes tasks in which he/she compares the costs of different bids, determines what facilities should be given priority in the park, and then develops a scale drawing of the best design for the park and an explanation of the choices made. This investigation is done in class using a calculator, an applet to construct the scale drawing, and a spreadsheet.

  32. “Students can demonstrate progress toward college and career readiness in mathematics.” Assessment Claims for Mathematics • “Students can demonstrate college and career readiness in mathematics.” Overall Claim (Gr. 3-8) • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Overall Claim (High School) • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Concepts and Procedures • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Problem Solving • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Communicating Reasoning Modeling and Data Analysis

  33. Claim 1Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Assessment Targets = Clusters

  34. F-IF.8Write a function defined by an expression in different buy equivalent forms to reveal and explain different properties of the function.

  35. Assessment TargetsClaim 2 – Problem Solving Claim 2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. • Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace • Select and use tools strategically • Interpret results in the context of the situation • Identify important quantities in a practical situation and map their relationships.

  36. 7.G.4 4.MD.3Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

  37. Assessment TargetsClaim 3 – Communicating Reason Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • Test propositions or conjectures with specific examples. • Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures. • State logical assumptions being used. • Use the technique of breaking an argument into cases. • Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is. • Base arguments on concrete referents such as objects, drawings, diagrams, and actions. • Determine conditions under which an argument does and does not apply.

  38. 4.NBT. 5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.

  39. Assessment TargetsClaim 4 – Modeling and Data Analysis Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. • Apply mathematics to solve problems arising in everyday life, society, and the workplace. • Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem. • State logical assumptions being used. • Interpret results in the context of a situation. • Analyze the adequacy of and make improvement to an existing model or develop a mathematical model of a real phenomenon. • Identify important quantities in a practical situation and map their relationships. • Identify, analyze, and synthesize relevant external resources to pose or solve problems.

  40. Simpson Park Art Project Soda Cans Performance Tasks

  41. Materials on the Internet • Resources for writing CCSS-M like Assessment Items www.smarterbalanced.org • Item writing training www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/ • Sample items http://www.smarterbalanced.org/sample-items-and-performance-tasks/ • PARCC sample items http://parcconline.org/samples/item-task-prototypes#7 • Illustrative Mathematics Project http://illustrativemathematics.org

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