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Smarter Balanced Assessment Consortium Parent Information Session

Smarter Balanced Assessment Consortium Parent Information Session. Colchester Public Schools. Field Test: A Practice Run of Our New Assessments. Why? Colchester chose the Smarter Balanced test instead of CMT because it is more closely aligned to our instruction

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Smarter Balanced Assessment Consortium Parent Information Session

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  1. Smarter Balanced Assessment Consortium Parent Information Session Colchester Public Schools

  2. Field Test:A Practice Run of Our New Assessments Why? Colchester chose the Smarter Balanced test instead of CMT because it is more closely aligned to our instruction Who? Students in grades 3-8 and 11 • Test is not timed, and each of the 4 tests (ELA/literacy and math) is expected to take 60-90 minutes to complete. • This field test will help develop the grade level proficiency levels based on those taking the test.

  3. We are preparing students to: • Answer questions that have more than one correct • answer, using evidence from the text • Participate in small group discussions • Take notes while watching a video • Take notes when reading an article, short story, etc. • Analyze, synthesize, evaluate, and integrate • information in order to write a complete essay • Writewithin a specific time frame • Answer real world math questions

  4. Schedule • The day will feel like a regular day for most of the school. • Students will have specials, lunch, recess as usual • The schedule is less invasive than the CMT’s • Students can take breaks • The test is not timed • Make-ups will be provided throughout the testing months

  5. Language ArtsWhat Will Be Tested? Place text here

  6. Shift 1 Building knowledge through content rich nonfictionShift 2 Reading, Writing and Speaking grounded in evidence from text, both informational and literary.Shift 3 Regular practice with complex text and its academic language The Shifts in ELA/Literacy

  7. Reading Standards • Reading Foundational Skills • Literature • Informational • Writing • Language • Speaking/Listening

  8. Example: Point of View • Grade 1 Identify who is telling the story at various points in a text. • Grade 3 Distinguish their own point of view from that of the narrator or those of the characters. • Grade 8 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. • Grade 11-12 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

  9. Smarter Balanced Item Types Selected Response Constructed Response Technology Enhanced Performance Tasks

  10. Technology Enabled (Listening)

  11. Technology Enhanced Read the sentences below. Select a sentence from the passage that best supports each inference.Drag and drop the sentence into the box below the characteristic it best supports. How Janie Changes in the Story Janie is jealous in the beginning of the story. Janie is helpful by the end of the story.

  12. Performance Tasks • Demonstrate real world writing and analytical skills in math and language arts • 30 minute classroom instruction to give a context prior to the test

  13. MATH PERFORMANCE TASK– CLASSROOM ACTIVITY: “The performance task you will complete is about a lemonade stand. How many of you have ever come across someone selling lemonade? Or have you ever had your very own lemonade stand?” [Allow students to tell stories about seeing people selling lemonade or about holding their own lemonade stands.]

  14. Math

  15. Shifts in Math with the CCSS • Learn more about fewer, key topics • Build skills within and across grades • Really know it, really do it • Use it in the real world • Think fast AND solve problems

  16. Math - What Will Be Tested?

  17. Practice Standards vs. Content • 8 Practice standards • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in • repeated reasoning.

  18. Content Standards • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations – Fractions • Measurement and Data • Geometry

  19. For this item, a full-credit response (1 point) includes: - stating that Susan is incorrect and an explanation as to why she is incorrect For example, - “No, because parallelograms have two pairs of parallel sides.” OR - “She is incorrect, because some of the figures do not have two pairs of parallel sides.”

  20. For further information. . . Connecticut Core Standards website with a link to Smarter Balanced: http://ctcorestandards.org/ A Parent's Guide to the Common Core: http://www.engageny.org/parent-guides-to-the-common-core-standards National PTA Common Core Information: http://pta.org/advocacy/content2.cfm?ItemNumber=3008

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