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1. “If you want to go fast go alone, if you want to go far, go together.” AfricanProverb A collaboration of 3 nonprofits through a contract award from www.vermontpln.org

2. ASSESSMENT DESIGN

3. Introductions

4. Apply the process and tools for developing interim reading comprehension assessments. • Understand the CCSS and SBAC connections in terms of Curriculum, Instruction, and Assessment • Explore an Assessment Design Process and Sample Assessments • Use an Assessment Design Process to construct quality assessments

5. The Curriculum-Instruction-Assessment System Common Core and Smarter Balanced Connections

6. The Curriculum-Instruction-Assessment System Assessment is an integral part of the teaching process. Teaching may be conceptualized as a process including quality curriculum, instruction/learning and assessment. There should be a reciprocal relationship between curriculum, instruction, and assessment.

7. Types of Assessments • A comprehensive measurement of learning (outcomes) following instruction • Provides information about what students have and have not mastered • Typically administered at the end of a unit, semester, or year • Intermediate assessment to monitor achievement over a group of standards • Should predict achievement on summative • Data should be used to inform re-teaching prior to summative assessment • Assessment yielded evidence about students’ status that guides instructional decisions and adjustments. • Typically targeted to a single standard • May be embedded in a lesson • Provides immediate evidence of student progress

12. Sample Assessments www.smarterbalanced.org http://sbac.portal.airast.org/practice-test/ Green Box>> Sign In>> Choose Grade Level >> Choose Test>> Choose Setting-Select>> Start my Test What do you notice about the structure of the tests? What do you notice about the types of questions? How are the CCSS standards addressed?

13. What are the big ideas? • How are text sets used? • How do the unit lessons connect? • How are students assessed? How does assessment fit into CCSS aligned units of instruction? Engage NY

14. Shifts of the Common Core: English Language Arts • Regular practice with complex text and academic language across content areas • Using evidence from literary and informational text to support claims and conclusions during reading, writing, and discussion, across content areas • Building content knowledge from informational text during reading, writing, and discussion, across content areas

15. Key Shift 1: Complex Text • Reading passages on tests should have appropriate grade complexity • Close reading, rather than skimming, is required. • Passages should be of high quality and worthy of close reading. • Most of the items assessing vocabulary should focus on words that matter most—academic vocabulary--and the use of context to determine their meaning. Source: ccsso.org

16. Key Shift 2: Evidence • Items require students to respond to and draw evidence from texts • Items should enable and require students to linger over the specifics, leading back to the text for close reading. Source: ccsso.org

17. Key Shift 3: Building Knowledge • Reading passages should include: strong, cogent examples of fiction, non-fiction, and informational text. Students should be reading like scientists, like historians, etc. • Interim/benchmark assessments should include: effective sequences of quality text-dependent questions to build content knowledge and comprehension from the text. Source: ccsso.org

18. Assessment Design Process

19. The Common Core Connection The first step of assessment design is clearly defining the content area (domain) and standardsto be measured. For our purposes, we will focus on English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

20. Claims

21. HANDOUT 2 SBAC and CCSS Connections

22. SMARTER BALANCED ELA LITERACY CONTENT SPECIFICATIONS

23. Assessment Targets Clearly define the knowledge, skills, and abilities that students will demonstrate. For Smarter Balanced, these are called assessment targets. These targets are all connected to the clusters we looked at earlier!

24. Assessment Targets for Claim 1 Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts Literary Informational 8. Key Details 9. Central Ideas 10. Word Meaning 11. Reasoning and Evidence 12. Analysis within or across texts 13. Text Structures and Features 14. Language Use • Key Details • Central Ideas • Word Meaning • Reasoning and Evidence • Analysis within or across texts • Text Structures and Features • Language Use

25. Assessment Targets for Claim 2 Students can produce effective and well-grounded writing for a range of purposes and audiences.

26. Determine Text Complexity MEASURES

27. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Common Core Connection R.CCR.10 Remember, assessment selections should be on grade level for students to read independently.

28. Three Part Model Dimensions of Text Complexity • Quantitative measures • Qualitative measures • Reader and Task considerations

29. Quantitative Measures

30. HANDOUT 3 (front) Quantitative Measures Comparison ATOS Lexile Source: www.corestandards.org

31. Quantitative Measures For Santorio Santorio Flesch-Kincaid and Reading Maturity Flesch-Kincaid 6.51-10.34 Reading Maturity: 7.04-9.57

32. ATOS Analyzer

33. HANDOUT 7 READ THE TEXT EXAMPLE from www.achievethecore.org Santorio Santorio and the Thermometer

34. HANDOUT 7 Results

35. Qualitative Measures

36. What other factors make the text complex? Source: www.fisherandfrey.com

37. HANDOUT 4 Qualitative Measures ANNOTATE—WHICH COMPONENTS MAKE THIS TEXT COMPLEX? Choose appropriate rubric for the type of text Source: ccsso.org

38. HANDOUT 3 (back) Qualitative Analysis of Santorio Santorio and the Thermometer

39. Reader and Task Considerations

40. Reader and Task • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

41. HANDOUT 5

43. Assessment Questions

44. Selected Response Items Students to select appropriate response(s) from options provided.

45. Strengths and Weaknesses of Selected Response Items Strengths Weaknesses Difficult to write Not able to assess all objectives (e.g. writing) Subject to random guessing • Allow for large numbers of items • Can be scored efficiently, objectively, and reliably

46. Formats and Components of Selected Response Items—Traditional Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. What is the best way to revise the highlighted sentence to match the language and style of the paragraph? • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. STIMULUS What is the best way to revise the highlighted sentence to match the language and style of the paragraph? STEM (Question) • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. OPTIONS Distractor Analysis A. This option uses too much scientific language to fit with the rest of the paragraph. B. This option is more informal than the rest of the paragraph. C. KEY. This option uses formal, non-technical language that fits well with the rest of the paragraph. D. This option uses too much figurative language to fit with the rest of the paragraph.

47. Selected Response Example OPTIONS

48. Selected Response Example

49. Selected Response Example OPTIONS/STUDENT RESPONSES

50. Constructed Response Items Students create or construct an appropriate response.