Smarter balanced-overview-presentation

Smarter Balanced
Assessment Consortium

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

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?

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

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

Smarter Balanced
Background

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]

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

State Led
Committed to Transparency

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

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)

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

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

Smarter Balanced
Approach

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

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.

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)

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)

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

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


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

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

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

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

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

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/.

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

Find Out More

Smarter Balanced
can be found
online at:
SmarterBalanced.org

Smarter balanced-overview-presentation

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