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S
Connecting to the Common Core State
Standards for Mathematics-
Assessment Tools for Student Success
Anton Jackson, OSPISandy Christie, Puget Sound ESD
Ken Marks, Tacoma SchoolsFebruary 27-28, March 27-28, 2013
Welcome to the SBAC Item Writing Workshop
Please…
Get some refreshments
Rate yourself on your knowledge of the Common Core State Standards for Mathematics and the SMARTER/BALANCED assessment writing process using the sticky dots
Find a seat
Make a name tent
Introduce yourself to your table mates
Workshop Goals
Gain an understanding of the variety of SBAC task types.
Apply a process similar to one used by Smarter-Balanced Consortium to produce classroom-based formative assessments aligned to the Common Core State Standards.
Develop knowledge and skills necessary to use formative assessment data to influence instructional change. How would we use these? What is the nature of student conversations around these items?
Participate in an online community sharing assessment items.
Today’s Goals
Identify similarities and differences between familiar item types and test structures and the SBAC assessment structure.
Understand and use the item development process and relevant guiding documents.
Understand CCSSM and Practices shifts
Write items for content coming soon in your classes
Analyze items for Depth of Knowledge
A pre-assessment
This assessment is designed to get you thinking about similarities and differences between assessments you are familiar with and the structure of the SMARTER/BALANCED Assessment Consortium (SBAC) assessments being developed
Analyzing the pre-assessment
Which item structures would you classify as ‘traditional’? What are the characteristics of these items?
Which items would you classify as ‘new’ or ‘non-traditional’? What characteristics make these items different from the others?
Evidence Centered Design-Assessment Claims in SBAC Assessment
Primary Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
Primary Claim 2: Problem Solving Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies
Primary Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Primary Claim 4: Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
Item Types in SBAC Assessment
Selected response-SR Multiple choice Extended multiple choice
Constructed response-CR
Extended response-ER (A CR item as part of a performance task)
Technology enhanced-TE
Performance task-PT
Item Codes in Intro Assessment
Item 1: MAT.HS.SR.1.00FIF.K.082
Subject.GradeLevel.ItemType.Claim.ContentDomain.Target.ItemNumber
Item Codes in Intro Assessment
Item 1: MAT.HS.SR.1.00FIF.K.082
Item 2: Traditional
Item 3: MAT.08.CR.1.0000F.E.135
Item 4: MAT.08.TE.1.000EE.C.200_V1
Item 5: MAT.08.CR.1.0000F.F.090
Item 6: Traditional
Item 7: MAT.08.TE.2.000EE.A.145
Item 8: MAT.HS.ER.2.00SID.C.264
Item 9: MAT.08.ER.3.000EE.A.139_V1
Anton JacksonAn overview of the SBAC Assessment System
The nature of the MSP/EOC & Smarter-Balanced Assessments
The life of an item
Key features of item writing to which classroom teachers should be attending
Test and Item
SpecificationsStandards
Item/Rubric
Reviews
Item/Rubric
Development
OSPI, WA EducatorsContractor
WA Bias/Sensitivity: OSPI, Contractor, WA Citizens
*Content Reviews: OSPI, Contractor, WA Educators
OSPI, WA EducatorsExpert Consultants
OperationalItem BankOperational
Range Finding
OperationalScoring
ReportedResults
Pilot Item
WA Educators, OSPI, Contractor
Scoring Contractor
OSPI, ContractorWA Educators Pilot Item
Range Finding
Pilot ItemScoring
Pilot Item and
Data Reviews
Item Development Process
Guided Item Writing for Claim 1
Standard and Learning Target
Assessment Claim
Depth of Knowledge
Difficulty level
Distractor selection
Analyzing Depth of Knowledge (DOK)
Level 1: Recall
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
Analyzing Depth of Knowledge (DOK)
Either individually or with your writing partner, analyze the depth of knowledge of the item(s) you’ve written so far. Cite evidence from the item and language from the DOK chart to support your conclusions.
Exchange items with an author (or author pair) and analyze each other’s items using the DOK chart.
Discuss your analyses and try to come to consensus.
Guided Item Writing for Claim 1
Standard and Learning Target
Assessment Claim
Depth of Knowledge
Difficulty level
Distractor selection
Evaluation and Looking Ahead
Day 2 Overview
Write items for Claims 2 and 3
Writing rubrics for CR items
Intro to the Item Review Process-Bias and Sensitivity; Accessibility
Implementing your items, homework for next time
S
Connecting to the Common Core State
Standards for Mathematics-
Assessment Tools for Student Success
Anton Jackson, OSPISandy Christie, Puget Sound ESD
Ken Marks, Tacoma SchoolsFebruary 27-28, March 27-28, 2013
Welcome to the SBAC Item Writing Workshop-Day 2
Please…
Get some refreshments
Find a seat
Make a name tent
Introduce yourself to your table mates
Workshop Goals
Gain an understanding of the variety of SBAC task types.
Apply a process similar to one used by Smarter-Balanced Consortium to produce classroom-based formative assessments aligned to the Common Core State Standards.
Develop knowledge and skills necessary to use formative assessment data to influence instructional change. How would we use these? What is the nature of student conversations around these items?
Participate in an online community sharing assessment items.
Today’s Goals
Write rubrics for Constructed Response items
Understand the Item Review process Bias and Sensitivity Accessibility issues
Write items for Claims 2 and 3
Select items to give to students between now and next session
Claim 2-Problem Solving
Sample items from the zip file docs
MAT.08.CR.2.000EE.A.133
MAT.HS.CR.2.OAREI.A.032
Claim 3-Communicating Reasoning
Sample items from the zip file docs
MAT.08.ER.3.000SP.B.134
MAT.HS.ER.3.OAAPR.F.045