 Connecting to the Common Core State Standards for Mathematics- Assessment Tools for Student Success Anton Jackson, OSPI Sandy Christie, Puget Sound ESD Ken Marks, Tacoma Schools February 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.ItemNu mber

Item Codes in Intro Assessment Item 1: MAT.HS.SR.1.00FIF.K.082 Item 2: Traditional Item 3: MAT.08.CR F.E.135 Item 4: MAT.08.TE.1.000EE.C.200_V1 Item 5: MAT.08.CR F.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 Jackson An 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