1. Interim Assessments Update
January 2015
Interim Assessments Update
Welcome and thank you for your interest
This presentation will provide information to help you understand the purpose of the DL and how to navigate the system once you are in the Digital Library. This presentation will give you background of the Digital Library so you can support its use by educators in your school district.

2. Agenda Purpose and overview Availability in 2014–15 Scoring Reporting
Interim Comprehensive Assessments (ICAs)
Interim Assessment Blocks (IABs)
Availability in 2014–15
Scoring
Reporting
Potential uses
The intended outcome of this presentation is to give you an understanding of the purpose of the Interim Assessments, the differences between the two types of tests, the ways in which the tests might be used, and to ask you to consider what role these tests will play in your local assessment system.

3. A Balanced Assessment System
Summative:
Tests used for end of year accountability and evaluation.
Teachers and schools have information and tools they need to improve teaching and learning
Common Core State Standards specify
K-12 expectations for college and career readiness
All students leave high school college and career ready
You have probably seen this diagram before. It represents each of the components of the Smarter Balanced assessment system. We are showing it here to make it clear that the box in the lower left that says “Educator resources for formative assessment practices to improve instruction” represents the Digital Library. The Digital Library’s formative assessment resources and strategies, such as effectively using exit tickets, or helping students write and use “I can” statements, are designed to be used in conjunction with the Interim Assessments and the Summative Assessments to help districts build sa balanced assessment system.
Educator resources that support measuring student learning in real-time during instruction
Interim assessments Tests used for timely and periodic information based on local needs/goals.

4. Smarter Balanced Interim Assessments
Designed to support teaching and learning throughout the year.
Feedback to inform instruction including
Global measures of early and midyear progress
Identify specific areas of strength and weakness
Assess skills of incoming students

5. Interim Assessments
Items are developed under the same conditions, protocols, and review procedures as those used in the summative assessments.
Use of the interims is optional but recommended.

6. Interim Assessment Items
Same as summative items:
all items were developed together.
assess ELA and mathematics content standards.
provide evidence to support claims in mathematics and English language arts/literacy.

7. Interim Assessment Items
Developed using Universal Design principles.
Offer all accessibility features available on summative:
Universal Tools
Designated Supports
Accommodations

8. Interim Assessment Items
Different from summative items:
Separate open, non-secure pool.
More flexibility for teacher use of items.

9. Interim Assessments
Specific grade level of interim used to assess should be based on the purpose of the testing event (e.g., a grade 7 interim test can be administered to students one grade above or one grade below grade 7).

10. Types of Interim Assessments
Two types of assessments:
Interim Comprehensive Assessments (ICAs)
English language arts/literacy (ELA) test and performance task
Mathematics test and performance task
Interim Assessment Blocks (IABs)
Between 5 and 17 IABs per grade and content area.

11. Interim Comprehensive Assessments (ICAs)
Mirror the summative assessment:
Use the same blueprints as the summative.
Assess the same range of standards.
Have the same item types and formats, including performance tasks.
Require same time frame for student completion.
Fixed form for

12. Use of ICAs Examples of the use of ICAs include:
Beginning of the year a student from another state is given the previous year’s ICA.
Mid-year a teacher gives an ICA to gauge how students might perform on the summative assessment.
This slide shows a couple of ways in which the ICA might be used; both of these examples take advantage of the test’s purpose of providing information similar to the summative test.
Do not say:
Taken from the Smarter Balanced Interim Assessments Structure and Understandings

13. Interim Assessment Blocks
Address related assessment targets from the summative blueprints.
Consist of short, focused sets of items.
Flexible use.
Provide information about a student’s strengths and needs in relation to specific assessment targets.
Fixed form for

14. Blocks for ELA, Grades 3 to 5
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task (Grades 4–5 only in 2014–15)
*Informational Performance Task
*Opinion Performance Task (Grade 3 only in 2014–15)
The blocks for ELA are divided into three groups in this visual. The grouping does not mean that Grades 3-5 for example, will all receive the same test questions. Rather, it means that Grade 3 students will have test questions at the Grade 3 level for each of the blocks shown, and Grade 4 students will see test questions at the Grade 4 level for each of the blocks shown, and so on for Grade 5.
The caveat to what I just said is this: When the IABs are rolled out for the first time, the availability of items will be limited. We may only see one performance task, and we may not have all of these blocks available. As additional items are field tested and then added, all of these blocks will eventually become available.
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16

15. Blocks for ELA, Grades 6 to 8
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task
*Explanatory Performance Task
Argument Performance Task
The blocks for ELA are divided into three groups in this visual. The grouping does not mean that Grades 3-5 for example, will all receive the same test questions. Rather, it means that Grade 3 students will have test questions at the Grade 3 level for each of the blocks shown, and Grade 4 students will see test questions at the Grade 4 level for each of the blocks shown, and so on for Grade 5.
The caveat to what I just said is this: When the IABs are rolled out for the first time, the availability of items will be limited. We may only see one performance task, and we may not have all of these blocks available. As additional items are field tested and then added, all of these blocks will eventually become available.
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16

16. Blocks for ELA, High School
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Explanatory Performance Task
Argument Performance Task
The blocks for ELA are divided into three groups in this visual. The grouping does not mean that Grades 3-5 for example, will all receive the same test questions. Rather, it means that Grade 3 students will have test questions at the Grade 3 level for each of the blocks shown, and Grade 4 students will see test questions at the Grade 4 level for each of the blocks shown, and so on for Grade 5.
The caveat to what I just said is this: When the IABs are rolled out for the first time, the availability of items will be limited. We may only see one performance task, and we may not have all of these blocks available. As additional items are field tested and then added, all of these blocks will eventually become available.
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16

17. Blocks for Mathematics, Grades 3 to 5
IAB Name
Grade 3 4 5
Operations and Algebraic Thinking a
Numbers and Operations in Base 10 *
Fractions
Geometry
Measurement and Data
Mathematics Performance Task
Note that the blocks for mathematics are different at each of the grade levels, so this visual shows each grade separately.
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16

18. Blocks for Mathematics, Grades 6 to 7
IAB Name
Grade 6 7
Ratio and Proportional Relationships a
Number System
Expressions and Equations
Geometry *
Statistics and Probability
Mathematics Performance Task
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16

19. Blocks for Mathematics, Grade 8
*Expressions & Equations I (and Proportionality)
*Expressions & Equations II
Functions
Geometry
Mathematics Performance Task
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16 (available as a single Expressions & Equations Block in 2014–15)

20. Mathematics Blocks for High School
Algebra and Functions – Linear Functions
Algebra and Functions – Quadratic Functions
*Algebra and Functions – Exponential Functions
*Algebra and Functions – Polynomials Functions
*Algebra and Functions – Radicals Functions
*Algebra and Functions – Rational Functions
*Algebra and Functions – Trigonometric Functions
*Geometry – Transformations in Geometry
Geometry – Right Triangle Ratios in Geometry
*Geometry – Three-Dimensional Geometry
*Geometry – Proofs
*Geometry – Circles
*Geometry – Applications
*Interpreting Categorical and Quantitative Data
*Probability
*Making Inferences and Justifying Conclusions
Mathematics Performance Task
Note: if the group cannot see these, quickly read them.
*Will be available in 2015–16

21. Use of IABs Examples of use of the IABs include:
A teacher uses a block focused on editing/revising to determine the degree of student understanding before and/or after instruction.
A team of teachers uses a block to become informed about how a group of students is performing in geometry.
This slide shows a couple of ways in which the IABs might be used. In the first case, the teacher is using the IAB for a specific student. In the next, a team of teachers is using the IABs to learn about and reflect on the performance of a group of students.
Do not say:
From the Smarter Balanced Interim Assessments Structure and Understandings

22. Rollout of ICAs and IABs
Initial item pool will be limited in depth.
Initial ICAs and IABs will be in a fixed format
As the item pool grows, ICAs and IABs will become available as computer adaptive tests (CATs).
When the ICAs an IABs are first released, they will be provided in a fixed format, due to the limited item pool, and all students will see the same questions. As the item pool grows, the tests will be provided to students in the Computer Adaptive Test, or CAT, format.

23. Administration
ICAs and IABs are administered online (no paper versions)
ICAs and IABs use the same teacher registration process as the summative assessment
ICA and IAB administrationuse the same test delivery interface as the summative assessment.
ICAs and IABs items are not secure
Both of the tests are administered on line. Teachers will register one time and use the same login for the summative assessment and the Interim Assessments. Test administrators and students will experience the same interface as they will during the summative assessment. Unlike the summative assessment, although access to the test is limited to California teachers and students, the items themselves are not secure. When the tests are administered is up to the LEA, but during this initial rollout phase, it’s important to remember that the item pool from which the IABs and ICAs draw is limited. That means if a district uses both the IABs and the ICAs, it is likely that students will see the same items in both tests and their results might be influenced by having seen the same item multiple times. Districts need to think this through when making agreements with teachers about the purpose and use of the tests locally.
There are no restrictions on the number of times ICAs or IABs may be administered.

24. Administering Interim Assessments
Requires TOMS logon credentials
TOMS
Verify student demographic data 1
Test Administrator Interface
Administer assessments 2
Interim Handscoring System
Handscore students’
constructed responses 3

25. Grades Supported by Interim Assessments
Interim assessments are available for grades 3,4,5,6,7, and 8 and for high school; however, administration is not constrained by grade level.
They may be administered one grade level above and one grade level below actual grade.
The system provides ICAs and IABs for Grades 3-8 and for high school in ELA and mathematics. However, the tests may be given to students in other grade levels. This will be possible because students at all grades levels at the school will be registered in the Interim Assessment system. This gives teachers the flexibility to administer tests to students a grade above or below the grade level of the test.

26. Grades Supported by Interim Assessments, (cont.)
For example, grade 5 students may take ICAs/IABs for grades 4, 5 and/or 6.
High school IABs, because they test content appropriate across grade levels, might be administered to students in grades 9, 10, 11, and/or 12.

27. Grades Supported by Interim Assessments (cont.)
LEAs need TOMS logins for:
Teachers in grades 3 to 8, and grade 11 (the grades that take the summative test).
Teachers in grades 2, 9, 10, and 12 (the grades that might also use the Interim assessments).

28. Scoring and Results of Interim Assessments
Most items are scored by the Smarter Balanced test delivery engine.
Scoring of constructed-response items and performance tasks is a local responsibility.
Score reports are generated once the constructed-response item scores and performance task scores are entered into the system.
The reports that come from the ICAs and IABs will be generated after the constructed response and performance tasks scores are entered into the system. Instructions on how to enter those scores will be provided to LEAs. Both the ICAs and the IABs will provide individual student results that teachers can use for the purpose of adjusting instruction. The ICAs will provide this information at the claim level; the IABs will provide the scores at the block level.

29. Smarter Balanced Scale Scores
Scale scores on Smarter Balanced assessments
Use a four digit number
Range roughly from 2000-to-3000
Avoids confusion with other, commonly- used scales such as: percentile ranks, percent correct, ACT, SAT, API, etc.
Provides adequate “space” on the scale to see growth in whole-number units

30. Results of the Interim Assessments
The ICAs and the IABs provide individual student results that teachers can examine in order to adjust instruction.
Identify specific strengths and weaknesses
Assess progress

31. ICAs Scoring ICAs Overall Scale Score
Claim scores Above Standard, At or Near Standard, or Below Standard
Overall Achievement Level designation (4 levels)

32. IABs Scoring Overall information for each block
Reported as Above Standard, At or Near Standard or Below Standard

33. IABs Not Requiring Handscoring
IABs are available for that do not require handscoring
Edit/Revise, Listen/Interpret, and Research IABs at all grade levels have no items requiring handscoring
All mathematics IABs except the math Performance Tasks have no items requiring handscoring

34. Scoring of the Interim Assessments
Hand-scoring process:
Online
Rubrics and anchor papers provided
Training Webcast scheduled for January 28

35. Training Material Objectives
Provide a rubric for scoring each constructed response (open-ended) item.
Provide scored student responses and scoring rationale
Scored student responses consist of “Anchor” responses which are the primary training tool along with the rubric
also contain annotations describing the scoring rationale.

36. Hand-Scoring’s Foundation
Training
Materials
Anchors
Rubric
Facilitator: Rubrics are the abstract set of rules for scoring that anchors make concrete, so they should be used together in scoring.

37. Scoring Rubrics
Provide the descriptive requirements of each score point and the platform for evaluating student-created work.
Primary tool to be used in making scoring decisions.
Used in conjunction with existing anchors for each score point.
Facilitator: The rubric also provides other information, like the Smarter Balanced Claim and Target(s) for the item and task that will be pointed out in the Content Training. For Math items, the Standards for Mathematical Practice are also referenced in the rubrics.

38. Rubrics by Item Type Full Writes
Specific to a grade band and purpose. Each essay is evaluated on 3 elements of writing:
Conventions
Organization/Purpose
Evidence/Elaboration or Development/ Elaboration
May also be associated guidelines provided in the training materials to further assist in scoring

39. Rubrics by Item Type, (cont.)
ELA – Research (Claim 4)
Rubrics are specific to a target
ELA – Brief Writes (Claim 2)
Rubrics are specific to a sub-target
ELA – Reading (Claim 1)
Math Performance Task
Each item has its own rubric, though the rubrics are similar across PT families

40. Sample Rubric: ELA Reading

41. Sample Rubric – Math PT Item-specific rubric for a 1 point item in a Math PT – Note that scoring of responses for this item may depend on responses to a previous item in this PT (see scoring note under “1 point text”

42. Anchors
Anchors are examples of student responses that represent typical ways that students meet the requirements of each score point in the rubric
Each score point in the rubric ideally will have at least two responses, one on the low end of the score point range, the other on the high end.
Mid-score point anchors may also be appropriate because they clearly convey the intent of the rubric
The anchors clarify and exemplify the scoring criteria set forth in the rubric
Anchor responses have been annotated with the scoring rationales used in determining the scores
Facilitator:
-Anchors will be selected based on the scores and comments that result from the RF independent scoring activity.
A few points to keep in mind when you’re selecting an anchor:
-A high-end response produced by a student with varying discourse style, i.e., ELL, may serve as a suitable high-end anchor
-The “best” response is not necessarily the most suitable anchor.
-Atypical or unusual responses are better used in a training set than in an anchor set.
-A response that exemplifies the middle of the score point may convey the intent of the rubric in an "affirmative" way (as distinct from a response that just makes it over the bar, but is lacking in some respects).

43. Obtaining Student Reports
Requires TOMS logon credentials
TOMS
Verify student demographic data 1
Requires same logon credentials used for the Digital Library
Test Administrator Interface
Administer assessments 2
Data Warehouse
Receive and view student reports 4
Interim Handscoring System
Handscore students’
constructed responses 3

44. Sample Student Report
Student results are not intended to be used for state or federal accountability purposes. Interim assessment results are reported only at the local district level, and are not accessed by the state.
The test results for the Interim Assessments are reported separately from the test results from the summative assessment. Although the students and test administrators will experience the same interface, the summative assessment system will report demographic data and summative assessment scores for the Grade 3 through 8 and Grade 11 students only. The Interim Assessment system will report demographic data for all students at the school, and those students’ interim assessment scores.

45. Digital Library Module

46. Digital Library Module

47. Using Assessment Results
Scale scores and achievement levels (i.e., results) from the Smarter Balanced Summative Assessments cannot and should not be compared with results from the previous STAR Program:
Different standards assessed
Different item types used
Different levels of cognitive rigor involved
Different scales and achievement levels reported
Finally, you are reminded that scale score and achievement level results from the Smarter Balanced Summative or Interim Assessments cannot and should not be compared with results from the previous STAR Program. Resist temptation! Remember that the assessments assess different standards; involve different item types and levels of cognitive rigor; and the reporting scale and achievement levels are totally different.

48. Using Assessment Results
California Education Code Section 60641(a)(2) explicitly states that “State agencies or local educational agencies shall not use a comparison resulting from the scores and results of the CAASPP System assessments and the assessment scores and results from assessments that measured previously adopted content standards”.
But, if nothing else, remember that California Education Code Section prohibits such comparisons!

49. Craft and Deliver the Right Message
Get ready – be proactive
Remember – Education Code prohibits
comparing scores from CASSPP with STAR
It’s all about the base 
It’s not about a decline
It’s about different standards
It’s about different expectations
It’s about making sure students are
college and career ready

50. Craft and Deliver the Right Message
Remember the purpose
Shape the message
Teachers
Students
Parents
Community
Keep the focus on teaching
and learning

51. Suggested Uses of the Interim Assessments in 2014−15

52. Inform Teaching and Learning
Administer IAB(s) that align with current curriculum and pacing
Use IAB results with other sources of evidence to identify student strengths and weaknesses
Evaluate instructional progress and plan adjustments to increase student learning

53. Authentic Experience
Create test sessions, pause the test, experience the same interface, etc.
Respond to different types of questions
Use authentic technology
Keyboarding
Mouse
Graphing
Experience content reflective of summative
Gauge time needed to complete the summative test

54. Accessibility Supports
Universal tools, designated supports, and accommodations are modifiable on the TA Interface for the interim tests.
Provides an excellent opportunity to try out accessibility supports with students and actual test items
Note: Only universal tools will be modifiable on the TA Interface for the summative tests.

55. Handscoring
Helps build content knowledge and supports collaborative practice
Provides specific information on student strengths and weaknesses
Builds teacher comfort with technology and the process of online scoring
Gives an idea of the time required to hand score
Through anchor papers, exemplifies the criteria present in the rubric

56. Implementation Plan for 2015–16
Become familiar with the Interim Assessments
Evaluate the district’s available technology
Plan how to roll out the Interims next year:
Locus of control/roles and responsibilities
Student registration
Accessibility supports
Teacher log-ins and security agreements
Scoring (training and time to score)
Technology
Scheduling
Troubleshooting
Who will be on the interim assessment implementation team?
Who will determine the use of the IABs and ICAs?
How frequently will you review and correct student demographics? How do you handle students without SSIDs?
What is the process for entering, reviewing, and keeping accessibility supports current in TOMS?
When and how will TAs (i.e., teachers) be given access? What is the process for handling security agreements?
What is the plan for scoring (e.g., training, time to score)?
What is the schedule for the interim assessments? How does this align with curricular pacing plans? How is this communicated?
How will interim assessment troubleshooting be handled?

57. Immediate Considerations
Ensure all teachers have access to the appropriate systems to administer the interims (e.g., grades 3 through 8, and grade 11; AND grades 2, 9, 10 and 12 teachers)
Obtain security agreements from teachers

58. Immediate Considerations, (cont.)
Ensure student demographic data is correct in California Longitudinal Pupil Achievement Data System (CALPADS)
Especially students’ Statewide Student Identifiers (SSIDs) and grade level
Provide test administration training for new teachers
Provide interim handscoring training for teachers

59. For Further Information
California Department of Education
CAASPP Office
Smarter Balanced Web Page
CAASPP.org