1. How are the CCSS measured on the SB Assessments
How are the CCSS measured on the SB Assessments? Trainings for the SB Assessments January 2015
Shelbi Cole, PhD
Smarter Balanced, Deputy Director, Content
Patricia (Patty) Reiss, PhD
Office of Strategy, Innovation and Performance
Assessment Section

2. Some Example Items and Tasks and Implications for Instruction

3. The Big Picture
“The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers and meaning makers. These people…will now reap society’s richest rewards and share its greatest joys.” Daniel H. Pink, A Whole New Mind

4. What does his future look like?

5. What skill set do his future employers value?

6. English Language Arts/Literacy Claims
Overall Claim for Grades 3-8
“Students can demonstrate progress toward college and career readiness in English language arts/literacy.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in English language arts/literacy.”
Claim #1 - Reading
“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. “
Claim #2 - Writing
“ Students can produce effective writing for a range of purposes and audiences.”
Claim #3 – Speaking and Listening
“Students can employ effective speaking and listening skills for a range of purposes and audiences.”
Claim #4 - Research
“Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.”

7. Claim 1: Reading
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

8. Grade 11 Solar Energy (Stimulus 1)
Grade 11 Reading paired text

9. Solar Energy Sample Item 62988: Key
KEY: B, C, D

10. Claim 2: Writing
Students can produce effective writing for a range of purposes and audiences.

11. Grade 6 Revising Sample Item (1b)
Grade 6 practice test item number 17 Claim 2 Target 1b DOK 2
Standard W-3.c
Evidence Statement :(Organization) The student will revise narrative texts by identifying/choosing improved narrative elements such as option d and include transition strategies to convey sequence, establish pacing, signal shifts in time or place.
Key D

12. Grade 3 Sample Brief Write (6a)
A student is writing an opinion essay for class about serving flavored milk in school cafeterias. Read the paragraph from the essay and complete the task that follows. Some people believe that schools should not serve flavored milk at lunch. According to them, students get too much sugar. It is true that flavored milk has more sugar than plain milk, but some students just will not drink plain milk. If that happens, they will not get the necessary calcium, vitamins, and other nutrients. That can’t be good. Drinking flavored milk is certainly healthier than not drinking any milk at all. Question: The beginning of the student’s essay does not state his/her opinion. Write an opening paragraph that states the opinion and explains what the topic is about.
Grade 3 Sample SBAC Archetype: 60738

13. Claim 3: Listening
Students can employ effective speaking and listening skills for a range of purposes and audiences.

14. Grade 4 Sample Audio Stimulus

15. Sample Item 55636: Key
The keys are C and E. This is an example of a MC Multiple response item type.

16. Claim 4: Research
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

17. Grade 7 Sample Item
This is a sample research item that might appear on the CAT. This is a Claim 4 Target 3 (evaluating sources) Grade 7.
Item 54782

18. Mathematics Claims Overall Claim for Grades 3-8
“Students can demonstrate progress toward college and career readiness in mathematics.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in mathematics.”
Claim #1 - Concepts & Procedures
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
Claim #3 - Communicating Reasoning
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
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.”

19. Claim 1: Concepts & Procedures
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

20. Grade 3 Sample Item
3.NF.A.3b Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

21. Grade 7 Sample Item

22. Grade 8 Sample Item

23. Claim 2: Problem Solving
Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

24. High School Sample Item

25. Claim 3: Communicating Reasoning
Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

26. “Reasoning is the lifeblood of mathematics.” Hung-Hsi Wu

27. What does reasoning look like?
How could a student use reasoning to do this problem?
How could a student solve this procedurally?
Benefits of either or both approaches?

28. The Language of Coherence at the Cluster Level
4.NF.B Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
10 > ___ + 7
Entering a smaller number will give a smaller sum

29. …Progresses to Solving Inequalities in One Variable
2x > 10 -2x > 10
Students probably got this one wrong because they forgot to reverse the sign when they divided.

30. Internet Search: “Solving Inequalities”
From:

31. Internet Search: “Solving Inequalities” cont.
From:

32. What if instead of memorized rules we let them use what they learned?
-2x < 10
“It appears that the values that are greater than -5 make the inequality true. Therefore, x>-5.
-2*-3=6
6<10
-2*-4=8
8<10
-2*-5 =10
10=10
-2*-6=12
12>10
-2*-7=14
14>10
Remember 6.EE.5? Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

33. Grade 8 Sample Item

34. What does the progression look like?
Grade 3: Understand concepts of area and relate area to multiplication and to addition.
Grade 5: Understand concepts of volume and relate volume to multiplication and to addition
Grade 6: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

35. Compare these classroom tasks:
The formula for the surface area of a sphere is SA=4πr2. Find the surface area of a sphere with diameter equal to kilometers.
A sphere has diameter kilometers. Give your best estimate of its surface area. Explain how you determined your estimate.
Compare your estimate to another group. How close were the two estimates? Can you decide based on your methods who is probably closer?
Here is the formula. How close were you really?
A measurement like 8 inches might be a fine starting point. The 3475 is only to reflect what was in the earth vs. moon problem.

36. Sample Response
As a starting point, I can calculate a surface area greater than that of the moon by finding the surface area of a cube with edge length equal to the diameter of the moon. Doing this would give 6 x 3475^2, or about 72.5 million square kilometers. Since 71% of Earth’s surface is covered with water, about 29% is dry land. 29% of 5.1 x10^8 is about 148 million square kilometers. Since 148 million is more than double 72.5 million (which is an over estimate), there is clearly more dry land on Earth.

37. For Discussion
How would including the formula for surface area of a sphere change the mathematical reasoning demand of the item?

38. 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.

39. Grade 4 Sample Item

40. Modeling Cycle
Source: ttp://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_modeling_2013_07_04.pdf

44. Zooming In Big picture, example items, instructional implications
What exactly in assessments?

45. Blueprints
ELA/Literacy Smarter Balanced Preliminary Summative Assessment Blueprint – 5/9/14 (PDF)
Mathematics Smarter Balanced Preliminary Summative Assessment Blueprint – 5/9/14 (PDF)

46. ELA/Literacy Grades 3 – 5 – Blueprint (Summary)

47. EXCERPT from ELA/Literacy Blueprint (Detailed)
“Each student will receive at least one long informational passage set ….”

48. Mathematics Grade 5 Blueprint (detailed) 1/4

49. Mathematics Grade 5 Blueprint (detailed) 2/4

50. Mathematics Grade 5 Blueprint (detailed) 3/4

51. Content Specifications
ELA/Literacy Content Specifications Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types
Mathematics Content Specifications (6/2013 draft)

52. Excerpt from Mathematics Content Specifications (p. 30)
Students need not know the formal names for the properties of operations
Tasks are to probe whether students are able to use the properties to multiply and divide
Tasks ….will be limited to products and dividends within 100

53. What’s the Goal?

54. College Content-Readiness Policy for Grade 11 Assessment Results
Level 1
Not Yet Content-Ready - Substantial Support Needed
K-12 & higher education may offer interventions
Level 2
Not Yet Content-Ready – Support Needed
Transition courses or other supports for grade 12
Level 3
Conditionally Content-Ready/Exempt from Developmental
Level 4
Content-Ready/Exempt from Developmental
Note: Applies only to students who matriculate directly from high school to college.

55. Questions?