1. Assessment Overview

2. 2 SBAC Member States 2  27 states representing 43% of K-12 students  22 governing 5 advisory states

3. Re-take option Optional Interim assessment system— Summative assessment for accountability Last 12 weeks of year* DIGITAL CLEARINGHOUSE 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. Scope, sequence, number, and timing of interim assessments locally determined * Time windows may be adjusted based on results from the research agenda and final implementation decisions. Source: http://www.ets.org Computer Adaptive Assessment and Performance Tasks PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT 3 Digital Library

5. CCSS require high-level cognitive demand – Asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions – Bloom: What type of thinking is needed to complete a task? – Webb: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

6. DOK 1: Recall & Reproduction – Recall of a fact, term, principle, concept; perform a routine procedure, locate details DOK 2: Basic Application of Skills/Concepts – Use of information, two or more steps with decision points along the way, explain relationships DOK 3: Strategic Thinking – Requires reasoning or developing a plan or sequence of steps, requires decision-making or justification DOK 4: Extended Thinking – An investigation or application to real world; requires time to research, problem solve, and process multiple conditions; could require synthesis of information across multiple sources and/or disciplines

8. 4 Major Claims for ELA/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 and well-grounded 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/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” Overall Claim for Grades 3–8 “Students can demonstrate progress toward college and career readiness in English language arts and literacy.” Overall Claim for Grade 11 “Students can demonstrate college and career readiness in English language arts and literacy.”

9. 9 Selected Response Constructed Response Extended Response Performance Tasks Technology-Enhanced

10. Benefits – Answered quickly – Assess a large range of content on one test – Inexpensive to score – Results collected quickly Limitations – Limited ability to reveal a student’s reasoning process – Difficult to assess higher- order thinking skills

11. Uncle Sam Have you seen pictures of Uncle Sam? He is a skinny man with a long white beard and a top hat. He usually wears the colors of the American flag: red, white, and blue. He has been a symbol of the United States for about two hundred years. Some people think that there was actually a real Uncle Sam, named Samuel Wilson. He lived in Troy, New York, in the early 1800s, he ran a business that delivered meat to the United States Army. The meat was delivered in barrels stamped “U.S.” The “U.S.” stamp was to show that it belonged to the United States government. The people delivering the meat knew that it came from Sam Wilson. They joked to the soldiers that the “U.S.” on the meat barrels stood for “Uncle Sam.” The joke spread. Soon, all over the country, “Uncle Sam” became another way of saying “United States.” Select the correct way to revise the highlighted sentence. A.He lived in Troy, New York, in the early 1800s. There he had ran a business that delivered meat to the United States Army. B.He lived in Troy, New York, in the early 1800s he ran a business that delivers meat to the United States Army. C.He lived in Troy, New York in the early 1800s, and he ran a business that delivered meat to the United States Army. D.In the early 1800s, Sam Wilson lived in Troy, New York, and ran a business that delivered meat to the United States Army. ELA Middle School Selected Response Example Item Grade: 6 Claim 2: Students can produce effective writing for a range of purpose and audiences. Target 9. EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and argumentative texts DOK: 2 CORRECT READABILITY CLEAR WORDING

12. Purpose of Constructed Response Items Constructed Response Items – Address assessment targets and claims that are of greater complexity – Require more analytical thinking and reasoning

13. Administration of Constructed Response Items Administered during the computer-adaptive component Scored using artificial intelligence Most constructed response items take between 1 and 5 minutes to complete Some more complex items may take up to 10 minutes to complete

14. Constructed Response Item The Shepherd’s Boy and the Wolf A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep. In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. STEM STIMULUS

15. Rubric for Constructed Response Item 2-point Scoring Rubric 2 The response: gives evidence of the ability to explain inferences about theme includes specific inferences that make reference to the text supports the inferences with relevant details from the text 1The response: gives limited evidence of the ability to explain inferences about theme includes inferences but they are not explicit or make only vague references to the text supports the inference with at least one detail but the relevance of that detail to the text must be inferred 0A response gets no credit if it provides no evidence of the ability to explain inferences about theme and includes no relevant information from the text. Score Point 2 Sample: The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy pretends that a big wolf is attacking his sheep and yells, “Wolf! Wolf!” The people in the village run out to help him because they believe he needs help. After he tricks the villagers more than once, they realize he is just pretending. Score Point 1 Sample: The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy cries wolf when there is no wolf and the people come to help him. Score Point 0 Sample: Readers learn a good lesson about how to cry wolf.

16. Technology-Enhanced Items Specialized interaction May have digital media for stimulus Same requirements as selected and constructed response items Students manipulate information Defined responses

17. Technology-Enhanced Items Digital Media – Video – Animation – Sound Response Types – Selected Response – Constructed Response Example: Listen to President Kennedy’s 1961 inaugural address and then write an essay analyzing metaphors used regarding foreign policy. Example: View video and write a summary explaining steps in a process.

18. Key Components of a Technology-Enhanced Item The notes for a summary need to be arranged correctly in the order in which the events occurred in the passage. Click on each sentence and move it to arrange the sentence into correct chronological order. Summary of Events: Maria laughs with the old women. The guest and family eat dinner. Maria’s mother asks the guests for a story. Maria’s guests arrive. Maria becomes sad. The guests take turn telling stories. INTERACTION SPACE Remember When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day You tell me of our future that you plann’d: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. For if the darkness and corruption leave A vestige* of the thoughts that once I had Better by far you should forget and smile Than that you should remember and be sad.

19. The notes for a summary need to be arranged correctly in the order in which the events occurred in the passage. Click on each sentence and move it to arrange the sentence into correct chronological order. Summary of Events: Maria laughs with the old women. The guest and family eat dinner. Maria’s mother asks the guests for a story. Maria’s guests arrive. Maria becomes sad. The guests take turn telling stories. Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows. Remember When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day You tell me of our future that you plann’d: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. For if the darkness and corruption leave A vestige* of the thoughts that once I had Better by far you should forget and smile Than that you should remember and be sad. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject? Technology-Enhanced Item Types Common English Language Arts Technology- Enhanced item types Classify each word below based on whether it is a verb or a noun. VerbsNouns Doll Run Dog Swim Eat – Dropdowns – Classification – Reorder text – Select and order – Select text

20. 20 Technology-Enhanced Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow. (Test-takers listen to an audio version of the following speech.) “Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!” This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech. A. I am running for class president, and I hope you will vote for me. B. You know many of my friends said they would. C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!” Selected or Responses that include Multimedia Constructed

21. Technology-Enhanced Example Item Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet “Remember,” which two lines reveal a change in the speaker’s message to her subject? Remember When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day You tell me of our future that you plann’d: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. For if the darkness and corruption leave A vestige* of the thoughts that once I had Better by far you should forget and smile Than that you should remember and be sad. Grade 8

22. Achievement Level Descriptors

23. Accommodations English Language Arts/literacy Mathematics Text to Speech (items only) Grades 4, 7, 11Grades 3, 7, 11 Braille Grades 4, 7, 11Grades 3, 7, 11 Customized pop-up Spanish glossary (mathematics only) Grades 3, 7, 11 * Additional accessibility and accommodation features are planned for the Field Test in 2014 and operational test in 2015 Currently Operational in Practice Test For Special Needs Students CA is part of:

24. Let’s Practice! http://sbac.portal.airast.org/Practice_Test Click on icon