This week’s assignment is to bring us back to your own summative assignment for the course: the design of a summative assessment. You will spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:
- View Introduction to smarter balanced item and performance task development PowerPoint. Be sure to view the comments list.
- Read the Frequently asked questions on the Smarter Balance Assessment Consortium website.
- Take some time to peruse the various sample items and corresponding rubrics (when applicable) by selecting “View More Sample Items” at the top of the Consortium screen.
- Guided exploration: Analyze the Grandma Ruth 6th grade writing performance task and its corresponding rubric.
To find the rubric, view the “About this item” tab at the top. Note the “Claim” for the assignment (aligns with standard) and the “Target” (objectives and sub-objectives align with Depth of Knowledge [DOK]).
Directions: Use the provided template to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st Century. You must include:
- The Course Learning Outcome (CLO) number and description.
- Evidence of how it aligns with Course Learning Outcome (CLO).
- A reflection on your learning and potential application.
See the example below (may not reproduce content):
| CLO |
Evidence
(description and explanation including where found ) |
Self-Reflection
(Personal connection & how this will help you construct high quality summative assessments) |
| 1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical). |
Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge
6th Grade Writing sample rubric |
It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria. |
| 2 |
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| 3 |
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| 4 |
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| 5 |
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| 6 |
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When considering the evidence, think about what you’ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment.
The information in your table should demonstrate your critical reading and thinking as you analyzed the recommended links in this site. The evidence you share should be succinct, yet descriptive enough to show a connection was made between the course learning outcome and the evidence you discovered. The sample you see in the table above provides a brief example only.
Please complete the template and then write a two page paper include references in the assignment as it overviews the template content and outcomes.
Introduction to Smarter Balanced Item and Performance
Task Development
Presenter
Presentation Notes
Welcome to the Smarter Balanced Assessment Consortium’s Item and Task Development Training Module. This module will introduce educators to the Smarter Balanced Assessment Consortium’s training series and procedures for developing items and performance tasks for its next generation assessment system.
Purpose
• Introduction to Smarter Balanced Assessment Consortium
• Learn about: – Common Core State Standards – Item and content specifications – Item and task types
• Introduction to other learning modules
Presenter
Presentation Notes
In this module, educators will become familiar with several terms and concepts that are commonly used when discussing the development of items and performance tasks. �{+} �Educators will be introduced to the Smarter Balanced Assessment Consortium, �{+} �and learn more about the Common Core State Standards, item and content specifications, and the various item and task types that will be developed for the Smarter Balanced assessment system. �{+} �Educators will also be introduced to the other modules that are available to help them prepare to develop and review items and tasks.
Overview of Modules • Core Concepts
– Introduction – Evidence-Centered Design – Universal Design, Accessibility, Sensitivity, and Bias
• Content and Item Specifications – English Language Arts – Mathematics
• Item and Task Types – Selected Response, Constructed Response, and Technology-Enhanced Items – Extended Response and Performance Tasks
• Grade Level Considerations – Elementary – Middle – High School
• Stimulus Considerations • Item Review
Presenter
Presentation Notes
Let’s begin by providing an overview of the modules that have been developed to help prepare educators to design and review items and tasks. {+} Three modules will be presented to all item writers and reviewers, namely the Introduction module currently being viewed, a module on Evidence-Centered Design, and a module on Universal Design, Accessibility, Sensitivity, and Bias. {+} �Another set of modules focuses on the Content and Item specifications that item writers will use to guide the development and review of items and performance tasks. Separate modules exist for English Language Arts and for Mathematics. {+} �Within each content area, there are also modules that focus on the various item and task types that will be developed to measure student learning. {+} �Within each content area, there are also modules that focus on specific considerations that should be made when developing or reviewing items and performance tasks for elementary, middle, and high school grade levels.�{+} �Again, within each content area, there is also a module that focuses on considerations that should be made when developing or selecting stimuli for items and performance tasks.� {+} �Finally, there are modules that focus on the review of items. Collectively, these modules are designed to both prepare educators to develop the many items and tasks that will form the Smarter Balanced next generation assessment system, as well as support educators in developing higher quality assessments in the classroom. Throughout this and other modules, it will be indicated when a separate module contains more detailed information about a topic or concept.�Now, let’s turn the focus to the Smarter Balanced Assessment Consortium and the assessment system that is in development.
Smarter Balanced Assessment Consortium
Next Generation Assessment
System
Governing State
Advisory State Membership status as of March 6, 2012
Presenter
Presentation Notes
The Smarter Balanced Assessment Consortium is a state-led consortium working to develop �{+}�a next-generation assessment system aligned to the Common Core State Standards. The goal of the Consortium is to ensure that all students—regardless of race, gender, ethnicity, economic status or background—leave high school prepared for postsecondary success in college or careers. The work of the Consortium is guided by the belief that a high-quality assessment system can provide resources and tools for teachers and schools to improve instruction and help students succeed. The Consortium will build upon experiences of member states to create a high-quality, balanced, multistate assessment system ensuring comparability across all states. Smarter Balanced is a federally funded initiative that is designed to develop an assessment system that can be used across states to inform important decisions about student learning and school quality.
Key Features of Smarter Balanced Assessment System
• Interim, summative, and formative assessment practices and tools
• Variety of item types – Selected Response – Constructed Response – Extended Response – Performance Tasks
• Technology • Adaptive testing • More powerful
reporting • Digital library of
resources and tools for educators
Presenter
Presentation Notes
There are several key features of the Smarter Balanced assessment system. �{+} �Among these features are: inclusion of interim and summative assessments, as well as formative assessment practices and tools, that are designed to measure the Common Core State Standards; �{+} �use of a variety of item types including selected response, constructed response, extended response, and performance tasks designed to measure the full breadth and depth of the Common Core State Standards; {+} �utilization of technology to enable the use of multimedia, rich interactions, and new types of responses to collect more valid evidence of student learning; �{+} �the use of adaptive testing to more accurately and efficiently measure student learning; �{+}�incorporation of more powerful ways of reporting information; �{+} �and a digital library of resources and tools for educators.
Important Activities
• Designing and developing new item types and new ways of scoring
• Developing technologies to deliver, score and present results
• Piloting and field testing • Active involvement of educators in
development
Presenter
Presentation Notes
To develop its next generation assessment system, Smarter Balanced is engaged in a variety of activities, some of which include: �{+} �Designing and developing new item types and new ways of scoring student responses; �{+} �developing technologies that will be used to deliver, score and present results from assessments; �{+} �and piloting and field testing these items, tasks, and technologies. �{+} �An important feature of Smarter Balanced is the active involvement of educators in the development and piloting of items and tasks. The goal is that, together, Smarter Balanced and educators can create assessments that are both more accurate and more efficient.
Common Core State Standards
Presenter
Presentation Notes
The Smarter Balanced next generation assessment system is designed to measure students’ learning of the important concepts, knowledge, and skills that form the Common Core State Standards. �{+}�The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects �{+}�and the Common Core State Standards for Mathematics represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers. Throughout the training modules, the Common Core State Standards are sometimes referred to as “the standards”.
Common Core State Standards
Adopted
Adopted English Language Arts Standards
Not Yet Adopted
As of November 4, 2011
Presenter
Presentation Notes
The Common Core State Standards were developed by experts and educators from across the country and have been adopted by nearly every state in the US. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. One goal of the Common Core State Standards is to establish the same high expectations for all students across the country that, when achieved, will ensure that students are college and career ready. The purpose of the Smarter Balanced assessment system is to provide tools that will help educators both formatively assess students’ progress towards meeting the Common Core State Standards, as well as develop summative tools that measure student achievement of the standards at key points during each student’s development.
Smarter Balanced Item Development Process
Item and Task
Specification
1 Item and Task Development
2 Item and
Task Review and Revision
3
Pilot Test
5
Field Test
6 Item
Analysis
7 Addition of Accessibility Information
4
Presenter
Presentation Notes
The Smarter Balanced Assessment Consortium places strong value on educator participation in the design of the items and tasks that will form the assessment system. The Smarter Balanced item development process can be divided into seven main components. �{+}�The first step focuses on developing specifications for the items and tasks that are to be created. The specifications define what knowledge, skills, and abilities are to be measured. These specifications also describe the evidence that will be collected when measuring these knowledge, skills, and abilities, and they identify the characteristics of the items and tasks that are to be designed in a way to accurately collect that evidence. There will be more about the specifications, the concept of evidence, and the descriptions of items and tasks in the module that focuses on Content and Item Specifications. {+}�The second step of the item development process focuses on developing the items and tasks described in the specifications. For the Smarter Balanced assessment system, more than 40,000 items and performance tasks will be developed, many by educators. {+}�The third step is reviewing and revising items and tasks. Each item and task will be reviewed for its content, its accessibility, its sensitivity to cultural, religious, and ethnic issues, and potential bias. Content reviews will be performed by educators. Specialists in accessibility, sensitivity and bias will perform reviews for these additional features. Based on the reviews, revisions to items and tasks may be made. {+}�The fourth step focuses on adding information to further enhance the accessibility of items. In this step, information is added to each item that specifies how to support the accessibility needs of students, including how content is to be read-aloud, or how to present content in braille or American Sign Language. Accessibility information is added by specialists with knowledge of specific access needs. This work will be described in greater detail in the module that focuses on Universal Design and accessibility. {+}�The fifth and sixth steps involve piloting and field testing. During piloting, students will perform the items and tasks, and the results will be analyzed to be sure that the items and tasks work as intended. Items that do not function as intended will be reviewed to help determine whether or not an item is eligible for future use and revised as needed. During field testing, the assessment system will be tried out to make sure it is working as intended. Modifications will be made based on findings during the field test. {+}�The seventh and final step involves the actual use of an item or task to assess students. Some items and tasks will be assembled into resources or tools that will be used for formative purposes, or used in the interim assessment item bank. The majority of items will be kept secure and will be used as part of the summative test. Collectively, these seven steps will produce the Smarter Balanced assessment system.
Evidence-Centered Design
• Item development approach that defines claims about students and their learning
• Evidence needed to support claims
• Types of items and tasks needed to collect evidence
Observation Interpretation
Cognition
“Assessment Triangle”
Presenter
Presentation Notes
A key concept that guides each of these steps is Evidence-Centered Design. As is described in greater detail in a separate module, Evidence-Centered Design �{+} �provides a framework that helps clearly define the interpretations or claims Smarter Balanced wants to make about students and their cognition, �{+} �the observations that provide evidence needed to support those claims, and �{+} �the types of items and tasks needed to collect that evidence. The use of Evidence-Centered Design is a unique and important feature of the Smarter Balanced assessment system.
Smarter Balanced and Evidence-Centered Design
Common Core State Standards
Smarter Balanced Content Specifications
Smarter Balanced Item and Task Specifications
Items and Performance Tasks
Presenter
Presentation Notes
Smarter Balanced is applying Evidence-Centered Design in many ways. As is described in greater detail in the module that focuses on Evidence-Centered Design, {+} Smarter Balanced has employed Evidence-Centered Design to analyze the Common Core State Standards to identify the important skills, knowledge and abilities that students must develop to be college and career ready. {+} This analysis informed the development of the Smarter Balanced Content Specifications which define the claims to be made about students and their learning and define the specific knowledge, skills, and abilities that will be measured by the assessment system. {+} Information contained in the Content Specifications was then used to develop the Item and Task Specifications which provide information about the items and tasks that will be developed to collect evidence about student learning. {+} Already, the Item Specifications have been used to develop a large sample of items and tasks. Item and task writers and reviewers will rely heavily on these documents to guide their work going forward and it is important to become familiar with these documents.
Content Specifications
Presenter
Presentation Notes
Content specifications are an important tool that will inform the development of all items and tasks. Content Specifications provide detailed information about the content that will be measured by the Smarter Balanced assessment system. Discussed in greater detail in the Content and Item Specifications module, content specifications provide important information about �{+}�the claims educators will make in assessing the achievement of �{+}�the Common Core State Standards. Content specifications also define �{+}�the specific knowledge, skills, and abilities that will be the target of the assessment and�{+}�the type of evidence that will be collected through student responses. Finally, content specifications provide the foundation for the item specifications educators will depend on to guide the development and review of items and tasks.
Item Specifications
Presenter
Presentation Notes
Item Specifications build on content specifications, and provide detailed information about the items and tasks that will be developed to measure each assessment target. As shown in this image, there are several parts to an item specification table. All of the information contained in the item specification table is designed to help an item or task developer understand what evidence is to be collected about which assessment target and through which types of items or tasks. {+}�The first few sections of an item specification table restate information contained in the content specifications. Shown here are the claim and assessment targets, as well as the standards to be assessed by the item. {+}�The next section describes the evidence that is required in order to support the claim about one or more assessment targets. �{+}�Next, task models describe the characteristics of items and tasks that may be used to collect evidence. There will be more about task models in a later module. {+}�Also shown here is information about potential accessibility concerns that a task model may raise. For example, a task model that asks students to use a line drawing tool to create a precise line of symmetry may create an accessibility challenge for students who have difficulty manipulating a mouse. It is important to consider these concerns and try to minimize them to the extent possible when developing actual items. In some cases, however, an accessibility concern cannot be eliminated and the item must be marked as inaccessible for students with a specific access need. There will be more about Item Specifications in a separate module. For now, it is important to know that the Item Specifications will be the key tool used to guide the work of developing and reviewing items and tasks.
Six Item Types
• Selected Response • Constructed Response • Extended Response • Performance Tasks • Technology-Enabled • Technology-Enhanced
Presenter
Presentation Notes
To collect evidence about the wide range of assessment targets, Smarter Balanced will use a variety of item and task types. These item and task types fall into six broad categories and include {+} Selected Response items, {+} Constructed Response items, {+} Extended Response items, and {+} Performance Tasks. {+} In addition, there are two categories of technology-rich items and tasks known as Technology-Enabled {+} And Technology-Enhanced. Each of these item and task types will be explored in greater detail in the item and task type modules. But let’s take a brief look at each category now.
Selected Response Single Response – Multiple Choice
Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.
Which sentence should be added to the paragraph to state the author’s main claim?
A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence. C. Television can be a positive influence on people.
D. Television has more varied programs than ever before.
Presenter
Presentation Notes
Selected Response items prompt students to select one or more responses for a set of options. As an example, this item asks students to select the single best response. This type of selected response item is referred to as a multiple-choice item.
Selected Response Multiple Correct Options
Which of the following statements is a property of a rectangle? Select all that apply.
☐ Contains three sides
☐ Contains four sides
☐ Contains eight sides
☐ Contains two sets of parallel lines
☐ Contains at least one interior angle that is acute
☐ Contains at least one interior angle that is obtuse
☐ All interior angles are right angles
☐ All sides have the same length
☐ All sides are of different length
Presenter
Presentation Notes
Other selected response items may ask students to select more than one option. As an example, this item asks students to identify all of the properties of a rectangle.
Constructed Response
The table below shows the number of students in each third-grade class at Lincoln School.
There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.
Students in Third-Grade
Class Number of Students
Mrs. Roy 24
Mr. Grant 21
Mr. Harrison 22
Ms. Mack 25
Presenter
Presentation Notes
Constructed response items prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target. As an example, this item asks students to produce a response that provides evidence about their ability to add and subtract.
Constructed Response Extended Response
Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:
• It will be in the shape of a rectangle. • It will take 24 feet of fence material to make. • Each side will be longer than 1 foot. • The length and width will measure whole feet.
Part A Draw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen. Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary.
Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer. [Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.]
Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)
Part B Ms. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.
• Draw another rectangular rabbit pen. • Use all 24 feet of fencing for 3 sides of the pen. • Use one side of the house for the other side of the pen. • Make sure the ground area inside the pen is greater than 60 square feet.
Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it.
Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)
Pen 3: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)
Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.
Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)
Presenter
Presentation Notes
In some cases, the evidence required to support a claim about a given assessment target necessitates a more extended response. As an example, this item prompts students to provide evidence about their understanding of perimeter and area by producing an extended response.
Performance Task Student Directions: Part 1 (35 minutes) Your assignment: You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools. Steps you will be following: In order to plan and compose your essay, you will do all of the following: 1. Read a short story and article, watch a
video, and review research statistics. 2. Answer three questions about the
sources. 3. Plan and write your essay. Directions for beginning: You will now read the sources and watch a video. Take notes, because you may want to refer back to your notes while writing your essay. You can refer back to any of the sources as often as you like. • (short story) • (article 1) • (video) • (research statistics)
Questions Use your remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. Analyze the different opinions
expressed in “The Fun They Had” and the “Virtual High School Interview” video. Use details from the story and the video to support your answer.
2. What do the statistics from “Keeping Pace with K–12 Online Learning” suggest about the current trends of virtual schools in the U.S.? Use details from the charts to support your answer.
3. Explain how the information presented in the “Virtual High School Interview” video and the article “Virtual Schools Not for Everyone” differs from the information in the research statistics? Support your answers with details from the video and the articles.
Part 2 (85 minutes) You will now have 85 minutes to review your notes and sources, and to plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work. Your Assignment Your parents are considering having you attend a virtual high school. Write an argumentative essay explaining why you agree or disagree with this idea. Support your claim with evidence from what you have read and viewed.
Presenter
Presentation Notes
In still other cases, the evidence required to support a claim must be collected through a task for which a student performs multiple actions. For each action, a response is provided. The set of responses are then used to support a claim about student understanding or ability. In these cases, a Performance Task is necessary. A Performance Task is used to assess a set of assessment targets as opposed to a narrow focus on just one or two targets, as is typically the case with selected and constructed response items. As an example, this performance task contains multiple parts, each designed to collect specific types of evidence that are combined to make a claim about student ability to read, synthesize, and communicate in writing. There will be more about each type of item and task in separate modules.
Technology-Enabled
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 Constructed Responses that include Multimedia
Presenter
Presentation Notes
The Smarter Balanced assessment system is designed to be administered on computers. For this reason, the assessment system aims to capitalize on the power of computers by employing technology rich items. Technology rich items fall into two broad categories, Technology-Enabled and Technology-Enhanced. {+} �Technology-Enabled items make use of multimedia and interactive elements to stimulate the assessment target measured by an item. Technology-Enabled items either collect responses from students by requiring them to select one or more responses or by producing text or numerals. �{+} �As an example, this item plays a speech for students�{+}� and asks them to select an option in response to the prompt. Similarly, other items ask students to experiment with interactive tools, like a random sample generator, and then prompt them to produce text-based responses.�In these examples, the technology enables the use of a media rich stimulus, but does not produce a new way of providing a response.
Technology-Enhanced
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 by Christina Rossetti Remember me when I am gone away, Gone far away into the silent land; 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 5 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: 10 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.
In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?
Collects Evidence through a Non-Traditional Response
Presenter
Presentation Notes
In contrast,�{+}�a Technology-Enhanced item capitalizes on technology to collect evidence through a non-traditional response type. As an example,�{+} �this item presents a sonnet and prompts students to highlight evidence in the poem that reveal a change in the speaker’s message.
The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.
Technology-Enhanced Collects Evidence through a Non-Traditional Response
Presenter
Presentation Notes
Similarly, this item asks students to produce a line to collect evidence about their understanding of proportional geometric relationships. In both cases, the response provided by the student is something different than selecting from a limited set of options or producing text or numbers.�Smarter Balanced is committed to the use of technology to improve the quality of assessment. However, a Technology-Enabled or -Enhanced item will only be developed when it is the only way to access students’ understanding. More details about Technology-Enhanced items are provided in a separate module.
Key Concepts
• Evidence • Universal Design • Accessibility • Sensitivity • Bias
Presenter
Presentation Notes
As mentioned already, there are several terms and concepts that are key to understanding the Smarter Balanced assessment system. Among these terms are �{+}�Evidence, �{+}�Universal Design, �{+}�Accessibility, �{+}�Sensitivity, �{+} �and Bias. These terms are explored in greater detail in other modules.
Key Concepts
• Bias – Use of names, topics, or contexts that may be
unfamiliar to a sub-group of students
• Universal Design – Designing items and tasks so that they function as intended
for as many students as possible
• Accessibility – Additional information or presenting items and tasks in a different
way in order to meet the specific needs of some students
• Sensitivity – Content contained in an item that may be distracting or
upsetting for some students
• Evidence – Information that students provide through their responses
about their knowledge, skills, and abilities
Presenter
Presentation Notes
For now, it is important to know that Evidence focuses on the information that students provide about their knowledge, skills, and abilities through the items and tasks educators will help develop and review. Collecting evidence to support claims about student learning is the primary goal of the Smarter Balanced next generation assessment system.
Key Concepts
• Bias – Use of names, topics, or contexts that may be
unfamiliar to a sub-group of students
• Universal Design – Designing items and tasks so that they function as intended
for as many students as possible
• Accessibility – Additional information or presenting items and tasks in a different
way in order to meet the specific needs of some students
• Sensitivity – Content contained in an item that may be distracting or
upsetting for some students
• Evidence – Information that students provide through their responses
about their knowledge, skills, and abilities
Presenter
Presentation Notes
Universal Design is a concept that focuses on designing items and tasks so that they function as intended for as many students as possible. Universal Design is a key concept that will guide your development of all items and tasks.
Key Concepts
• Bias – Use of names, topics, or contexts that may be
unfamiliar to a sub-group of students
• Universal Design – Designing items and tasks so that they function as intended
for as many students as possible
• Accessibility – Additional information or presenting items and tasks in a different
way in order to meet the specific needs of some students
• Sensitivity – Content contained in an item that may be distracting or
upsetting for some students
• Evidence – Information that students provide through their responses
about their knowledge, skills, and abilities
Presenter
Presentation Notes
Accessibility focuses on including additional information or presenting items and tasks in a different way in order to meet the specific needs of some students. Among these needs are accessing content in braille, audio or signed form. While item writers will not be responsible for providing this additional information, it is important to think carefully about designing items that do not contain features that make it difficult to add this supplemental accessibility information.
Key Concepts
• Bias – Use of names, topics, or contexts that may be
unfamiliar to a sub-group of students
• Universal Design – Designing items and tasks so that they function as intended
for as many students as possible
• Accessibility – Additional information or presenting items and tasks in a different
way in order to meet the specific needs of some students
• Sensitivity – Content contained in an item that may be distracting or
upsetting for some students
• Evidence – Information that students provide through their responses
about their knowledge, skills, and abilities
Presenter
Presentation Notes
Sensitivity focuses on content contained in an item that may be distracting or upsetting for some students. As an example, references to religious practices or political beliefs can shift some students’ focus from the problem at hand and instead place unintended attention toward the religious or political topic. Considering sensitivity is one component of Universal Design.
Key Concepts
• Bias – Use of names, topics, or contexts that may be
unfamiliar to a sub-group of students
• Universal Design – Designing items and tasks so that they function as intended
for as many students as possible
• Accessibility – Additional information or presenting items and tasks in a different
way in order to meet the specific needs of some students
• Sensitivity – Content contained in an item that may be distracting or
upsetting for some students
• Evidence – Information that students provide through their responses
about their knowledge, skills, and abilities
Presenter
Presentation Notes
Bias focuses on the use of names, topics, or contexts that may be unfamiliar to a sub-group of students and which may unintentionally increase the difficulty of an item or task. As an example, asking students to write about what they did during a snow day might create an unintended challenge for students who have never experienced a snow day and may alter what is being measured from writing informational text to writing fiction. Bias is another important component of Universal Design.
Upcoming of Modules
• Core Concepts – Introduction – Evidence-Centered Design – Universal Design, Accessibility, Sensitivity, and Bias
• Content and Item Specifications – English Language Arts – Mathematics
• Item and Task Types – Selected Response, Constructed Response, and Technology-Enhanced Items – Extended Response and Performance Tasks
• Grade Level Considerations – Elementary – Middle – High School
• Stimulus Considerations • Item Review
Presenter
Presentation Notes
This module has provided an overview of the Smarter Balanced Assessment Consortium and has introduced several terms and concepts that are central to the Consortium’s development of its next generation assessment system. These and other ideas will be explored in greater detail in the many upcoming modules.
- Introduction to Smarter Balanced Item and Performance �Task Development
- Purpose
- Overview of Modules
- Smarter Balanced Assessment Consortium
- Key Features of�Smarter Balanced Assessment System
- Important Activities
- Common Core State Standards
- Common Core State Standards
- Smarter Balanced Item Development Process
- Evidence-Centered Design
- Smarter Balanced and Evidence-Centered Design
- Content Specifications
- Item Specifications
- Six Item Types
- Selected Response�Single Response – Multiple Choice
- Selected Response�Multiple Correct Options
- Constructed Response
- Constructed Response�Extended Response
- Performance Task
- Technology-Enabled�
- Technology-Enhanced
- Technology-Enhanced
- Key Concepts
- Key Concepts
- Key Concepts
- Key Concepts
- Key Concepts
- Key Concepts
- Upcoming of Modules
Assignment 3: Political Context of Social Policy
