Smarter Balanced Assessments - Torrington Public Schools

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14 Δεκ 2013 (πριν από 4 χρόνια και 3 μήνες)

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Smarter Balanced Assessments

Smarter Balanced stats

29 states

15 million students

40,000 test items

12 week testing window for the mandatory
summative test

Not a timed test, likely shorter than current practice

Fast turn around time on results

Why is technology needed?

Computer adaptive questions (more on this later)

Some CAT are interactive in nature (ex: draw something)

Performance tasks require


Video clips


D and 3
D modeling


Information Processing tools and tasks

Data analysis software



Equation editor tools

Chat rooms

Products or performances

Important terms to understand

Computer adaptive testing

Performance assessment

Formative/interim assessment

Summative assessment

Computer adaptive testing (CAT)

Based on student responses, the computer program
adjusts the difficulty of questions throughout the

For example, a student who answers a question
correctly will receive a more challenging item, while
an incorrect answer generates an easier question.

By adapting to the student as the assessment is
taking place, these assessments present an
individually tailored set of questions to each student
and can quickly identify which skills students have

lifting analogy

A “fixed” test is like lifting a 50 lb dumbbell

Either you can or you can’t

doesn’t tell if you could
lift one 5 lbs more or less

If everyone can lift a 5 lb dumbbell, doesn’t tell you
how much more you are able to lift

CAT brings up the difficulty in small increments so
that it is clear precisely “how much weight” you can


Program is being designed using Artificial
Intelligence tools currently used for assessments
such as GRE, GMAT, SAT

About 10% of the constructed and extended response
(includes written response of any length from short
answer to sentences to essays) will be checked by a
human scorer

Testing versus assessment

T: Results in a quantifiable score that demonstrates
what students know or can do at a point in time

A: Multiple measures over time that reflect mastery,
growth, depth of knowledge, gaps in learning

T: Right or wrong answers

A: Multiple correct answers are acceptable; Answers
illustrate student thinking and
understandings/misunderstandings of content

Testing versus assessment

T: Occurs at the end of the learning process,
designed to measure/rank students

A: Ongoing and actionable during the learning
process, designed to improve teaching/learning

T: Evaluative

marks an end

A: Diagnostic
opportunities to improve

Performance assessment

Performance tasks

challenge students to apply their
knowledge and skills to respond to complex real

They can best be described as collections of questions
and activities that are coherently connected to a single
theme or scenario.

These activities are meant to measure capacities such as
depth of understanding, writing and research skills and
complex analysis, which cannot be adequately assessed
with traditional assessment questions.

No single correct answer

Interim/formative assessments

Optional comprehensive and content
cluster assessment
to help identify specific needs of each student

Can be administered throughout the year

Provides clear examples of expected performance on
Common Core standards

Includes a variety of question types: selected response,
short constructed response, extended constructed
response, technology enhanced, and performance tasks

Aligned to and reported on the same scale as the
summative assessments

Fully accessible for instruction and professional

Summative assessments

Assesses the full range of Common Core in English language
arts and mathematics for students in grades 3

8 and 11
(interim assessments can be used in grades 9 and 10)

current student achievement and growth
across time
, showing progress toward college and career

Can be given once or twice a year (mandatory testing window
within the
last 12 weeks
of the instructional year)

Includes a
variety of question types
: selected response,
short constructed response, extended constructed response,
technology enhanced, and performance tasks

Item design

All of the Common Core Standards will be clustered
into testable “claims”

Students will start with an entry level item aligned to
grade level standards

Items will get easier or harder depending on answer

Every student will walk away saying “this was a hard

Every student will persist with testing until they get
half the items wrong

Clear, precise picture of student ability


School year 2011
12: test specifications, item
development, technology readiness tools

March 2013: CMT/CAPT tests given for the last time

Spring 2014: CSDE applying for waiver from
accountability testing in order to pilot versions of the
Smarter Balanced Assessments

School year 2014
15: districts will be able to use
Smarter Balanced tools for formative and summative

Technology issues

Testing will require access to Internet

Decisions still pending on the variety of devices that
can be used (security, protocol issues,

There will be minimum hardware and software
requirements needed: attempt to make accessible to
older OS and less powerful machines

Technology readiness tool will collect this

Technology Readiness Tool

Degree to which hardware and software (devices) at
the school level meet the minimum requirements set
by each of the consortia.

Adequate ratio of test taking devices to test takers
within a prescribed time table.

Sufficient bandwidth to handle the expected volume
of traffic and content.

Adequate number of trained personnel to support
the process.

System Architecture

Resources and sample items will be open source

Most of testing activity will occur in a cloud

Security will mimic protocols used by banking

Intent to deliver testing on tablets (either

Android), minimum 9.5” screen since many districts
are purchasing these
may need keyboards

Tablets will be necessary for 25% of the math
assessment planned for 2016

New purchase specifications


1 GHz or faster processor

1 GB RAM or greater memory

9.5 inch (10 inch class) or larger screen size

1024 x 768 or better screen resolution

Operating System

Windows 7

Mac 10.7

Linux (

11.10, Fedora 16)

Chrome OS


Android 4.0


Wired or wireless Internet connection

Device Type

Desktops, laptops,
, thin client, and tablets that meet the hardware, operating
system, and networking specifications

Security issues

Every student’s test is likely to be somewhat different

Test administration will likely take less time than a
prescribed window

Grade 3 Math 45
90 minute range for performance tasks and 45
minute range for extended response

Grade 4
11 Math 60
120 minute range for performance tasks and 45
60 minute range for extended response

Tasks may cross days

Whole group testing is unlikely; students are more likely
to be assessed in smaller groups over the 12 week window
for summative accountability testing

Allowable teacher and peer interactions, group work

Required tools and resources will be embedded within
online system; not free access to Internet
for searches

Increasing rigor

This is

CMT/CAPT given through a computer

Because CAT changes the difficulty of questions, no
one will “get them all right”

Assessments will yield a precise measurement of
what content students have mastered

Scoring will be done with Artificial Intelligence
programs currently used for GRE, GMAT, and other
standardized assessments (only 10% human check)

Typical CMT test item

Typical Smarter Balanced test item

Sample question

Old question:


ate 3/8 of a pizza, and Marvin ate 1/8 of the same
pizza. What fraction of the pizza did

and Marvin eat?

a. 5/8

b. 3/8

c. 1/4

d. 1/2

(Answer: d)

New question:

Tito and Luis are stuffed with pizza! Tito ate one
fourth of
a cheese pizza. Tito ate three
eighths of a pepperoni pizza. Tito ate one
of a mushroom pizza. Luis ate five
eights of a cheese pizza. Luis ate the
other half of the mushroom pizza. All the pizzas were the same size. Tito
says he ate more pizza than Luis because Luis did not eat any pepperoni
pizza. Luis says they each ate the same amount of pizza. Who is correct?
Show all your mathematical thinking.

(Answer: Luis is right
— both ate 1 1/8 of a pizza).