Linking Interim Assessments to Instruction From Smarter Balanced Interim Assessment Blocks to Playlists Patricia Reiss, Smarter Balanced Michael B. Bunch, Measurement Incorporated Ken Hermens, Smarter Balanced Abby Javurek, South Dakota State Department of Education
Introduction . Patricia Reiss
Contextual Information and Overview • Smarter Balanced Assessment System – Interim Assessments • Interim Comprehensive Assessments • Interim Assessment Blocks – Formative Assessment Resources – Digital Library • Purpose • Item Map • Digital Library Connections Playlists
Item Mapping Software Michael B. Bunch
Overview • 96 Interim Assessment Blocks • 15-20 calibrated items per IAB • 3 “Traffic Light” levels – Below Standard (Red) – Near Standard (Yellow) – Above Standard (Green) • Link IAB to Playlist
Review Items
Enter Item Descriptor
Summarize Skills
Summarize Skills
Summarize Skills
Create Playlist
Create Playlist
Completed Playlist B2. Sample Completed Playlist GRADE 8 Research Student Learning Objective: Students evaluate and select sources, and integrate, analyze, and evaluate information to develop research skills. ABOVE STANDARD Students are working to solidify the following skills: Educator-recommended next steps and Digital Library resources • Identify relevant and credible source(s) for a topic when Instructional next steps include helping students to: it is either stated as a research question or in a text with • Identify implicit central ideas/claims within increasingly an implicit central idea. ( Evaluating & Selecting Sources) complex texts. • Select relevant sources to support claims implicit in • Paraphrase and integrate information drawn from two texts. ( Evaluating & Selecting Sources) sources that are increasingly complex (including graphics). • Identify paraphrased sentences that integrate complex • Differentiate between information that is common knowledge information from two sources (including graphics). vs information that needs to be acknowledged. (Integrating Information) • Identify information that is in conflict with an author's • Identify idea(s) plagiarized from provided sources. argument/point of view/analysis in increasingly complex (Integrating Information) texts. Digital Library example: The Titanic: Shifting • Identify information that supports or conflicts with an Responses to its Sinking author's argument/point of view/analysis in a given text. • Identify claims that are supported and not supported by (Analyzing Information) credible evidence. Digital Library example: Judging the • Evidence Differentiate between claims that are supported by credible evidence and those that are not. (Analyzing and Evaluating Information) NEAR STANDARD Students are working to solidify the following skills: Educator-recommended next steps and Digital Library resources • Instructional next steps include helping students to: Identify relevant and credible source(s) for a topic when it is either stated as a research question or in a text with • Identify implicit central ideas/claims within a complex an implicit central idea. ( Evaluating & Selecting Sources) text. Digital Library example: Making Evidence-Based • Claims Unit: Women’s Rights Select relevant source(s) to support claims implicit in the text. ( Evaluating & Selecting Sources) • Paraphrase information. • Identify a paraphrased sentence that integrates • Integrate information drawn from two sources that are information from two sources. (Integrating Information) more complex (including graphics). • Identify an idea plagiarized from provided sources. • Differentiate between information that is common (Integrating Information) knowledge vs information that needs to be • acknowledged. Digital Library example: Paraphrasing Identify additional information that would support an author's clearly defined argument/point of view/analysis and Summarizing Research Pieces in a given text. (Analyzing Information) • Identify information that is in conflict with an author's argument/point of view/analysis in a text. • Identify claims that are supported and not supported by credible evidence. Digital Library example: Judging the Evidence BELOW STANDARD Students are working to solidify the following skills: Educator-recommended next steps and Digital Library resources • Identify a relevant source for a familiar topic when it is Instructional next steps include helping students to: either stated as a research question or in a text with an • Distinguish between credible and non-credible sources. explicit central idea. (Evaluating & Selecting Sources) • Paraphrase information. • Identify a paraphrased sentence that integrates • Integrate information drawn from two sources. information from two sources when the paraphrased sentence expresses central ideas from the texts. • Differentiate between information that is common (Integrating Information) knowledge vs information that needs to be acknowledged. Digital Library example: Introduction to Paraphrasing • Identify an author's clearly defined argument/point of view/analysis in a text. Digital Library example: Reading History Texts: Analyzing Point of View • Identify additional support from another source for an author's argument / POV / analysis. Digital Library example: VIP Very Important Points
Completed Playlist B2. Sample Completed Playlist GRADE 8 Research Student Learning Objective: Students evaluate and select sources, and integrate, analyze, and evaluate information to develop research skills. ABOVE STANDARD Students are working to solidify the following skills: Educator-recommended next steps and Digital Library resources • Identify relevant and credible source(s) for a topic when Instructional next steps include helping students to: it is either stated as a research question or in a text with • Identify implicit central ideas/claims within increasingly an implicit central idea. ( Evaluating & Selecting Sources) complex texts. • Select relevant sources to support claims implicit in • Paraphrase and integrate information drawn from two texts. ( Evaluating & Selecting Sources) sources that are increasingly complex (including graphics). • Identify paraphrased sentences that integrate complex • Differentiate between information that is common knowledge information from two sources (including graphics). vs information that needs to be acknowledged. (Integrating Information) • Identify information that is in conflict with an author's • Identify idea(s) plagiarized from provided sources. argument/point of view/analysis in increasingly complex (Integrating Information) texts. Digital Library example: The Titanic: Shifting • Responses to its Sinking Identify information that supports or conflicts with an author's argument/point of view/analysis in a given text. • Identify claims that are supported and not supported by (Analyzing Information) credible evidence. Digital Library example: Judging the • Evidence Differentiate between claims that are supported by credible evidence and those that are not. (Analyzing and Evaluating Information) NEAR STANDARD Students are working to solidify the following skills: Educator-recommended next steps and Digital Library resources • Instructional next steps include helping students to: Identify relevant and credible source(s) for a topic when it is either stated as a research question or in a text with • Identify implicit central ideas/claims within a complex an implicit central idea. ( Evaluating & Selecting Sources) text. Digital Library example: Making Evidence-Based • Claims Unit: Women’s Rights Select relevant source(s) to support claims implicit in the text. ( Evaluating & Selecting Sources) • Paraphrase information. • Identify a paraphrased sentence that integrates • Integrate information drawn from two sources that are information from two sources. (Integrating Information) more complex (including graphics). • Identify an idea plagiarized from provided sources. • Differentiate between information that is common (Integrating Information) knowledge vs information that needs to be • acknowledged. Digital Library example: Paraphrasing Identify additional information that would support an and Summarizing Research Pieces author's clearly defined argument/point of view/analysis in a given text. (Analyzing Information) • Identify information that is in conflict with an author's argument/point of view/analysis in a text. • Identify claims that are supported and not supported by credible evidence. Digital Library example: Judging the Evidence
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