Post on 18-Jan-2016
Smarter Balanced: Mapping Items to Instruction
Shelbi Cole, Student Achievement PartnersJudy Hickman, Smarter Balanced at UCLA
California Math Council South ConferenceNovember 6, 2015
In this Session
• We will:– Describe how being part of a multi-state
consortium has resulted in an assessment system with an unprecedented level of transparency
– Try a range of problems from the NF domain and the RP domain
– Examine components of extended instructional modules available through the Smarter Balanced Digital Library
Slide 2
Test Questions vs. Instructional Tasks
Slide 3
Teaching for Deep Learning vs. Teaching to the Test
• Through high quality instruction and robust learning experiences, students demonstrate proficiency on assessments
• Giving students a bunch of questions that look just like those on the test will allow them to demonstrate proficiency on the test
Slide 4
A Balanced Assessment System
Common Core State Standards
specify K-12
expectations for college and career readiness
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learningInterim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
Unprecedented Level of Transparency
http://www.smarterbalanced.org/smarter-balanced-assessments/
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Unprecedented Level of Transparency
The Smarter Balanced Item Specifications have over 1,000 example items from grades 3-HS. There are about 175 more in the practice & training tests. There are another 350-400 in the interim blocks.
All of the example test questions that you are about to see can be found in publicly available documents.
7
Grade 4: Fractions
8
Percentage of 4th graders getting problems like these correct (Based
on spring 2014 data)
€
2
6+
3
6= ?
€
4
5−
1
5= ?
€
2
6+ ? =
5
6
€
5
6− ? =
2
6
€
3 ×1
3= ?
Enter a fraction equal to 1/3.
€
12
6+
3
6= ?
€
? =15 ×1
3
€
5
8= ?×
1
8
€
3 ×12
3= ?
€
34
8− 2
5
8= ?
65%
60%
45% 30%
10%
35%
35%
40%
50%
70%
75%
Grade 5: Fractions
Grade 5: Fractions
11
Grade 5: Fractions
Grade 5: Fractions
Grade 5: Fractions
14
Grade 5: Fractions
15
16
Making Connections: Interim Assessments and Digital Library Resources
17
Conceptual Example of Digital Library Playlist
Grade 4 Fractions
Below StandardLearning Goals: TBDSuccess Criteria: TBD
At/Near StandardLearning Goals: TBDSuccess Criteria: TBD
Above StandardLearning Goals: TBDSuccess Criteria: TBD
Learning Goals: TBDSuccess Criteria: TBD
Learning Goals: TBDSuccess Criteria: TBD
Learning Goals: TBDSuccess Criteria: TBD
Preteaching Fraction Concepts Where Are the Cookies?
Visual Fraction Model The Great Fraction HuntHow Far Apart Are the Freeway
Exits?
Equivalent Fractions and the Frayer Model
Slide 19
Grade 5 Instructional ModuleSmarter Balanced Digital Library
Standards Emphasized in Grade 5 Module
• 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
• MP1. Make sense of problems and persevere in solving them.
• MP4. Model with mathematics.
20
Smarter Balanced, Illustrative Mathematics, Teaching Channel, &
Desmos Collaboration
• What was the vision for the 3 extended instructional modules in the digital library?– Grade 5 Fractions– Grades 6-7 Ratio & Proportional Relationships– High School Modeling
21
The Problem
The 5th graders want to raise money for their overnight camping trip by selling cornbread during the school Chili Cook-Off contest. All the pans of cornbread are square. A pan of cornbread costs $12. The customers can buy any fractional part of a pan of cornbread and pay that fraction of $12. For example, ½ of a full pan costs ½ of $12.
22
1. Mrs. Farmer buys cornbread from a pan that is ¼ full. She buys 1/3 of the remaining cornbread in the pan.
a. What fraction of the whole pan of cornbread does she buy? Use objects and/or a diagram to show how much of the pan of cornbread she buys.
b. What does she pay for the cornbread she bought? Use objects and/or a diagram to show how much pays.
23
2. The next customer is the school principal. He buys cornbread from a different pan that is ½ full. He buys 5/6 of the remaining cornbread in the pan.
(a) What fraction of the whole pan of cornbread does he buy? Use a diagram to show how much of the pan of cornbread he buys.
(b) What does he pay for the cornbread he bought? Use a diagram to show how much he will pay for his part of the pan.
(c) What would be the cost of the cornbread the principal bought if the price of the entire pan changed to:
$24$6$18
Use a diagram to explain each answer.24
Implementation of the Lesson
• https://www.teachingchannel.org/videos/fraction-multiplication-intro-sbac
25
Slide 26
Middle Grades Instructional ModuleSmarter Balanced Digital Library
Grade 6 & 7 Ratios and Proportional Relationships
• 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems.
• 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems.
27
Grade 6 Desmos Task
Go to: student.desmos.comClass code: jv54
28
Grade 6: RP
Grade 7: RP
Grade 7: RP
Grade 7: RP
Grade 6: RP
The Problems
Grade 6 VariationJessica gets her favorite shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?
Grade 7 VariationJessica gets her favorite shade of purple paint by mixing 1/3 cup of blue paint with 1/2 cup of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?
34
Implementation of the Lesson: Grade 6
• https://www.teachingchannel.org/videos/ratios-and-proportions-lesson-sbac
35
What’s next?
• Expansion of Interim Assessment Blocks• Continued expansion of digital library• Making direct, actionable connections
between the interim assessments and digital library resources
36
Questions?