Session 1: Welcome and Introduction Session 1 Objectives Understand purpose of the project and the...

Session 1: Welcome and Introduction

Session 1 Objectives

• Understand purpose of the project and the training

• Understand the requirements for use of secure materials

• Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for Learning

Building Educator Assessment Literacy – Introduction to the Project

Purpose of This Training

• Learn about Smarter Balanced performance tasks, how they assess college and career readiness, and where they fit into the assessment continuum.

• Use Smarter Balanced scoring tools and processes to analyze student work and develop a deeper understanding of the Smarter Balanced performance tasks and the instructional shifts of the Common Core State Standards.

• Plan for all students to learn the skills and content necessary to gain mastery on the Common Core State Standards and to demonstrate that mastery on the Smarter Balanced performance tasks.

Security ConsiderationsSmarter Balanced and the California Department of Education have generously granted access to Smarter Balanced performance task materials and student responses from the spring 2014 Field Test for the purposes of this project.

• These secure materials are for use only by project participants during the course of training events.

• All participants must sign a non-disclosure agreement (NDA).• Secure materials may not be used or disclosed in any other way or shared with any

other individual and may not be publicly displayed, published, or announced.• Secure materials may not be retained in any form after the project training events are

complete.• The copying, reproduction, or distribution of restricted-access materials (including

screenshots) is strictly prohibited. Cell phones or electronic devices cannot be used during sessions that use secure materials.

• In face-to-face events, printed restricted-access materials will be packaged separately, logged upon distribution, checked back in before departure each day, and securely destroyed.

Note-Taking Guide

Separate handout

• Session titles and objectives• Topics or activities• Space to write your comments and questions

Getting to Know You . . .

1. Choose one word to describe your impressions of the Smarter Balanced Assessment System. • Write your word/phrase on a sticky note (Color #1).

2. Choose one word to describe your experience implementing the Common Core State Standards. • Write your word/phrase on a sticky note (Color #2).

3. When you’ve finished your sticky notes, discuss in pairs: • What has changed in your own instruction with the

transition to the new standards?

Four Corners

Go to the corner that you know the most about:

1. Common Core instructional shifts

2. Smarter Balanced in general

3. Smarter Balanced claims, targets, and rubrics

4. Smarter Balanced performance tasks

Getting to Know You . . .

Pair-Share

Turn to someone in your corner and share:• Why did you pick this corner?• What do you know about this topic?

The Smarter Balanced Assessment System

Why Performance Tasks?

READ: “Role of Smarter Balanced Performance Tasks” (Handout 1.1 in your booklet).

DO: Mark 2–3 most important words and/or phrases in the handout (highlight, underline, or circle).

Key Phrases

• Interaction with varied, rich stimuli• Engages students in a scenario– Solve a problem – Create a product with a specific purpose

• Application of knowledge and skills• Integration . . . across multiple standards• Assesses what selected- and constructed-response

items cannot

Based on your analysis of the “Role of Smarter Balanced Performance Tasks” document, why is Smarter Balanced using performance tasks in its summative assessments?

Reflect . . .

The Short Answer . . .

College and CareerReadiness

The Role of UDL in Smarter Balanced Summative Assessments and Our Own

Classroom Instruction

Transition to Content Group Breakouts

Session 2Hand-Scoring Cycle I

Session 2 Objectives

• Experience a Smarter Balanced performance task from the perspective of a student.

• Understand alignment with Smarter Balanced Claims and CCSS Standards for Mathematical Practice.

• Understand and use Scoring Guides to score student responses to hand-scored items within the task.

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Norms for Participation

• We will help to create a collegial and productive atmosphere.

• We will be fully present by attending closely to the materials provided, and by being aware of behaviors that affect the engagement of others.

• When working with secure materials, we will honor the trust placed in us to follow the necessary protocols.

• We will keep confidential all discussions, comments and deliberations related to the secure content of this training.

Talent ShowClassroom Activity

Grade 6

Session 2: Hand-Scoring Cycle I

Classroom ActivityDiscussion:• What is talent?• What are examples of talent?• What is a talent show?• What technical equipment might you need for

a talent show?


Classroom Activity

Discussion (continued):What technical equipment might you need for a talent show?

• Microphones• Spotlight• Disco ball• Costumes


You are now ready to complete the Talent Show performance task!

Classroom Activity


Individually Complete Performance Task:

Talent Show(20 minutes)


Initial Reactions

At your table, discuss your experience with the task.

• What did you notice?

• What questions arose?

• What surprised you?


Let’s Unpack This Task

• Identify the math and anticipate issues• Understand the Smarter Balanced Claims• Alignment of the task• Reflect on the purpose of Smarter Balanced

performance tasks


Identifying the Mathematics and Anticipating Issues


• What do students need to know and be able to do to accomplish the task?

• What do you expect students to struggle with in this task?

Use Handout 2.1 to make some notes.

Aligning the Task

• Which of the CCSS Standards for Mathematical Practice are engaged in this task?

• Which of the Smarter Balanced Claims are assessed by this task?


1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of

others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Standards for Mathematical Practice


• Claims are broad statements of an assessment system’s learning outcomes.

• A claim is a statement of what students know and can do, based on the evidence they produce.

• Each Smarter Balanced Claim has multiple assessment targets—defined by content standards—to specify within the broader sense of the claim.

What Constitutes a Claim?


Overall Smarter Balanced Claims

Grades 3–8 Students can demonstrate progress toward college and career readiness in mathematics.

Grade 11Students can demonstrate college and career readiness in mathematics.


•Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Claim 1: Concepts and Procedures

•Students can frame and solve a range of complex problems in pure and applied mathematics.

Claim 2: Problem Solving

•Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim 3: Communicating Reasoning

•Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

Claim 4: Data Analysis and Modeling


Claim 1: Concepts and Procedures

Evidence of Claim 1 shows that students can “do math.”

Claim 2: Problem Solving

Claim 3: Communicating Reasoning

Claim 4: Data Analysis and Modeling

Evidence of Claims 2, 3, and 4 shows that students can apply mathematics to novel situations, think and reason mathematically, and use math to analyze empirical situations, understand situations better, and improve decisions.


Alignment Activity

Use the card handouts to indicate:

1. Which of the CCSS Standards for Mathematical Practice are engaged in this task?

2. Which of the Smarter Balanced Claims are assessed by this task?


Purpose of Performance Tasks

Reflect on the purpose of Smarter Balanced performance tasks.

• What is being assessed in the performance task that is different/beyond the content standards?


Let’s look at how students handled this task.


Overview of SessionGetting to Know the TaskComplete Classroom Activity

Complete performance task

Initial reactions to the task

Identify the mathematics and anticipate the issues

Aligning the TaskAlign task to Standards for Mathematical Practice and Smarter Balanced Claims

Scoring Items Sort student responses to item 3

Review and discuss Scoring Guide for item 3

Score student responses to item 3

Compare and discuss scores for item 3

Repeat the steps of scoring with items 4 and 6

Debriefing the Task


Keep an eye out for:

• Common errors/misconceptions• Successful approaches• Examples of good explanations

Make notes as needed on Handout 2.3

Analyzing Student Work


Low Middle High

Initial Sort: Student Responses to Item 3


Dependencies Among Items

Item 1 Response

Item 2 Response

Item 3 Response

Item 5 Response

Item 4 Response

Item 6 Response

If the reasoning is correct on item 4, but there is a follow-through error from item 3, award full credit.


Review and discuss

Scoring Guide for item 3.

Note: The response in item 3 is used in subsequent items.


Individually score student responses to item 3.

When finished, please quietly record notes on the Analyzing Student Work Handout.


Compare scores for item 3.

Discuss discrepancies.


Overview of Session

Getting to Know the TaskComplete Classroom Activity










Debriefing the Task


Review and discuss


Note: The response on item 4 may depend on the response on item 3.


Low Middle High



Review and discuss

Scoring Guide for item 6.Note: The response on item 6 may depend on the

responses on item 3 and item 5.


Overview of Session

Getting to Know the TaskComplete Classroom Activity










Debriefing the Task


What did you learn from analyzing responses to this task?


What were you unable to determine about students’ understanding and skill from the responses reviewed?



Questions to consider over lunch:

1. What are potential barriers for special populations in handling this task?

2. If the responses you reviewed had been from your own students, where would you want to go in your own instruction?


Collect Secure Materials

Session 3Instructional Implications Part I

Moving from Summative Context to Curriculum-Embedded Context

Objectives for Session 3

• Begin to think about the instructional implications of Smarter Balanced performance tasks.

• Consider the role of Universal Design for Learning in the context of your own curriculum and instruction.

Reflection questions from before lunch:

1. What are potential barriers for special populations in handling this task?

2. If the responses you reviewed had been from your own students, where would you want to go in your own instruction?

Session 3: Instructional Implications Part I

Framing Question

What kinds of learning experiences or tasks do you think students need to support their success on Smarter Balanced performance tasks?


Poster Activity

• Review any relevant notes you took on Handouts 2.1 and 2.3 during the first hand-scoring cycle, to generate some initial ideas on your own.

• Begin to collect and record any shared ideas on poster paper in your groups.

• You will have opportunities to expand and refine this list throughout these two days.


Activity: Planning with UDL

Reflect on instructional strategies that support the three UDL principles on Handout 3.1.

• Which of these could be used in planning the kinds of learning experiences that you have started to identify in your group?


Session 4Hand-Scoring Cycle II

Secondary Math

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Norms for Participation

• We will help to create a collegial and productive atmosphere.




Choose the Better Baseball PlayerClassroom Activity

Grade 8

Session 4: Hand-Scoring Cycle II—Secondary

Classroom ActivityDiscussion questions for how to play baseball:• Who can explain how baseball is played?• What is a run and a home run?• What is an error?• How does an error affect a team’s score?• What makes a good baseball player?


https://www.youtube.com/watch?v=3-V4AUTbVBI

https://www.youtube.com/watch?v=WHh2LaXcc_w

Classroom Activity (continued)

Discussion questions for attending a baseball game:• Professional teams play in stadiums. Who can

describe the different seats in a stadium (bleachers, main box seats, reserve seats)?

• What are single-game tickets and season tickets?


VocabularyBaseball fanRun, homerun, errorHome game, season ticketsSeating sections: box, reserve, bleacher

Classroom Activity


You are now ready to complete the performance task!


Classroom Activity


Choose the Better Baseball Player(20 minutes)


Initial Reactions

At your table, discuss your experience with the task.













Repeat the steps of scoring with item 6

Debriefing the Task


Low Middle High



Review and discuss












Debriefing the Task


Low Middle High



Review and discuss












Debriefing the Task


What can we learn from analyzing responses to this task?• Common errors/misconceptions• Successful approaches• Examples of good explanations



Closing questions:• What were you unable to determine about

students’ understanding and skill from the responses reviewed?

• If the responses you reviewed had been from your own students, how might they inform your own instructional practice?


Exit Slip for Day 1

Reflect on the kinds of evidence of understanding generated by the Smarter Balanced performance tasks you have reviewed so far:

How is this different from, and/or similar to, evidence your own students are accustomed to producing?

Respond with a comment or two on an index card.

Welcome Back!

Session 5Instructional Implications Part II

Curriculum-Embedded Context


• Reflect on the expectations for students in the Smarter Balanced performance tasks, based on the two hand-scoring cycles completed so far.

• Understand accessibility tools and accommodations within the Smarter Balanced summative system.

• Continue to identify the kinds of learning experiences and tasks that students need.

Video: UDL and the Smarter Balanced Assessment System

[Launch Video]

Session 5: Instructional Implications Part II

Based on your experiences so far with the Smarter Balanced performance tasks, and your review of student work on these tasks, consider:

What kinds of learning experiences or tasks do students need in order to meet the demands of these kinds of tasks?

Review any relevant notes you took on Handouts 2.1, 2.3, 4.1, and 4.2 during the first and second hand-scoring cycles, to generate some ideas on your own.


Poster Activity

With your table group, use your poster paper to build your list of shared ideas about the kinds of learning experiences and tasks that will help students meet the demands of these kinds of tasks.


Share Ideas


Take a few minutes to look at the posters around the room.

Think again about how the Universal Design for Learning principles would be helpful in planning for the kinds of experiences being identified.

Session 6Hand-Scoring Cycle III

Elementary Math

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Norms for Participation• We will help to create a collegial and productive atmosphere.




Teen Driving RestrictionsClassroom Activity

Grade 11

Session 6: Hand-Scoring Cycle III—Secondary

Classroom Activity

Discussion:• Who has a driver’s license?• What are the age requirements?• What is a learner’s permit?• What steps are needed before receiving a

driver’s license?• Why are these steps required?


Discussion (continued):

A state might have restrictions on teens driving.

Example: no driving from 11 p.m. to 6 a.m. unless for school or work.

Other examples?

Classroom Activity


You are now ready to complete the performance task!

Classroom Activity

Session 4: Hand-Scoring Cycle II—Elementary


Teen Driving Restrictions(20 minutes)


Initial ReactionsAt your table, discuss your experience with the task.














Debriefing the Task


Low Middle High



Review and discuss












Debriefing the Task


Low Middle High



Review and discuss


Note: The response on item 6 may depend on the response on item 4.






Scoring Items Sort student responses to item 3 Review and discuss Scoring Guide for item 3Score student responses to item 3Compare and discuss scores for item 3 Repeat the steps of scoring with item 6

Debriefing the Task


What can we learn from analyzing responses to this task?• Common errors/misconceptions• Successful approaches• Examples of good expectations



Closing questions:• What were you unable to determine about

students’ understanding and skill from the responses reviewed?

• If the responses you reviewed had been from your own students, how might they inform your own instructional practice?


Session 7Instructional Implications Part III

Shifting Again from Summative Context to Curriculum-Embedded Context


• Consolidate ideas about needed learning experiences based on Hand-Scoring Cycle III.

• Revisit the role of Universal Design for Learning in planning the kinds of learning experiences and tasks we want for our students.

We think students need experiences working on tasks that:

a. Are set in a sustained, real-world, age-appropriate context with a driving goal (e.g., planting a garden)

b. Require students to coordinate across multiple data sources

c. Require students to make choices and decisions

d. Require students to analyze others' thinking (e.g., identify an error in someone's solution to a problem; compare approaches to a problem)

e. Ask students to explain/express ideas, processes, and problem-solving strategies in written form, with opportunities for feedback and revision

f. Provide opportunities for self-correction (working on one part of the task prompts students to revisit and rethink their work on a prior part)

g. Result in a specific product for a well-defined audience (e.g., policy recommendation to city council, brochure for visitors)

Session 7: Instructional Implications Part III

Activity

• Capture your own list of needed learning experiences on Handout 7.1, and make some notes about incorporating UDL in planning for these experiences.

• Jot down some of the activities you currently use— or want to start using—in your own classroom to support the kinds of learning experiences you think students need.


Share Ideas


Take a few minutes to look at the posters around the room.

Think again about how the Universal Design for Learning principles would be helpful in planning for the kinds of experiences being identified.

Session 8Curriculum-Embedded

Performance Assessment

Going Deeper into Curriculum-Embedded Context


• Understand the value of performance assessment as a way of formatively assessing knowledge and skills needed for success on Smarter Balanced performance tasks.

• Analyze and reflect on different versions of a performance task.

• Experience a formative assessment cycle with a performance task.

Framing Question

How can we use performance tasks to formatively assess what students are learning in our classrooms . . . . . . in other words, to formatively assess our own instruction?

Session 8: Curriculum-Embedded Performance Assessment

Using performance tasks to formatively assess learning (and teaching)

Overview of Session

• First, we will reflect on two draft versions of a performance task developed by a former teacher and author of Smarter Balanced performance tasks.

• Then, we will enact a cycle of formative assessment using a performance task.


About the Task: Owning a Pet

• Two versions in draft form

• Written by a former teacher who is one of the authors of Smarter Balanced performance tasks for grades 3–11

• Scaffolded version is structured like a Smarter Balanced performance task

• Open-ended version illustrates how a structured task can be opened and extended into a curriculum-embedded project


Reflection on the two versions of Owning a Pet

• What does each version of the task give students an opportunity to show?

• How does each task incorporate the Mathematical Practices and a variety of skills?

• How might the student learning experiences vary between the two tasks?

• Why is it important to incorporate a variety of tasks, with varying levels of scaffolding, into the curriculum?


Instructional Considerations for Each Version of Owning a Pet Scaffolded Version of Owning a Pet Open-Ended Version of Owning a Pet

• Time consideration:

• Classroom routines needed for this type of task:

• Possible student supports for this type of task:

• What evidence is gained using this type of task?

• Time consideration:

• Classroom routines needed for this type of task:

• Possible student supports for this type of task:

• What evidence is gained using this type of task?


Do a Performance Task


About the Task: Wrap the Mummy

• Could be a one-day or multi-day task

• Math content from a range of grade levels can be activated in solving the problem

• Think about the Smarter Balanced Claims and CCSS Standards for Mathematical Practice that you might assess with this task


Wrap the Mummy

Part 1: Will one roll of toilet paper be enough to wrap one person? • Say how you know. • Write down questions and assumptions

Part 2: Write down instructions for fellow students. • Make it easy for them to figure out how much toilet paper

they will need.• Instructions should allow for different numbers of guests, and

for guests of different ages.


Give feedback on responses to the task.• Review and provide feedback for one response to the task.

• In pairs, discuss ideas for feedback with a partner.

• Clarify differences and similarities among your ideas for feedback, and write draft feedback comments/questions.

• Share draft feedback with your table group and agree on the most effective feedback comment/question.

• Provide feedback to the authors of the response.

• Authors revise/refine based on the feedback.

• Report out on themes for effective feedback.


Reflect on giving effective feedback.• What makes feedback effective?

• What makes feedback on students’ writing in mathematics classes effective?

• Discuss with your table group and be prepared to share out with the whole group.


Elements of Effective FeedbackElement Description

Actionable Effective feedback is concrete, specific, and useful; it provides actionable information.

User-friendly Even if feedback is specific and accurate in the eyes of experts, it is not of much value if the user cannot understand it or is overwhelmed by it.

Timely We should ensure that students get timely feedback and opportunities to use it while the attempt and effects are still fresh in their minds.

Ongoing Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.

Consistent Feedback must be consistent. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances. If we want student-to-student feedback to be helpful, students have to be trained in the same way as teachers, using the same materials.

Source: Wiggins, 1998


Session 9Wrap-Up and Look Ahead


• Raise awareness about recommended resources.

• Learn about the virtual learning component of this training.

• Share feedback on the training.

Sharing Resources

Take a few minutes to say something about any resource(s) you recommend. There is a handout for notes on recommended resources, in case that is useful.

Then, work together to organize a plan to share resources going forward.

Session 9: Wrap-Up and Look Ahead

Recommended Resources: Performance Task Specifications:

– http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/PerformanceTasks/PerformanceTasksSpecifications.pdf

Accessibility Guide for Classroom Activities:– http://sbac.portal.airast.org/wp-content/uploads/2014/03/

Accessibility-Guide-for-Classroom-Activities-Final.pdf

Classroom Activity Administration Guidelines:– http://

sbac.portal.airast.org/wp-content/uploads/2014/03/Classroom-Activity-and-Performance-Task-Administration-Guidelines.pdf


http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/PerformanceTasks/PerformanceTasksSpecifications.pdf



http://sbac.portal.airast.org/wp-content/uploads/2014/03/Classroom-Activity-and-Performance-Task-Administration-Guidelines.pdf




Virtual Learning Orientation


• 5-week online course/community• Learn curriculum-embedded performance

assessment strategies• Watch interactive video cases of teacher

experiences• Use performance assessment in the classroom,

reflect and discuss experiences with colleagues• Look for an email invitation soon!

Virtual Learning Session 9: Wrap-Up and Look Ahead

THANK YOU!

Please complete the Post-Training Survey

Use of this Material

Building Educator Assessment Literacy has adopted a Creative Commons Attribution-Sharealike 4.0 International license in order to better support creative sharing and distribution of content.

This license lets others remix, tweak, and build upon this work even for commercial purposes, as long as they credit WestEd & SCALE and license their new creations under the identical terms. All new works based on this work will carry the same license.

All materials contained herein are licensed with CC BY 4.0 with the exception of materials copyrighted to Smarter Balanced and where noted on the content itself.

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Session 1: Welcome and Introduction Session 1 Objectives Understand purpose of the project and the...

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