Smarter Balancedand

Accountability

Assessment and Accountability Evolution and Implications

Assessment System AlignmentWest Virginia

1. WESTEST 22. Acuity/WV Writes

Benchmarks3. Diagnostic Assessments

and Instructional Probes4. Teach 21

Smarter Balanced1. Summative Assessment2. Interim Complete

Assessments3. Interim Assessment Blocks

4. Digital Library

Aligned “after the fact” for necessity Aligned by design

What this means for Future Administration

• What happens to Online Writing?– Online writing will no longer be a stand alone

administration—folded into end of year administration

What this means for Future Administration

• How will we assess science & social studies?– At this point, we will continue to administer the

current science and social studies assessments, but will be actively developing new items to refresh the assessment

Smarter Balanced and Accountability

A Balanced Assessment System

Slide 6

NxG CSOs 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

Educator resources for formative assessment

practicesto improve instruction

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

The SBAC Assessment System

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Scope, sequence, number, and timing of interim assessments locally determined

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

PERFORMANCETASKS

• Reading• Writing• Math

Re-take option

COMPUTERADAPTIVE

ASSESSMENT

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Categorizing Schools into Designations

• WV’s New System: 1. Are my schools making progress toward

their own individual targets? • Goals:

1. Holistic school improvement2. Targeted, subgroup-specific improvement3. Give credit for progress on both4. Credit is earned based on a school’s own

starting point.

A Shift in Accountability

Foundational Principles

• Underlying Beliefs– All students can learn– School conditions support student success– You measure what you value and value what

you measure– Simplicity in the system prompts engagement

Foundational Principles

• Guiding Principles– Describe school performance clearly and simply– Establish high expectations for all students and

schools– Direct support and recognition– Emphasize student proficiency and

improvement– Integrate accountability and accreditation

Foundational Principles

• Grading Components– Achievement: At least proficiency in Math and R/LA– Student growth: This includes how much students

are growing and how much students are on track to be proficient.

– Performance of Lowest 25%: Performance of lowest 25% of students

– Graduation rates for high schools: High schools will be awarded points based on each school’s four-year and five-year graduation rates

Known Grade Assignments

Grade DRAFT DescriptionsA Most desirable and highest performanceB Desirable performanceC Acceptable performanceD Unacceptable performanceF Lowest performance