2. Next Generation Assessment
The Common Core standards will be assessed in
California and other states will use a next generation
assessment being developed by the Smarter
Balanced Assessment Consortium. Participants will
understand the evidence-centered design
framework used to develop the assessment and how
Illuminate's robust assessment resources align to the
next generation Common Core assessment.
3. Next Generation Assessment
The Common Core standards will be assessed in
California and other states will use a next generation
assessment being developed by the Smarter
Balanced Assessment Consortium. Participants will
understand the evidence-centered design
framework used to develop the assessment and how
Illuminate's robust assessment resources align to the
next generation Common Core assessment.
4. Next Generation Assessment
computer adaptive technology is more
precise and efficient than fixed-form
testing.
varied item types provide a more robust
way of gathering evidence on what
students know and can do
- selected response
- constructed response
- performance task
- technology-enhanced
5. Evidence-Centered Design
Traditional assessments emphasized adequately sampling
a full range of standards.
One characteristic of a good test was the extent to which
the items on the test represented the full range of
standards.
6. Evidence-Centered Design
While the content of an item might be aligned with a
content standard, the information elicited by the item
may not say anything meaningful about whether or not
the student has achieved the standard.
1.1 Decoding and Word Recognition: recognize and use knowledge of spelling patterns (e.g.,
diphthongs, special vowel spellings) when reading.
7. Evidence-Centered Design
Evidence-Centered Design corrects this shortcoming. While alignment
between standards and items or tasks remains important, strong emphasis is
also placed on ensuring that:
•each item and task
•elicits evidence
•about the target of assessment
•that can be used to support a claim about students’ development of the knowledge,
skill, and/or ability contained in a content standard.
Central to Evidence-Centered Design is the idea of collecting evidence
through a student’s response to an item or task that supports a claim about
the extent to which a student has developed the knowledge, skill, and ability
that is contained in a content standard.
9. Evidence-Centered Design
How are items and tasks developed to better elicit
evidence about the target of assessment that can be
used to support a claim about a student’s knowledge,
skill, and ability contained in a content standard?
Webb’s Depth of Knowledge
11. Sample DOK 1
Standard 6th
Grade MG2.1: Identify angles as vertical, adjacent,
complementary, or supplementary and provide descriptions of
these terms.
Which of the following angle pairs are vertical?
A. L e and L g
D. L z and L f
E. L h and L g
F. L w and L y
12. Sample DOK 2
Standard 6th
Grade MG2.1: Identify angles as vertical, adjacent,
complementary, or supplementary and provide descriptions of
these terms.
Which of the following statements are false?
A. Vertical angles, like complementary angles, always add up to 90o.
B. Adjacent angles, like vertical angles, are congruent.
C. Complementary angles, like adjacent angles, are always next to one another.
D. Supplementary angles, like complementary angles, have to add up to a specific
value.
13. Sample DOK 3
Standard 6th
Grade MG2.1: Identify angles as vertical, adjacent,
complementary, or supplementary and provide descriptions of
these terms.
Find the values for L A, L B, and L C. Be sure
to explain how you found the values for each
angle.
14. Sample DOK 4
Standard 6th
Grade MG2.1: Identify angles as vertical, adjacent,
complementary, or supplementary and provide descriptions of
these terms.
Create a work of art that incorporates the
following elements:
Vertical Angles
Adjacent Angles
Complementary Angles
Supplementary Angles
Right Angles
Each angle within the work of art must be labeled with a letter. A key will be made
that will list each angle with its correct value and a brief explanation of how that
value was determined. Also, the art should be colored in such a way that each
type of angle is highlighted by a different color. In the cases, where the angles can
be more than one type it is the artist’s discretion on which type of angle to
highlight.
District expectation: :45 minutes of writing each day Aligning the Writing Process Strengthening an Instructional Sequence for Writing Extending the Rigor through Clear Teacher Modeling
District expectation: :45 minutes of writing each day Aligning the Writing Process Strengthening an Instructional Sequence for Writing Extending the Rigor through Clear Teacher Modeling
District expectation: :45 minutes of writing each day Aligning the Writing Process Strengthening an Instructional Sequence for Writing Extending the Rigor through Clear Teacher Modeling
This is a 6 th grade question that is coded to depth of knowledge Level One. Students are asked to identify vertical angles using an image. Students will either name them correctly or not.
This is a 6 th grade item that is coded to depth of knowledge Level Two. Students now need to classify and compare the information. They have to know not only what type of angle it is but how they are alike or different.
This is a 6 th grade activity that is coded to depth of knowledge Level Three. Students need to calculate each angle, but then need to develop a logical argument on how they determined each value.
This is a 6 th grade activity coded to Level Four. Students are expected to design something new, using their knowledge of angles. There are multiple skills being used such as, identification, measuring, labeling, artistic creativity, and justification. This is an example of a performance task.
