1. Common Core State Standards
&
Assessment

2. Can you make all of these pancakes?

4. Does Jason know
Bloom’s Taxonomy?

5. Common Core State Standards

6. Common Core Shifts for ELA/Literacy
• Building knowledge through content-rich
nonfiction
• Reading, writing and speaking grounded in
evidence from text, both literary and
informational
• Regular practice with complex text and its
academic language

7. Common Core Shifts for Mathematics
• Focus strongly where the Standards focus
• Coherence: Think across grades, and link to major
topics within grades
• Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency, and
application

8. Common Core State Standards
• Promote critical thinking skills
• Challenge students by using the higher levels
of Bloom’s Taxonomy
• Prompt the need for alternative assessments
or higher level questions

10. By Kathy Schrock
http://www.schrockguide.net/bloomin-apps.html

11. Animated Model
of Learning Objectives
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

12. Reading and Writing
in the Content Areas

13. Aiken County Public Schools Resources
• http://acps.schoolfusion.us/
-> Instruction and Accountability -> ACPS Curriculum
• Log in information:
– Username: USCA
– Password: pacer2013

15. Assessment
SmarterBalanced
http://www.smarterbalanced.org/
15

16. Six Item Types
• Selected Response
• Constructed Response
• Extended Response
• Performance Tasks
• Technology-Enabled
• Technology-Enhanced

18. Sample Items
ELA and Math
• http://www.smarterbalanced.org/sample-
items-and-performance-tasks/

19. Expert Groups
• Work with your team.
• Review the description of the assessment type.
How is this similar/different to current
assessment items?
• Create at least 1 assessment item of this type for
your grade level .
• Share your item with the whole group.

20. Non-Traditional Selected Response Item

21. Non-Traditional Selected Response Item
STIMULUS
A multiplication problem is shown below. STEM
17 1712
Which model(s) below could represent the the solution to problem?
Which model(s) below could represent solution to this this problem?
Select all that apply.
Select all that apply.
A. B. C.
(1×1)+(1×7)+(1×2)+(2×7)
D. E. F.
(17×2)+(17×1)

22. Non-Traditional Selected Response Item
Key and Distractor Analysis:
A. Does not understand how to model
multiplication of two two-digit
numbers using area models.
B. Correct
C. Did not account for the values
of the digits in the tens places.
D. Correct
E. Did not understand that the 1 represents 10 in the multiplication problem
F. Showed multiplication of 17 and (1 + 2) instead of 17 and 12
Responses to this item will receive 0–2 points, based on the following:
2 points: B, D
1 point: Either B or D
0 points: Any other combination of selections.

23. Non-Traditional Selected Response Item
For numbers 1a – 1d, state whether or not each STEM
figure has ⅖ of its whole shaded.
1a.
1b.
MULTIPLE
PARTS OPTIONS
1c.
1d.

24. Non-Traditional Selected Response Item
Scoring Rubric:
Responses to this item will receive 0–2 points,
based upon the following:
• 2 points: YNYN The student has a solid
understanding of ⅖ as well as the equivalent
form of ⅖.
• 1 point: YNNN, YYNN, YYYN The student has
only a basic understanding of ⅖. Either the student doesn‘t recognize an
equivalent fraction for ⅖ or doesn‘t understand that all 5 parts must be
equal-sized in figure 1b.
• 0 points: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNN, NNNN, NYNY,
NNYN, NNNY. The student demonstrates inconsistent understanding of ⅖ or
answers “Y” to figure 1d, clearly showing a misunderstanding of what ⅖ means.
Figure 1d is considered a “disqualifier “and an answer of “Y” to this part of the
item would cancel out any other correct responses as “guesses” on the part of
the student.

25. Non-Traditional Selected Response Item
Scoring Rule:
Match each shape below to its
name.
Students who properly
match the four shapes
to their name will
receive two points.
Students who make
two or three correct
matches will receive
partial credit of one
point
All other connections
will receive a score of
0.

26. Selected Response
Single Response – Multiple Choice
Many experts will tell you that television is bad for you. Yet this is an
exaggeration. Many television programs today are specifically geared
towards improving physical fitness, making people smarter, or
teaching them important things about the world. The days of limited
programming with little interaction are gone. Public television and
other stations have shows about science, history, and technical topics.
Which sentence should be added to the paragraph to state the author’s main claim?
A. Watching television makes a person healthy.
B. Watching television can be a sign of intelligence.
C. Television can be a positive influence on people.
D. Television has more varied programs than ever before.

29. Constructed Response Items
Address assessment targets and claims that
are of greater complexity
Require more analytical thinking and reasoning

30. Administration of
Constructed Response Items
• Administered during the computer-adaptive
component
• Scored using artificial intelligence
• Most constructed response items take
between 1 and 5 minutes to complete
• Some more complex items may take up to
10 minutes to complete

31. Constructed Response
The table below shows the number of students in each third-grade class
at Lincoln School.
Students in Third-Grade
Class Number of Students
Mrs. Roy 24
Mr. Grant 21
Mr. Harrison 22
Ms. Mack 25
There are 105 fourth-grade students at Lincoln School. How many more
fourth-grade students than third-grade students are at Lincoln School?
Show or explain how you found your answer.

32. Components of a
Constructed Response Item
A teacher asked her students to use estimation to decide if the
sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 = STIMULI
One student replied that she thinks the sum is closer to 4,000. She
used
the estimation shown below to support her reasoning.
STEM
Is the student’s reasoning correct? In the space below, use numbers
and words to explain why or why not. If the student’s reasoning is
not correct, explain how she should have estimated.

33. Components of a
Constructed Response Item
Sample Top-Score Response:
The student’s reasoning is incorrect. She was rounding to the
thousands place. She had 2 numbers that were less than
500, and she decided to round these numbers to 0. This is like
saying these numbers were not in the problem at all. She needs
to account for these two numbers. Together, they have a sum that
is very close to 1,000. I think adding 1,000 + 1,000 + 3,000 is a
better strategy. This means the sum is closer to 5,000 than to
4,000.
Scoring Rubric:
Responses to this item will receive 0–2 points, based on the following:
2 points: Student has thorough understanding of how to estimate and how improper estimation
can lead to flawed reasoning. Student states that the student in the scenario used reasoning
that is incorrect and provides reasoning that shows a better estimation strategy.
1 point: Student has partial understanding of how to estimate and how improper estimation can
lead to flawed reasoning. Student states that the student in the scenario used reasoning that is
incorrect, but alternate estimation strategy is also flawed.
0 points: Student has little or no understanding of how to estimate and how improper estimation
can lead to flawed reasoning. Student states that the student in the scenario used reasoning
that is correct.
TOP-SCORE SCORING RUBRIC

34. Constructed Response
Extended Response
Ms. McCrary wants to make a rabbit pen in a section of her Pen 1: Pen 2:
lawn. Length: (feet, square feet) Length: (feet, square feet)
Her plan for the rabbit pen includes the following: Width: (feet, square feet) Width: (feet, square feet)
• It will be in the shape of a rectangle. Area: (feet, square feet) Area: (feet, square feet)
• It will take 24 feet of fence material to make.
• Each side will be longer than 1 foot. Pen 3:
• The length and width will measure whole feet. Length: (feet, square feet)
Width: (feet, square feet)
Part A Area: (feet, square feet)
Draw 3 different rectangles that can each represent Ms.
McCrary’s rabbit pen. Be sure to use all 24 feet of fence
Part B
material for each pen.
Ms. McCrary wants her rabbit to have more than 60 square feet of ground
area inside the pen. She finds that if she uses the side of her house as one
Use the grid below. Click the places where you want the
of the sides of the rabbit pen, she can make the rabbit pen larger.
corners of your rectangle to be. Draw one rectangle at a time. If
• Draw another rectangular rabbit pen.
you make a mistake, click on your rectangle to delete it.
• Use all 24 feet of fencing for 3 sides of the pen.
Continue as many times as necessary.
• Use one side of the house for the other side of the pen.
• Make sure the ground area inside the pen is greater than 60 square
feet.
Use the grid below. Click the places where you want the corners of your
rectangle to be. If you make a mistake, click on your rectangle to delete it.
Use your keyboard to type the length and width of each rabbit
pen you draw. Then type the area of each rabbit pen. Be sure
to select the correct unit for each answer.
Use your keyboard to type the Length: (feet, square feet)
[Students will input length, width, and area for each rabbit pen. length and width of each rabbit pen Width: (feet, square feet)
Students will choose unit from drop down menu.] you draw. Then type the area of Area: (feet, square feet)
each rabbit pen. Be sure to select
the correct unit for each answer.

37. Performance Tasks
• Performance tasks challenge students to apply their
knowledge and skills to respond to real-world problems.
They can best be described as collections of questions and
activities that are coherently connected to a single theme
or scenario. These activities are meant to measure
capacities such as depth of understanding, research skills,
and complex analysis, which cannot be adequately
assessed with selected- or constructed-response items.
• Performance tasks in reading, writing, and mathematics will
be part of the Smarter Balanced summative, year-end
assessment. Performance tasks can also be administered as
part of the optional interim assessments throughout the
year. The performance tasks will be delivered by computer
(but will not be computer adaptive) and will take one to
two class periods to complete.

38. Performance Tasks
• Measure complex assessment targets
• Demonstrate ability to think and reason
• Higher-order skills
• Produce fully developed writing or speeches
• Provide evidence of college and career readiness

39. Performance Tasks Benefits
• Multiple approaches
• Use real world contexts
• Common language around learning

40. General Guidelines for
Developing Performance Tasks
• Integrate knowledge and skills
• Measure understanding, research skills, analysis,
and the ability to provide relevant evidence
• Require student to plan, write, revise, and edit
• Reflect a real-world task
• Demonstrate knowledge and skills
• Allow for multiple points of view
• Feasible for classroom environment

41. Design of Performance Tasks
Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.
Emphasis on stimuli related to science, history, and social studies.
Components of a Performance Task
Stimulus Information Processing Product/Performance
Readings Research questions Essay, report, story,
Video clips Comprehension script
Audio clips questions Speech with/without
Simulated Internet graphics, other media
Graphs, charts,
other visuals search Responses to
etc. embedded
Research topic/issue/
constructed response
problem
questions.
etc.
etc.

42. Sample Performance Task

43. Directions

44. Part 1

45. Part 2
z

46. Scoring Information
• How your essay will be scored:
The people scoring your essay will be assigning scores for:
– Statement of purpose/focus—how well you clearly state your claim on the
topic, maintain your focus, and address the alternate and opposing claims
– Organization—how well your ideas logically flow from the introduction to
conclusion using effective transitions, and how well you stay on topic
throughout the essay
– Elaboration of evidence—how well you provide evidence from sources about
your opinions and elaborate with specific information
– Language and Vocabulary—how well you effectively express ideas using
precise language that is appropriate for your audience and purpose
– Conventions—how well you follow the rules of usage, punctuation,
capitalization, and spelling

47. Grade 6 Sample Performance Task

48. Scoring Criteria
• Scoring rubrics
• Sample response and scoring notes

49. Scoring Criteria

50. Guidelines for Writing
Performance Tasks
• Align parts of the task
• Parts build to “full write” or speech
• Develop rubric for each assessment target
• Develop exemplars for each rubric
• Allow multiple approaches

51. Performance Task
Student Directions:
Part 1 (35 minutes) Questions
Your assignment: Use your remaining time to answer the 3. Explain how the information presented
You will read a short story and article, questions below. Your answers to these in the “Virtual High School Interview”
watch a video, review research statistics, questions will be scored. Also, they will video and the article “Virtual Schools
and then write an argumentative essay help you think about the sources you’ve Not for Everyone” differs from the
about your opinion on virtual schools. read and viewed, which should help information in the research statistics?
you write your essay. You may click on Support your answers with details from
Steps you will be following: the appropriate buttons to refer back to the video and the articles.
In order to plan and compose your essay, the sources when you think it would be
you will do all of the following: Part 2 (85 minutes)
helpful. You may also refer to your notes.
1. Read a short story and article, watch a Answer the questions in the spaces You will now have 85 minutes to review
video, and review research statistics. provided below them. your notes and sources, and to plan, draft,
2. Answer three questions about the and revise your essay. You may also refer
sources. 1. Analyze the different opinions to the answers you wrote to the questions in
3. Plan and write your essay. expressed in “The Fun They Had” and part 1, but you cannot change those
the “Virtual High School Interview” answers. Now read your assignment and
Directions for beginning: video. Use details from the story and the information about how your essay will
You will now read the sources and watch the video to support your answer. be scored, then begin your work.
a video. Take notes, because you may
want to refer back to your notes while 2. What do the statistics from “Keeping Your Assignment
writing your essay. You can refer back to Pace with K–12 Online Learning” Your parents are considering having you
any of the sources as often as you like. suggest about the current trends of attend a virtual high school. Write an
• (short story) virtual schools in the U.S.? Use details argumentative essay explaining why you
• (article 1) from the charts to support your answer. agree or disagree with this idea. Support
• (video) your claim with evidence from what you
• (research statistics) have read and viewed.

53. Technology-Enabled Items
• Digital Media • Response Types
– Video – Selected
– Animation – Constructed
– Sound
– Interactive tools

54. Technology-Enabled
Selected or Constructed Responses that include Multimedia
Brianna is running for class president. She needs to give a speech to the 4th grade class.
Listen to the draft of her speech and then answer the questions that follow.
(Test-takers listen to an audio version of the following speech.)
“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know
many of my friends said they would. I am involved in many activities, including track and theater. If I
am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the
end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a
class president who will work hard for you and listen to your needs, please vote for me next week!”
This speech needs to be revised before the student presents it.
Which sentence should be omitted to improve the speech.
A. I am running for class president, and I hope you will vote for me.
B. You know many of my friends said they would.
C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on
a trip at the end of the year.
D. If you want a class president who will work hard for you and listen to your needs, please
vote for me next week!”

55. Technology-Enabled
Selected or Constructed Responses that include Multimedia

56. Technology-Enhanced Items
• Specialized interaction
• May have digital media for stimulus
• Same requirements as selected and
constructed response items
• Students manipulate information
• Defined responses

57. Technology-Enhanced
Collects Evidence through a Non-Traditional Response

58. Technology-Enhanced
Collects Evidence through a Non-Traditional Response
The value of y is proportional the the value of x. The constant of proportionality for
this relationship is 1. On the grid below, graph this proportional relationship.

59. Technology-Enhanced Items
Draw a line of symmetry The graph on the right
through shows a triangle. Draw
the figure below. the triangle after it is
reflected over the y-axis.
Classify each shape below based whether it contains at
least one pair of parallel sides.
Reorder the fractions below so that
they are ordered from smallest to
largest.
3/5
3/4
2/6
1/2
2/3

60. Key Components of a Technology-
Enhanced Item
Draw a line of symmetry Classify each shape below based on whether it
through contains at least one pair of parallel sides.
the figure below.
INTERACTION
SPACE

61. Key Components of a Technology-
Enhanced Item
Draw a line of symmetry
through
the figure below.

62. Comparing Technology-Enabled
and Technology-Enhanced Items
Gregory is installing tile on a rectangular floor.
• He is using congruent square tiles that each have a side length of ½ Draw a line of symmetry
foot. through
• The area of the floor is 22 square feet. the figure below.
• The width of the floor is 4 feet.
Use the grid and the tile below to model the floor.
What is the length, in feet, of the floor?
5.5 feet

63. Additional Resources
• http://www.livebinders.com/play/play?id=611058
• Access Key: CCSS_and_Assessment

64. Additional Resources
• SC Department of Education – CCSS Support Site
http://scde.mrooms.org/index.php?page=27424
• Ohio Department of Education
http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?Pag
e=3&TopicRelationID=1704&Content=132157
64