COMPARISON BETWEEN CONNECTICUT MASTERY TEST AND SMARTER BALANCED ASSESSMENT

Transcription

1 COMPARISON BETWEEN CONNECTICUT MASTERY TEST AND SMARTER BALANCED ASSESSMENT

2 CMT Standard assessment administered to all students in grades 3-8 Fixed form testing, pencil and paper Students are assessed in the content areas of Reading, Math, Writing, and Science Summative Assessment for accountability purposes administered in March Based on Standards established by the CSDE Results - months SBAC Standard assessment administered to all students in grades 3-8 CAT computer adaptive testing, technology enhanced Students are assessed in the areas of ELA and Math Summative Assessment for accountability purposes administered the last 12 weeks of school Optional Interim Assessments for instructional purposes Formative Assessments Based on CCSS Results - weeks

3 ENGLISH LANGUAGE ARTS/LITERACY KEY ASSESSMENT CHANGES Assessments are composed of reading, writing, listening and research. Assessments include a shift in: Text complexity across literary and informational texts; greater exposure to informational texts Writing for multiple purposes and to different audiences (narrative, informational opinion) Writing to source materials Conventions Performance Tasks (PT)

4 CONNECTICUT MASTERY TEST/SBAC CMT TEST TESTING SESSIONS SBAC TEST Grade 3&4 Grade 5&6 Reading Comp (2) 45 minute sessions- 2 passages per session DRP (6)Passages 45 min E & R 4 passages 60 min (2) 45 minute sessions- 2 passages per session 7 passages 45 min 4 passages 60 min Content Area Grade CAT SR/CR P T Only Total In Class Activity Total ELA 3-5 1:30 2:00 3:30 0:30 4:00 6 1:30 2:00 3:30 0:30 4:00 DAW 1 Writing prompt 45 min 1 writing prompt 45 min Math :30 2:00 1:00 1:00 2:30 3:00 0:30 0:30 3:00 3:30 Math (2) 60 minute sessions (3) 60 minute sessions

5 CCSS IMPLICATIONS for ENGLISH LANGUAGE ARTS/LITERACY ASSESSMENTS CMT Focusing only on reading skills Students moving quickly through a text Assessing literary terminology Mostly assessing through select response items that do not require specific reference to textual evidence Mainly writing to de-contextualized prompts Measuring ELA only SBAC Focusing on complexity of what students read in preparation for college/career Students taking time to read and reread, study and ponder (Close Reading) Assessing academic/tier 2 vocabulary Assessing through a range of items that require students to draw evidence from text; use constructed responses and brief write items to require a variety of complex performances Connecting Reading to Writing: focusing on evidenced-based writing (narrative, argumentative, and informative/explanatory essays) Measuring literacy across disciplines

6 Connecticut Mastery Test, Generation IV Given a Grade 3 Reading Passage Forming a General Understanding Examining the Content and Structure The reader will demonstrate understanding of the text s general content. The reader will elaborate on the text and make judgments about the text s quality and themes. Read a passage Determine the main idea. Select correct response from choices provided. Read the passage Demonstrate an awareness of an author s or character s values, customs and beliefs included in the text. (Customs are not tested at Grade 3) Select correct response from choices provided.

7 Fishing with Friends 1. I watched as Grandpa Kenji loaded the things we would need onto his fishing boat. I looked forward to these special times, catching fish and listening to his stories. 2. The setting sun was red, purple, and orange. We had just enough time to get to our favorite fishing spot. 3. Do you have the lanterns, Yoshi? Grandpa asked. 4. I nodded, and Grandpa smiled at me. I was proud that I had remembered the small lanterns that we would light. When the fish see the light, they come close to the boat. 5. Grandpa s birds, called cormorants, gathered around him as he pushed off from the dock. These large birds were very good at catching fish. Each had a length of rope tied to one foot. When it was time to fish, Grandpa would hold the loose ends of the long ropes in his hands to keep the birds from flying away. The wide collars the birds wore stopped them from swallowing the fish. 6. Tell me again why the birds work for you, I asked Grandpa. 7. He laughed because he had told me this story many times before. Then, he began his tale My cormorants came to me from Japan s largest island, he began. The bird catchers brought them to me, and I became their keeper so they would trust me. They now believe that I will never leave them. 9. I imagined Grandpa feeding and caring for the young birds. He fed them pieces of fish and rubbed their wings. 10. You even gave them baths, didn t you, Grandpa? I asked. 11. Yes, I did, he answered. They learned to be with me and to trust me. Now, they work for me. 12. Just as he finished his story, we arrived at our fishing spot. Grandpa lowered the anchor and then lit the small lanterns. When they were burning brightly, he fastened them to the boat. 13. One by one, the cormorants slipped into the water and stuck their heads under to look for fish. Suddenly, a school of fish swam by, and the birds dove after them. In just seconds, they bobbed up with their beaks full of wiggling fish. They returned to the boat each time and gave their catch to Grandpa. 14. Soon, it was time to head home. Grandpa brought the birds back onto the boat and removed their collars. 15. Well done, little friends, he said, showing a clear fondness for his birds.

8 Connecticut Mastery Test, Generation IV After Reading a Grade 3 Passage This story is mainly about how In this story, what was the most important thing to Yoshi? A. fishing at night is scary. B. animals can help people with their work. C. fishing with birds is expensive. D. feeding and caring for birds can be difficult. A. What the birds were named B. Where the birds had come from C. Being with Grandpa D. Knowing the moon was full

9 Connecticut Common Core Aligned Practice Test Grade 3 CCSS Code: RL. 3.2 and 3.6 Reading Standards for Literature 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3.6 Distinguish their own point of view from that of the narrator or those of the characters.

10 Given a poem and an informational passage the students are asked to respond to the following: Selected Response The poet uses descriptive language to write about the season of autumn. How does the poet feel about autumn? Constructed Response typed The poet of Autumn offers many details about how autumn looks and feels. What is the central idea or message that the poet suggests about autumn? Use one example from the poem to support your answer. Choose the line from the poem that best supports how the poet feels about autumn.

11 CMT Writing Prompt vs. SBAC Performance Task CMT Grade 6 Direct Assessment of Writing, Sample Prompt What do you usually do on a weekend in the summer? What do you do on a weekend in the winter? Write a comparison of your weekend activities in the summer and winter. When you write your paper, be sure to: describe your activities on a weekend in the summer; describe your activities on a weekend in the winter; explain how your activities on the two weekends are alike and different; include details and examples to support your ideas; and organize your essay well and present your ideas clearly. Connecticut Common Core Aligned Practice Test, Grade 6 Performance Task Task: Your school has a limited number of sports teams. Given the school budget, your principal is trying to save the sports Program by changing some of the rules of participation. You have been asked to write an article about your school sports program for the school newspaper. To prepare to write your argumentative article, you have conducted some research and have found three sources. You will examine the three sources. You can re-examine any of the sources as often as you like. You may take notes as you read the sources You will write a multi-paragraph article on the topic provided. You will use source material to inform and strengthen your writing. You are being asked to write a multi-paragraph article, so please be a thorough as possible. Type your response in the space provided. Remember to check your notes and your prewriting/planning as you write, and then revise and edit your article when you finish.

12 CCSS IMPLICATIONS for MATHEMATICS CMT Questions based on 25 Strands SBAC Questions based on 4 claims Claim 1: Concepts and Procedures Claim 2: Problem Solving Claim 3: Communicating Reasoning Claim 4: Modeling and Data Analysis Only content skills assessed Strand 25: Math applications- problem solving Math Practice Standards Performance Tasks (PT)

13 Claim One- Grade 3 Represent and solve problems involving multiplication and division. CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7. CCSS.Math.Content.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 1 CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 = _ 3, 6 6 =? Understand properties of multiplication and the relationship between multiplication and division. CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. 2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) CCSS.Math.Content.3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8.

14 Sample Question- Third Grade CMT Question Strand 6 (Basic Facts) 3 x 7 = a) 22 b) 10 c) 24 d) 21

15 SBAC Question (Claim 1 Target B) Choose all the expressions that are equal to the product of 3 x 7. a) (2 x 7) + (1 x 7) b) (7 x 5) 2 c) (3 x 4) (3 x 5) d) 3 x (7 x 1)

16 Claim 3: Communicating Reasoning Targets Target A: Test propositions or conjectures with specific examples. Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures. Target C: State logical assumptions being used. Target D: Use the technique of breaking an argument into cases. Target E: Distinguish correct logic or reasoning from that which is flawed and if there is a flaw in the argument explain what it is. Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions. Target G: At later grades, determine conditions under which an argument does and does not apply.

17 CMT Question- Grade 3 Strand 16 Use your ruler to measure the length of each side of this shape in inches. Label the length of each side and find the perimeter of the shape. Perimeter:

18 Sample Question Claim Three Grade 3, Target G William used 6 squares to make the figure shown. A Perimeter increases Click to add a square so that the perimeter increases Click to add a square so that the perimeter stays the same Click to add a square so that the perimeter decreases B. Perimeter stays the same C. Perimeter decreases

19 Grade 6 Math Applications A jewelry designer makes bracelets, necklaces, pins and earrings. The chart below shows the number of items made, the cost of materials and the selling price for each type of jewelry. Type of Jewelry Number Made Cost of Materials Selling Price Bracelets 25 $4 $8 Necklaces 15 $2.50 $6 Pins 10 $5 $9 Earrings (pairs) 30 $1.50 $4 One day last week the designer made a profit (the difference between the selling price and the cost of the materials) of ABOUT $200. Show how many of each type of jewelry could have been sold that day. Show or explain how you arrived at your solution and how you calculated the profit.

20 Sample Performance Task Your school is hosting an Arts and Crafts Fair to raise funds. Your class has been asked to help by designing and making jewelry for the fund-raiser. In this task, you will be asked to design a bracelet, calculate ratios, make predictions, and calculate costs.

21 YOUR TASK: Design a bracelet using at least two types of glass beads and one type of spacer bead. Use between 8 and 12 glass beads. Use at least 6 spacer beads. Use no more than 25 total beads in your bracelet. Write the type letter (A, B, C, D, E, or F) to represent each bead in your design. Use the 25 blanks below to lay out the design for your bracelet. Only write one letter in each blank you use.,,,,,,,,,,,,,,,,,,,,,,,,

22 Part A: Designing a Bracelet Your principal has purchased the materials to make the jewelry. The materials include: Three types of glass beads Three types of spacer beads (the beads used to separate sections of glass beads) Beading wire (the wire that holds the beads when making a bracelet or necklace) Clasps (the fasteners that hold the ends of a bracelet or necklace together)

23 Write 5 ratios that can be used to mathematically describe the bracelet you designed. Make sure your ratios show each of the following: The relationship between one type of glass bead used and another type of glass bead used The relationship between one type of glass bead used and all the beads used The relationship between one type of glass bead used and a type of spacer bead used The relationship between all the glass beads used and all the spacer beads used The relationship between one type of spacer bead used and all the beads used

24 Part B: Calculating the Costs The cost of one clasp and enough beading wire to make a bracelet is $0.25. Using the information from Part A, determine the cost to create one of the bracelets you designed. Explain your answer using diagrams, mathematical expressions, and/or words. In Part A, you determined the number of complete bracelets you could make before running out of one type of bead. Determine the cost to create this number of bracelets. Explain your answer using diagrams, mathematical expressions, and/or words.

25 Part C: Matching Necklaces Your principal would like you to make some necklaces to match the bracelets you designed. The cost of one clasp and enough beading wire to make a 24-inch necklace is $0.30. Your bracelet is 8 inches long. Determine the cost to create a 24-inch necklace that contains the same ratios of beads as your bracelet contains. Explain your answer using diagrams, mathematical expressions, and/or words. Approximately how many of each type of bead will be needed to create a 24-inch necklace? Explain your answer using diagrams, pictures, mathematical expressions, and/or words.

26 Part D:Predicting Profits For the Arts and Crafts Fair, your principal sets the price of each bracelet and necklace such that the school makes a profit that is 60% of the cost to make each piece of jewelry. Determine the price at which your bracelet and necklace will be sold at the Arts and Crafts Fair. Explain your answer using diagrams, pictures, mathematical expressions, and/or words. Your principal would also like to offer discounted prices for customers who buy sets of 3 bracelets. When customers buy sets of 3 bracelets, the school will make a profit that is 40% of the cost to make each bracelet. Determine the price at which a set of 3 bracelets will be sold at the Arts and Crafts Fair. Explain your answer using diagrams, pictures, mathematical expressions, and/or words.

27 WHAT DOES ALL THIS MEAN Understanding the Common Core State Standards is critical, and informs educators of grade-specific skills and expectations that guide high quality instruction and best practices.