# Smarter Balance Releases Sample Item Grade Level Packets Gr.3-HS

Smarter Balanced Assessment Consortium (SBAC) has released sample items that teachers and districts can use as part of their preparation in the transition to SBAC related assessments. You can find them on the Missouri Dept of Ed website: http://dese.mo.gov/divimprove/assess/sbac.html  (scroll to the bottom). Most grade level packets have about 100 pages but the high school one has 172 pages. Lots of examples!

SBAC mathematics assessments are made up of four item types: Selected-Response (SR), Constructed-Response (CR, ER), Technology-Enhanced (TE), and Performance Task (PT). The summative assessments are designed to measure the full range of student abilities in the Common Core State Standards or Core Academic Standards (CAS). Evidence will be gathered in support of four major claims: (1) Concepts and Procedures, (2) Problem Solving, (3) Communicating Reasoning, and (4) Modeling and Data Analysis. Students will receive an overall mathematics composite score. For the enhanced assessment, students will receive a score for each of three major claim areas. (Math claims 2 and 4 are combined for the purposes of score reporting.)

These items are much more challenging than what MME or ACT has asked in past years. Here’s an example of an extended constructed response item (ER) that is primarily assessing Claim 3, secondarily assessing Claim 1 and content standard N-RN.3:

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 Part A A rectangle has a length of 6 feet. The value of the area of the rectangle, in square feet, is  an irrational number. Therefore, the number that represents the width of the rectangle must be —           A.   a whole number. B.   a rational number. C.   an irrational number. D.   a non-real complex number. [Note: After Part A is completed, the student must not be allowed to go back to it once they have moved to Part B.] Part B The length, l, and width, w, of a rectangle have values that are rational numbers. Construct an informal proof that shows that the value of the area, in square feet, of the rectangle must be a rational number.

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Selected Response items (SR) will often be formatted much differently than the typical 4-choice multiple choice format. For instance one item has five different quadratic equations in various formats (standard form, vertex form, factored form) and asks the student to select the two that have equivalent zeros. Another item has a coordinate grid with 10 points graphed on it followed by the following stem:

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Given the system of inequalities shown below, select all the points that are solutions to this system of inequalities:     X+Y < 3,   2x – y > 6

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Keep in mind that students will not be allowed to have access to a graphing calculator when they do this item. A Technology Enhanced (TE) sample item assessing the same concept is the following:

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Graph this system of inequalities below on the given coordinate grid.

X + y≥ 12

20x + 30y≤ 300

To create a line, click in the grid to create the first point on the line. To create the second point on the line, move the pointer and click. The line will be automatically drawn between the two points. Use the same process to create additional lines.

When both inequalities are graphed, select the region in your graph that represents the solution to this system of inequalities. To select a region, click anywhere in the region. To clear a selected region, click anywhere in the selected region.

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Perhaps the greatest departure from current state testing practice is the inclusion of performance tasks which engage students in more complex, prolonged exercises (up to 120 minutes for a single scenario with multiple-parts). There is one called Packaging (page 64) with the following description:

 The student assumes the role of consultant to the president of a beverage  company. In class and individually, the student completes tasks in which he/she investigates the impact on the amount of space used in a box with different arrangements of the cans in the box. This investigation is done in class using spreadsheets specifically designed to compute measures. Students also investigate this analytically in their individual work. The student further explores minimizing cost to the company by determining a function for this purpose based on given information. Finally, the student provides statistical reasoning to make a valid argument based on data provided.

The task begins with a pre-assignment that is not scored.

 Prework [Up to two school days prior to starting the performance task, teachers should assign the following work to  students. This prework must be brought to class on the day the performance task begins. This will not be scored.] Perform a search to find the dimensions, in centimeters, of a standard-sized soda (pop) can. Identify the radius of the circular base of the can and the height of the can. radius   = _________ cm height = ________ cm Imagine a circle fit inside a square so that it touches each side of the square, as shown in this diagram. The circle has the same radius as the soda can whose dimensions you identified above. Find the area, in square centimeters, inside the square that represents the area outside the circle.            Area = _________ cm2 Write the formula for the surface area and volume of a right circular cylinder.            Surface Area = _________________            Volume = _________________

The task will occur in two sessions (suggested over two days) with a total time of 120 minutes being allowed for the two sessions; each session has two parts; each part has multiple questions that involve tables, graphing, data displays, calculations, descriptions, justifications, etc.  Below are the launches for each part; however, you’ll need to go to the high school packet to get the guts of the task.  Here I am merely trying to provide you with an appreciation for the elaborateness, the flow and the depth of the task which includes both group work and individual work.  The student packet for this problem is 12 pages long!

 Session   1 Part   A (Group work) [Session 1 of the task will start with group work. Students will be divided into groups of 3 or 4 and work for about 20 minutes using part of their pre-work assignment to explore the relationships among different ways to stack cans in a box. This group work will not be scored. Afterwards, results of the group work will be discussed as a class.] You have been asked to be a consultant for a beverage company. The company president would like you to investigate how soda cans are packaged. Cans are constructed in such a way that they are not truly cylinders, but for the purpose of your investigation, we will assume that they are right circular   cylinders.   Part B: Cans in   a Box (done individually) – 8 points The beverage company is planning to put 20 cans in a box, stacked in one layer. They have asked you to do an analysis to determine the best way to arrange the cans to minimize wasted space and packaging materials.   Session 2 Part C: Size of the Can (done individually) – 10 points The president of the beverage company wants to minimize the cost involved in the production of standard cans.   Part D: Is this Unusual? (done individually) – 4 points You suspect that one of your competitors, “Big-Jump Soda,” is under-filling their cans of soda. You decide that you will purchase a random sample of 30 cans of   “Big-Jump,” measure the contents, and draw a conclusion based on your results.

By the way, the complete task is presented to the students online and requires the use of an online function generator (http://www.shodor.org/interactivate/activities/FunctionFlyer/) and an online box-plot generator (http://www.shodor.org/interactivate/activities/BoxPlot/). Part C allows students to receive online up to three hint(s) if they have difficulty approaching and solving the given problem. Should the student use this option, he/she will receive fewer points for their answer, depending on the number of hints they choose to use. The entire task is worth 22 points. A very specific and well-defined rubric for each question is included as well as a sample “top-score” response.

And now for the BIG QUESTION:

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such an assessment in the 2014-15 school year?

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