English Subtitles for Exploring the Smarter Balanced Digital Library

Subtitles / Closed Captions - English

Welcome to 'Exploring the Smarter Balanced Digital Library'. The information provided

in this training video is intended serve educators in California and other Smarter Balanced member states. This video is designed to examine the role of the Digital Library as a key component in the Smarter Balanced Assessment System. It will cover: the purpose of formative assessment and the Digital Library, instructions for signing in and navigating resources within the Digital Library, and an overview of Digital Library collaboration features.

This presentation has been divided into three learning segments. The first is Formative Assessment Process as effective instruction The second, Professional Learning and Instructional Resources in the Digital Library And the third is the Cross-State Collaboration for continued professional development Segment 1: Formative Assessment Process as effective instruction The Smarter Balanced Assessment System consists of three components:

the summative assessments, designed for accountability purposes; interim assessments, designed to support teaching and learning throughout the year; and formative assessment processes, supported by professional learning and instructional resources located in the Digital Library. Each component of the Smarter Balanced Assessment System provides information about student learning that can be used to improve instruction.

LEAs and teachers have access to test scores from the summative and interim tests to evaluate program effectiveness and identify student strengths and weaknesses. In the classroom, teachers can collect evidence of student learning during instruction and use resources from the Digital Library to improve teaching and learning. Additionally, results from the summative assessment are available allowing teachers to make adjustments to instruction as necessary.

This is a quote from the publication INNOVATE. Transitioning from the STAR system to the Smarter Balanced requires not only newly developed assessment practices but also a shift in the way that assessment is conceptualized. In order for the transition to be truly successful, there must be widespread support for the concept that assessment is integral to learning. Effective educators include formative assessments to guide instruction.

Let's take a moment to review the definition of the formative assessment process. Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve student's self-assessment, reflection, and attainment of curricular learning targets/goals. The resources in the Digital Library are aligned to the Common Core State Standards and emphasize

integration of at least one, or more, of these four attributes: Clarify Intended Learning, Elicit Evidence, Interpret Evidence, and Act on Evidence. Let's talk a bit about what is meant by the formative assessment process. What does that look like? An effective educator is continually assessing student understanding. An effective educator

begins with our first quadrant in clarifying intended learning. Sometimes instruction follows the linear movement through the process as indicated by the arrows. The art of an effective teacher is creating movement between each of the attributes as necessary. An educator may elicit evidence, interpret the evidence, and determine more or different evidence is needed. The arrows may look more like a dance between the attributes as opposed to a linear progression.

Let's consider each of the attributes using an exemplar resource, "CBAL Summarization" as a demonstration. The submitter for this exemplar has identified this resource as clearly integrating the first three attributes. Under the About This Resource tab, the submitter has defined how the resource meets the criteria for the first three attributes. The first attribute of formative assessment, Clarify Intended Learning has two important components: learning goals and success criteria.

Learning goals state what students will know by the end of the lesson. They are written in student-friendly language. Success criteria define the evidence that teachers and students use to determine how students are progressing toward the learning goals. They are also written in student-friendly language. In our demonstration resource, the author has provided Learning Goals and Success Criteria for the educator as well as the student. Most resources in the digital library were submitted

for use either as professional learning or for use with students. Our exemplar choice demonstrates both. The second attribute of formative assessment, Elicit Evidence, provides the information teachers and students need to determine where students are in their progress toward the intended learning. This attribute is the process by which the teacher designs what the students will be doing in order to surface the students' knowledge and skills. Crafting a question

or group discussion that will inform the teacher about individual student learning would be an example of this attribute. Experts suggest that teachers consider student needs, interests, and learning styles when deciding how to elicit evidence so that students have a choice of different ways to meet the success criteria. It's also important to use multiple sources of evidence to draw accurate conclusions about student learning.

Returning to the demonstration resource, "CBAL Summarization" there are a variety of strategies for eliciting evidence throughout the "Teachers Handbook Summarization." The third attribute, Interpret Evidence, is the process of educators and students determining where students are in relation to the learning goals and success criteria, identifying what students understand and don't yet understand. Students can independently analyze evidence of their own learning, though, they benefit from sharing and discussing their interpretations

with teachers and peers. It is important to note that interpreting evidence is not a single event. Rather, evidence is interpreted in the formative assessment process on an ongoing basis throughout instruction. Returning to the exemplar resource, "CBAL Summarization" there are a variety of strategies for interpreting evidence throughout the "Teachers Handbook Summarization." The last attribute is Act on Evidence. Based on careful interpretation of the evidence,

teachers identify the actions needed to move the student's learning forward. The teacher may make adjustments to his or her instructional activities, and/or provide clear and actionable feedback to students to adjust their procedures for learning. The teacher and students continue to use strategies that work and eliminate strategies that are not effective. Although the exemplar resource, "CBAL Summarization" does not call out the Act on Evidence attribute, the "Teachers Handbook Summarization" provides numerous potential actions in the learning

progressions. To help teachers learn more about the four attributes of the Formative Assessment Process, the Digital Library provides commissioned modules at the K-2, 3-5, 6-8, and 9-12 grade spans. These modules may be used by individuals or groups of educators as they build or improve formative assessment practice skills. Take a moment now to consider each of the attributes in the formative assessment process.

Why is each attribute necessary in the entire process? Which attributes are a regular part of your instructional practice? Which attribute(s) would you like to further develop? Segment 2: Professional Learning and Instructional Resources What kinds of resources are available? The Digital Library's resources fall into three categories, professional learning resources,

instructional resources and assessment literacy modules. The first segment of this training demonstrated one resource that meets the quality criteria for both a professional learning resource and an instructional resource. All submissions for Professional Learning Resources have been vetted by three carefully trained members of the State Network of Educators to ensure that quality criteria are met. The State Network of Educators is a group of educators in Smarter Balanced member states that develop

and reviewed resources prior to posting in the Digital Library. The quality criteria for Professional Learning Resources include: Reflects research and/or the principles of effective professional learning Incorporates high-quality formative assessment practice(s) Reflects learner differences and supports personalized learning Demonstrates utility, engagement, and user-friendliness Integrates media and/or technology effectively

Some of the Digital Library's professional learning resources include… Students as Partners in Their Own Learning Understanding the Learner Improving Mathematical Problem Solving in Grades 4 through 8 Data Team Organizer: Grades 3, 4, 5 Creating Text-Dependent Questions Aligning the Rigor of Classroom Questioning and Assessments with the Common Core State Standards

All submissions for Instructional Resources have been vetted by three carefully trained State Network of Educators to ensure the quality criteria were met. Aligns with the intent of the Common Core State Standards Incorporates high-quality formative assessment practice(s) Contains accurate, complete, high-quality curriculum and instruction Reflects learner differences and supports personalized learning

Demonstrates utility, engagement, and user-friendliness Integrates media and/or technology effectively The Digital Library's instructional resources include… Science Article Summary Sheet Phonological Skills Progress Monitoring Assessment Manipulating Radicals Misplaced Modifiers Place Value Rumble Etymology: Using Affixes to Develop Academic Vocabulary Nuclear Energy Debate

Resources that are identified as a combination must meet the Quality Criteria for both Professional Learning and Instructional Resources. The Digital Library's Assessment Literacy modules are designed to provide professionals guidance in implementing a balanced assessment system. These resources include: Understanding the Smarter Balanced Assessment System Understanding the Smarter Balanced Mathematics Content Specifications

Introduction to the Individual Student Assessment Accessibility Profile Using Interim Assessment Blocks to Support Teaching and Learning Professional Learning and Instructional Resources in the Digital Library How can resources be accessed? Let's get started! To access the Digital Library, your district CAASPP coordinator needs to send in a registration

for you. Once you select the link in the activation email, you will be taken to the Smarter Balanced Single Sign On login page as shown. Enter the username and temporary password provided in the email and select Log In to continue. If you are a new user logging in for the first time, you will automatically be asked to create a new password. Enter your temporary password in the Old Password field. Type in a new password in the New Password

field. Confirm your new password by retyping your new password in the Confirm Password field. Select Submit. You will be asked to select one of three security questions. Select one and type your answer in the text box opposite the question. Select Save. After completing the login process for the first time, you will be asked to complete your Personal Profile. This is where you provide information about yourself and decide what

information will be visible to other users of the Digital Library. There are three sections you will need to complete: Personal Information, Expertise, and Privacy. You are required to complete every section, tab, and field with a red asterisk. Other fields can completed at any time. Once you have used the Digital Library successfully, the most reliable link to re-enter the Digital Library is found on the CAASPP.org home page. Select the green button labeled Smarter Balanced

Digital Library. Once you are in the Digital Library you will see your personal tabs in the upper right corner for your account, notifications, and favorites. Below that on the left, you will find two tabs, one for Digital Library Resources and one for Forums. Below the main tabs will be four fields provided to assist educators in filtering through the

resources for specific interests. The main area of the landing page will rotate through four featured components in the Digital Library. Finally, you will find links to access helpful information in navigating the Digital Library. For the purpose of demonstrating the navigational features of the Digital Library, let's "find" the commissioned module entitled Understanding the Smarter Balanced Summative Assessments.

The title of the resource is known, so it could be entered into the search box. Alternatively, the filtering features may be used. Since this is a commissioned module, the filter entitled Module Type is a logical selection. There are of 4 types: Assessment Literacy, Instruction for English Language Arts, Instruction for Mathematics, and Score Reports. Each provides opportunities for Digital Library users to learn more about a balanced assessment system and how to implement the intent of the Common

Core State Standards using the Formative Assessment Process. Each includes interactive learning events, and most include an animated or live-action vignette. Select the module type you are interested in by checking the box. Select Apply Filters. Once resources are filtered, you will see the resource cards that are tagged according to the selected filter. The resources that have been checked as "Posted with Distinction"

means all three State Network of Educators that vetted the resource gave it the highest of ratings. Below the Posted with Distinction section, the resources will again appear with all resources that have been tagged with the selected filter. Note here that you can change the view of resource cards to a List View as well. Each resource card provides the following information. The title of the resource is first followed by a preview image of either the first page

of the resource or something associated with the resource. In this case, the animated image is from the vignette. The submitter of the resource summarized the contents of the resource to help you determine if the resource is one that you want to open and review further. Below this review, you can see what tags the submitter used to help you determine if this resource fits your needs. For our Understanding the Smarter Balanced Summative Assessments

example, it has been tagged for grades three through eight and 11. This does not mean that an educator of any other grade won't find the information useful; it means the submitter wanted to draw it to the attention of teachers in the specified grades. Again, this is part of the tagging and filtering features. The last bit of information is also helpful in determining if the resource is one that you want to further review. The icon of the eye indicates the number of educators that

have opened and looked over or used the resource. The icon of the arrow pointing down indicates the number of educators that have downloaded the resource for further use. In our example resource, it is an interactive module and there is nothing to download. The final stars indicate an educator has given this resource a rating and in parenthesis, how many ratings it has received. Now, click on the title of the module.

After you click on the title, you are taken to the resource page. At the top of the resource page you will find the resource title, resource type, author, and owner. Resources may be made up of one or more sets of materials. The preview window displays the primary material. In this example, the primary material is titled "Understanding the Smarter Balanced Summative Assessments." There are two ways to view the resource materials: The first way is to use the Preview window.

The primary material will be displayed by default. To view the secondary or additional resource materials if there are any, select the View All Materials button on the bottom left of the preview window. A drop-down menu will appear that lists all the materials associated with this resource. Select a link in the drop-down menu to view the additional materials in the preview window. Our example resource does not have any additional materials.

The second way to view the resource materials is to download them. Select Download in the bottom right corner of the preview window to download all of the materials in a zip file. Again, because our example is an interactive module, there are no materials to download. You will not be able to download embedded videos. These may only be viewed in the preview window or on the host site, for example YouTube. Let's see what additional information this resource provides. Scroll below the preview

window and select the About This Resource tab. The About This Resource tab provides a lot of information: First, notice the link to the Glossary Of Terms in the top right of the screen. Here you will find explanations for commonly used terms in the Digital Library. The text you will see is the Summary, which gives a brief description of the resource. Down the left side of the About This Resource tab are the tags. These tags include:

Subjects and Domains Common Core State Standards Grades Intended Users Intended Student Populations, and Media Types .Other resource tags include: Educational Use Technologies Required for use in the Classroom Geographic Settings, and Smarter Balanced Keywords

The next three fields address the Formative Assessment Process. Attributes of the Formative Assessment Process identifies the attributes of the Formative Assessment Process that are associated with the resource: Clarify Intended Learning, Elicit Evidence, Interpret Evidence, and/or Act on Evidence. Specific Connection to the Formative Assessment Process describes how the resource explains, models, or highlights the Formative Assessment Process.

Student Engagement to the Formative Assessment Process describes how the resource enables students to actively engage in the Formative Assessment Process. Other information that you can find in the About This Resource Tab includes: Specific Connection to the Common Core State Standards describes how resources help to meet the intent of the Common Core State Standards. The Learning Goals section lists the learning goals for the student for instructional resources,

for the educator for professional learning resources, or for both for combination resources. Success Criteria identify what evidence will be used to determine to what degree learning goals are met. Context(s) in Which the Resource Could Be Used describes how the materials might be useful, for example, for classroom instruction or for a Professional Learning Community. The final text fields in the About This Resource Tab are:

Supporting Evidence explains how the resource has been tried successfully with educators or students and/or has resulted in a positive impact on educator practice or student outcomes. Principles, Literature, or Research describes the principles of adult learning or professional development reflected in the resource, and/or the literature, research, or widely accepted practices used to inform the resource content. Segment 3: Cross-State Collaboration for continued professional development

The third segment of this training delves deeper into the use of the Digital Library. The Digital Library provides opportunity for collaboration and review through forums, discussion boards, resource ratings, and resource reviews. As mentioned earlier, Smarter Balanced hosts spotlight forums to encourage discussion and sharing of ideas. As educators implement resources, providing ratings to the resource as well as participating in discussions with others makes the Digital Library a dynamic tool.

There are two types of Forums. Topic forums are general to education, assessment, or standards. The other is specific to resources in the Digital Library. Every resource has two preset forums. One is for comments or discussions on Implementation while the other is to share suggested modifications to support a range of learners. Additionally, any Digital Library user can start a new or alternative discussion on a resource.

Next, let's look at reviewing and rating resources. The Reviews tab allows you to do two things: First, you can view a summary of all previous reviews for the resource. Second, you can write a review of your own. Select Write your review to begin. First, enter a title for your review. There is a limit of 100 characters for this field. Second, complete the Add some details field to share your comments about the resource with other Digital Library users. The limit is 1000 characters.

Select the stars to rate each category. 1 star is the lowest rating and 4 stars is the highest. Finally, identify audiences for whom this resource is appropriate by selecting the boxes. Once you have completed your review, you can select Preview and submit your rating. If you find a resource that would be perfect for a colleague, you can use the Share tab to send it to him/her. The Permanent Link provides a link that allows you to share the

resource with other users of the Digital Library. Select Copy Link to Clipboard to copy the link. Then paste it into an e-mail or document Select the Related Resources tab to see resources that are similar to the one you selected. They are presented because they have similar subjects, grade levels, and attributes of the Formative Assessment Process. Resources that have higher ratings or more views are displayed first. Select the left and right arrows to view more similar resources.

Each resource has a tab for educators to Flag a resource. When the appropriate issue is selected under this tab, the resource will be reviewed and further action will be determined. This concludes our virtual tour of the Smarter Balanced Digital Library. For further information about formative assessment and the Digital Library, please visit the California Department of Education Digital Library Web page.

Video Description

This 28-minute video provides an overview of the formative assessment process and instructions for logging in and navigating the Digital Library.