CMT vs SBAC - Bethany Public Schools

COMPARISON BETWEEN
CONNECTICUT MASTERY TEST
AND
SMARTER BALANCED ASSESSMENT
CMT
SBAC
 Standard assessment administered to all
students in grades 3-8
 Standard assessment administered to all
students in grades 3-8
 Fixed form testing , pencil and paper
 CAT – computer adaptive testing,
technology enhanced
 Students are assessed in the content
areas of Reading, Math, Writing, and
Science
 Students are assessed in the areas of ELA
and Math
 Summative Assessment for
accountability purposes administered in
March
 Summative Assessment for
accountability purposes administered
the last 12 weeks of school
 Based on Standards established by the
CSDE

 Results - months
 Formative Assessments
Optional Interim Assessments for
instructional purposes
 Based on CCSS
 Results - weeks
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)
CONNECTICUT MASTERY TEST/SBAC
TESTING SESSIONS
CMT TEST
Reading
Comp
SBAC TEST
Grade 3&4
Grade 5&6
(2) 45 minute
sessions- 2
passages per
session
(2) 45 minute
sessions- 2
passages per
session
DRP
(6)Passages 45
min
7 passages 45
min
E&R
4 passages 60
min
4 passages
60 min
DAW
1 Writing
prompt 45
min
1 writing
prompt 45
min
(2) 60 minute
sessions
(3) 60 minute
sessions
Math
Content
Area
Grade
CAT
SR/CR
PT
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
3-5
1:30
1:00
2:30
0:30
3:00
6
2:00
1:00
3:00
0:30
3:30
Math
CCSS IMPLICATIONS for ENGLISH
LANGUAGE ARTS/LITERACY ASSESSMENTS
CMT
SBAC
Focusing only on reading skills
Focusing on complexity of what students read in
preparation for college/career
Students moving quickly through a text
Students taking time to read and
reread, study and ponder (Close
Reading)
Assessing literary terminology
Assessing academic/tier 2 vocabulary
Mostly assessing through select
response items that do not require
specific reference to textual evidence
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
Mainly writing to de-contextualized
prompts
Connecting Reading to Writing: focusing on
evidenced-based writing (narrative, argumentative,
and informative/explanatory essays)
Measuring ELA only
Measuring literacy across disciplines
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
 Read the passage
 Determine the main idea.
 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.
 Select correct response from choices
provided.
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. 5
8. “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.
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
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.
Given a poem and an informational passage the students are
asked to respond to the following:
Selected Response
Constructed Response – typed
The poet uses descriptive language to write
about the season of autumn. How does the
poet feel about autumn?
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.
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.
CCSS IMPLICATIONS for MATHEMATICS
CMT
SBAC
Questions based on 25 Strands
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
Math Practice Standards
Strand 25: Math applications- problem
solving
Performance Tasks (PT)
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 56 ÷ 8.
 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.2Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative
property of multiplication.) 3 × 5 × 2 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) = 40 + 16 = 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.
Sample Question- Third Grade
CMT Question Strand 6 (Basic Facts)
3x7=
a) 22
b) 10
c) 24
d) 21
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)
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.
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: ____________
Sample Question Claim Three
Grade 3, Target G
 William used 6 squares to
 A Perimeter increases
make the figure shown.
 B. Perimeter stays the same
 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
 C. Perimeter decreases
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.
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.
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.
__,
__,__,__,__,__,__,__,__,__,__,__,__,__,__,__,__,__,__,__,__
,__,__,__,__
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)
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
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.
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.
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.
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.