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Curriculum, Instruction, & Assessment

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1 Curriculum, Instruction, & Assessment
PA Core Standards Implications for Curriculum, Instruction, & Assessment October 29, 2014

2 Session Outline Section 1: Regulations Section 2: PA Core Standards
Section 3: Curriculum & Instruction Section 4: Assessment

3 Choose Your Own Adventure through the PA Core
Click desired link below to navigate to that section of the PowerPoint. Section 1: Regulations (Slides 4-8) Section 2: PA Core Standards (Slides 9-27) Section 3: Curriculum & Instruction (Slides 28-66) PA Core ELA: Cross-Curricular Implications for Instruction (Slides 29-51) PA Core Math: Cross-Curricular Implications for Instruction (Slides 52-66) Section 4: Assessment (Slides ) Assessment Literacy (Slides 68-79) PSSA (Slides 80-97) SAT (Slide 98) Keystone Exam (Slides ) Keystone Project Based Assessment (Slides )

4 Section 1: Regulations Chapter 4

5 Became official on March 1, 2014
Chapter 4 Became official on March 1, 2014 Includes the PA Core Standards, assessment and graduation requirements, etc. Link to Chapter 4:

6 Chapter 4 FAQ Coming Soon to the PDE and SAS websites
(Note: On SAS, the FAQ will be posted under the tabs for both Project Based Assessment and Keystone Exams.)

7 Public Review of Eligible Content
Goals Heighten understanding of eligible content Get feedback Show sample questions Grade 3 ELA & Math available now for review Grade 4-8 ELA & Math, Literature, & Algebra 1 will be available by November 15, 2015 Review Site will close on January 15, 2015 Site=

8 As part of the new [Chapter 4] regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce. Source:

9 Section 2: PA Core Standards
Common Core vs. PA Core English Language Arts Mathematics Reading & Writing in History & Social Studies Reading & Writing in Science & Technical Subjects

10 Common Core vs. PA Core Video: Common Core for ELA and Literacy (History of the CCSS Development) https://www.teachingchannel.org/videos/common-core-standards-ela Other Videos: Common Core State Standards for Math https://www.teachingchannel.org/videos/common-core-state-standards-for-math Learn About the Common Core Standards in 3 Minutes Why We Need Common Core: “I Choose C.” (A Satirical Cartoon)

11 Common Core vs. PA Core Source: PA Core Standards Leadership Fact Sheet

12 Common Core ELA Source: M1-Common_Core_Module_1_Unpacking_the_Standards_Rev-9_04_12 PowerPoint at

13 College & Career Readiness: CC Anchor Standards for Reading
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 10 & 35)

14 College & Career Readiness: CC Anchor Standards for Writing
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 18 & 41)

15 College & Career Readiness: CC Anchor Standards for Speaking & Listening
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 22 & 48) hhttp://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf

16 College & Career Readiness: CC Anchor Standards for Language
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 25 & 51)

17 PA Core ELA PA has identified 5 standards categories for ELA.
Source: M1-Common_Core_Module_1_Unpacking_the_Standards_Rev-9_04_12 PowerPoint at

18 Taxonomy Source:

19 PA Core ELA: Table of Contents
Source: Academic Standards for English Language Arts (p. 3)

20 Introduction to the Standards
PA Core Mathematics: Introduction to the Standards PA has identified 4 standards areas for mathematics. Source: Academic Standards for Mathematics (p. 2)

21 PA Core English Language Arts Standards
Link to the PA Core ELA Standards: Select “PA Core Standards” & then select “PA Core – English Language Arts, Grades PreK-5” or “PA Core – English Language Arts, Grades 6-12” Link to Common Core ELA Standards, Appendices, & Resources:

22 PA Core Mathematics Standards
Link to the PA Core Math Standards: Select “PA Core Standards” & then select “Mathematics, Grades K-12” Link to Common Core Math Standards, Appendix, & Resources:

23 Select “PA Core Standards” & then select
PA Core Standards for Reading & Writing in Science & Technical Subjects Select “PA Core Standards” & then select “PA Core – Reading for Science and Technical Subjects 6-12” or “PA Core – Writing for Science and Technical Subjects 6-12”

24 PA Core Standards for Reading & Writing in History & Social Studies
Select “PA Core Standards” & then select “PA Core – Reading for History and Social Studies 6-12” or “PA Core – Writing for History and Social Studies 6-12”

25 PA Core Appendices ELA Appendix A – Research Supporting Key Elements of the Standards ELA Appendix B – Text Exemplars ELA Appendix C – Student Writing Samples Mathematics Appendix A – Designing High School Math Courses Source:

26 Activity Select one of the sets of PA Core Standards
Examine the Vertical Progression from K-12 What do you notice? Preview the Appendices How would the Appendices be of value to you?

27 The standards are like the building code
The standards are like the building code. Architects and builders must attend to them but they are not the purpose of the design. The house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner—while also meeting the building code along the way. ~Jay McTighe & Grant Wiggins Source:

28 Section 3: Curriculum & Instruction
PA Core ELA: Cross-Curricular Implications PA Core Math: Cross-Curricular Implications

29 PA Core ELA: Cross-Curricular Implications for Instruction

30 ELA Instructional Shifts
Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature Focusing on close and careful reading of text so that students are learning from the text Building a staircase of complexity (i.e., each grade level requires a “step” of growth on the “staircase”) so that students graduate college or career ready Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read Stressing an academically focused vocabulary so that students can access more complex texts Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at

31 Shift 1: Balancing Informational & Literary Texts
Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at Percentages reflect reading across all disciplines. Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 5) Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%

32 K-5 Balancing Informational & Literary Texts and 6-12 Building Knowledge in the Disciplines
PBS Common Core Series: Common Core in ELA/Literacy, Shift 1 PK-5 Balancing Informational Text and Literature Video Link = https://www.engageny.org/resource/common-core-in-ela-literacy-shift-1-pk-5-balancing-informational-text-and-literature PBS Common Core Series: Common Core in ELA/Literacy/Shift Building Knowledge in the Disciplines Video Link = https://www.engageny.org/resource/common-core-in-ela-literacy-shift building-knowledge-in-the-disciplines

33 Shift 2: Focusing on Close Reading
Focusing on close and careful reading of text so that students are learning from the text Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at Doug Fisher’s Close Reading Videos Part 1: https://www.youtube.com/watch?v=5w9v6-zUg3Y Part 2: https://www.youtube.com/watch?v=JhGI5zdjpvc

34 Shift 3: Building a Staircase of Complexity
Building a staircase of complexity so that students graduate college or career ready Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at PBS Common Core Series: Common Core in ELA/Literacy, Shift 3 Staircase of Complexity Video Link = https://www.engageny.org/resource/common-core-in-ela-literacy-shift-3-staircase-of-complexity Expose students to complex texts Scaffold the text to provide access points for struggling readers Provide leveled text/translated text to build background Allow frustration (Try to get the gist and continue to grapple with text) See Appendix B for Text Exemplars

35 Text Complexity Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 14) at

36 Quantitative Measures
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 15) at Quantitative Analysis Resources:

37 Lexile Ranges Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 21) at

38 Qualitative Measures Qualitative Measures Rubric – Literary Text:
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 26) at Qualitative Measures Rubric – Literary Text: Qualitative Measures Rubric – Informational Text:

39 Continuum Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 27) at

40 Reader and Task Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 36) at Questions for Reflection on Reader and Task Considerations:

41 Shift 4: Writing (and Conversing) from Sources
Supporting writing from sources so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence-based analysis of text and research. (Academic Standards for English Language Arts, p. 2) PBS Common Core Series: Common Core in ELA/Literacy, Shift 5 Writing from Sources Video Link = https://www.engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources PBS Common Core Series: Common Core in ELA/Literacy, Shift 4: Text-based Answers Video Link = https://www.engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers Remain within the four corners of the text

42 Types of Writing Informative/Explanatory Opinion/Argument Narrative
See Appendix C for Samples of Student Writing

43 Quality of Writing Focus Content Organization Style Conventions

44 Shift 5: Stressing Academic Vocabulary
Stressing an academically focused vocabulary so that students can access more complex texts Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at PBS Common Core Series: Common Core in ELA/Literacy, Shift 6 Academic Vocabulary Video Link = https://www.engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary Select powerfully useful and frequently occurring words with value across disciplines Allow for deep processing and repeated exposure Model use of the words and expect application

45 ELA Emphasis Guides ELA Emphasis Grade K ELA Emphasis Grade 1
ELA Emphasis Grades 9 through 10 ELA Emphasis Grades 11 through 12 Source: Mathematics Emphasis Guides and Cluster Matrices

46 Instructional Implications
Incorporate into instruction more text dependent questions that require students to read a text closely to determine what it says explicitly and to make logical inferences from it. Have students read more non-fiction and complex texts. Focus writing instruction substantially on writing to inform and structure an argument, not only writing stories Source: PA Core Standards Teacher Fact Sheet, December 1, 2013, (pp. 3-4) at Emphasize higher order comprehension instruction (i.e., sort & categorize, compare & contrast, evaluate, analyze, and reason) Source: Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann, p. 19. Other Implications??

47 ELA Resources Learn Zillion – Select ELA or Common Core Navigator (after creating a free account) https://learnzillion.com Achieve the Core – Select ELA/Literacy TeachingChannel – Select English Language Arts https://www.teachingchannel.org/ EngageNY – Select Common Core https://www.engageny.org/ Pennsylvania Learns iTunes U SAS Online ELA Resources Chart

48 ELA Professional Texts
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: ASCD. Beers, K. & Probst, R.E. (2012). Notice & note: Strategies for close reading. Portsmouth, NH: Heinemann. Books by Frey & Fisher

49 SAS Curriculum Frameworks
Available for ELA or Math Adopt or Adapt Copy Format for Other Content Areas Access the Curriculum Frameworks through the SAS Curriculum Mapping Tool. Note: Log in to SAS to view.

50 SAS ELA Curriculum Frameworks
To gain a deeper understanding of the PA Standards Instructional Frameworks, their purpose and design, the documents below may prove helpful: Long Term Transfer Goals, Big Ideas, and Essential Questions – the guidance that framed the curriculum for each grade level PA Standards: Focus and Important Standards – summarizes the breakout of standards in the map modules Curriculum Map Components – definitions for each curriculum map element Grade Band Summaries – highlights the major instructional elements at PK-2, 3-5, 6-8, and 9-12 Grade Level Summaries – provides an overview of the instructional focus for each grade Grade Level Curriculum Map Summaries – summarizes the content of each module by grade level Modules by Grade Level - provides a listing of all modules for each grade level Source:

51 Activity Think about your course(s). How are you addressing the instructional shifts? Provide evidence to support your answers to the following questions: Does your course require a broad range of reading including the reading of primary source documents? Do you require close, careful reading (i.e., re-reading) of text? Are your students exposed to appropriately complex texts? How do you scaffold the reading so that all learners can access challenging text? Do your students engage in informational and argumentative writing as well as evidence-based analysis of text and research? Are your class discussions text-based? Are you adequately addressing academic vocabulary? If you answered “no” to any of these questions, how could you shift your instruction to better align with the rigor of the PA Core?

52 PA Core Math: Implications for Instruction

53 Math Instructional Shifts
Greater focus on fewer topics Coherence: Linking topics and thinking across grades Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity Source: Key Shifts in Mathematics

54 Math Instructional Shifts
Video Link:

55 Shift 1: Focus Greater focus on fewer topics
Source: Key Shifts in Mathematics Math Emphasis Guides and Cluster Matrices Source: Mathematics Emphasis Guides and Cluster Matrices Math Emphasis Guide - Curriculum Categories Math Practices and Grade Progressions Math Emphasis Guide from PA to CCSS - Grade K Math Emphasis Guide from PA to CCSS - Grade 1 Math Emphasis Guide from PA to CCSS - Grade 2 Math Emphasis Guide from PA to CCSS - Grade 3 Math Emphasis Guide from PA to CCSS - Grade 4 Math Emphasis Guide from PA to CCSS - Grade 5 Math Emphasis Guide from PA to CCSS - Grade 6 Math Emphasis Guide from PA to CCSS - Grade 7 Math Emphasis Guide from PA to CCSS - Grade 8 Math Cluster Matrix - Trifolds 1-2-3 Math Cluster Matrix - Trifolds 2-3-4 Math Cluster Matrix - Trifolds 3-4-5 Math Cluster Matrix - Trifolds 4-5-6 Math Cluster Matrix - Trifolds 5-6-7 Math Cluster Matrix - Trifolds 6-7-8

56 PA Core Math Standards:
Development & Progression Source: Academic Standards for Mathematics (p. 4)

57 Shift 2: Coherence Avoid instructing isolated topics
Coherence: Linking topics and thinking across grades Source: Key Shifts in Mathematics Avoid instructing isolated topics Recognize that mathematical concepts are interconnected and help students make the connections Think across grades

58 Shift 3: Rigor Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity Source: Key Shifts in Mathematics Rigor recognizes that fluency, conceptual understanding and application in order to solve real world problems are all equally important Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008). Source: Blackburn, B. R. The Beginner’s Guide to Understanding Rigor (2012) at

59 Activity Watch the Dan Meyer Videos:
Math Class Needs a Makeover Part 1 of 2 Video Link = https://www.youtube.com/watch?v=SjsfHTuZ14w Math Class Needs a Makeover Part 2 of 2 Video Link = https://www.youtube.com/watch?v=yYre7Q6xGD8 How can you foster problem solving and real world application in your course?

60 Mathematical Practices
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and make sense of regularity in repeated reasoning. Source: PA Core Academic Standards for Mathematics, March 1, 2014, (p. 2) at

61 Grade Progressions M5 – Math Practice Grade Progression: Grades K-2
M5 – Math Practice Grade Progression: Grades 7-HS Source: PA Core Mathematics Training Modules: Module 5 – Next Steps in Curriculum at

62 Activity Locate the Standards for Mathematical Practice section of the Common Core State Standards for Mathematics (pp. 6-8) Read your assigned Mathematical Practice along with the Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content section (p. 8) Discuss the eight Mathematical Practices with your group What are the implications of the Standards of Mathematical Practice for your classroom instruction? What are the implications for the learners? How do the mathematical practices connect to content?

63 Instructional Implications
Focus instruction more on the few key topics emphasized in each grade in the standards. Emphasize problem-solving and real-world application. Source: PA Core Standards Teacher Fact Sheet, December 1, 2013, (pp. 4) at Other Implications??

64 Math Resources Learn Zillion – Select Math or Common Core Navigator (after creating a free account) https://learnzillion.com Achieve the Core – Select Mathematics TeachingChannel – Select Math https://www.teachingchannel.org/ EngageNY – Select Common Core https://www.engageny.org/ Pennsylvania Learns iTunes U SAS Online Math Resources Chart

65 SAS Math Curriculum Frameworks
To gain a deeper understanding of the PA Standards Instructional Frameworks, their purpose and design, the documents below may prove helpful: Long Term Transfer Goals, Big Ideas, and Essential Questions – the guidance that framed the curriculum for each grade level PA Standards: Focus and Important Standards – summarizes the breakout of standards in the map modules Curriculum Map Components – definitions for each curriculum map element Grade Band Summaries – highlights the major instructional elements at PK-2, 3-5, 6-8, and 9-12 Grade Level Summaries – provides an overview of the instructional focus for each grade Grade Level Curriculum Map Summaries – summarizes the content of each module by grade level Modules by Grade Level - provides a listing of all modules for each grade level Source:

66 …wherever you decide to begin your Common Core work, you’ll find that you’ll need to focus on assessment as well as instruction. ~Lucy Calkins, Mary Ehrenworth, & Christopher Lehman Source: Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann, p. 20.

67 Keystone Project Based Assessment
Section 4: Assessment Assessment Literacy PSSA SAT Keystone Exam Keystone Project Based Assessment

68 Assessment Literacy

69 Types of Questions Selected Response (SR) Constructed Response (CR)
Multiple Choice (MC) Evidence Based Selected Response (EBSR) Constructed Response (CR) Short Answer (SA) Text Dependent Analysis (TDA) Writing Prompt (WP) Open Ended (OE)

70 Selected Response Guidelines
Craft questions with answer choices that are appropriately structured and plausible Place answer choices in ascending or descending order, if applicable Limit answer choices to 3 options in primary grades and 4 options in intermediate grades and beyond Teach students to read carefully to determine if the question requires selection of more than one answer (ex. EBSRs) Source: Adapted from Homeroom Assessment Literacy Series Module 3 Item Specifications PowerPoint

71 Constructed Response Guidelines
Clearly define performance expectations Through verb choice (ex. analyze, identify, explain) Through extent of response (ex. give three reasons, provide two examples) Through content specificity (ex. cite evidence from text, explain all your work) Require a rubric for scoring Teach students to read items/prompts carefully and to use the provided rubric to determine if their response sufficiently answers all aspects of the question

72 Types of Rubrics Holistic – provides a single score based upon the assessment of the student’s overall performance taken as a whole Analytic – allows for the assessment of each individual aspect or dimension of the task and combines these subscores to determine the overall score Guidelines In developing rubrics, avoid words that are subjective (ex. insufficient) or vague (ex. few) without clearly defining and/or quantifying them Determine if quality of writing (Focus, Content, Organization, Style, & Conventions) will impact the score and clearly communicate this through the rubric

73 Assessment Rigor: Webb
Webb’s Depth of Knowledge (DOK) Levels Level 1: Recall and Reproduction Level 2: Skills/Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Depth of Knowledge Definitions & Examples: Depth of Knowledge Wheel:

74 Assessment Rigor: Webb
Depth of Knowledge is not determined by the verb, but rather by the context in which the verb is used and the level of thinking required to perform the task. DOK 1: Describe three characteristics of metamorphic rocks DOK 2: Describe the difference between metamorphic and igneous rocks DOK 3: Describe a model you might use to represent the relationships that exist within the rock cycle Source: Adapted from M2-Rigor_PPT_ PowerPoint at

75 Assessment Rigor: Hess
Hess’ Cognitive Rigor Matrix & Curricular Examples For Math and Science: Hess’ Cognitive Rigor Matrix & Curricular Examples For Math and Science: For ELA: A Guide for Using Webb’s Depth of Knowledge with the Common Core State Standards:

76 Blueprinting: Rigor

77 Blueprinting: Standards

78 Assessment Resources SAS Assessment Creator
NAEP Questions Tool - rigorous assessments EQUIP – continuous improvement

79 Activity Think about the assessments utilized within your course(s). Provide evidence to support your answers to the following questions: Are your assessments standards based? Do you have sufficient assessment items to appropriately assess each standard? Do the types of questions you use to assess each standard vary? Have you developed clear rubrics for assessing constructed response questions? Is the rigor of your assessments aligned with the PA Core? Have you appropriately balanced the weight and rigor of the assessment of each standard?

80 are now posted on the PDE PSSA page. (See the link above.)
JUST RELEASED: The Getting Ready for the 2015 State Assessments PowerPoint and Webinar are now posted on the PDE PSSA page. (See the link above.)

81 2014-15 ELA Test ELA PSSA Test Design Sections
Sections

82 Scoring Guidelines for Writing Prompts
PSSA Grades 3-5 Narrative Scoring Guidelines (PDF) PSSA Grades 3-5 Informational Scoring Guidelines (PDF) PSSA Grades 3-5 Opinion Scoring Guidelines (PDF) PSSA Grades 6-8 Narrative Scoring Guidelines (PDF) PSSA Grades 6-8 Argumentative Scoring Guidelines (PDF) PSSA Grades 6-8 Informative-Explanatory Scoring Guidelines (PDF) Source:

83 Text-Dependent Analysis
Text-Dependent Analysis = the ability to “draw evidence from literary or informational texts to support analysis, reflection, and research” Questions require students to provide evidence from complex text (or across texts) and to draw inferences based on what the text says in order to support an analysis Close reading is needed to draw evidence from complex text Type of thinking required = Analysis at DOK Level 3 Not mode specific, but are still scored on writing traits Response should answer the question, demonstrate analysis, include inferences drawn from the text to support the analysis, and be communicated through a well-structured essay (Note: Five paragraphs are not required.) 1 question worth 4 points weighted x4 = 19% of test

84 Text-Dependent Analysis
Hess’ Cognitive Rigor Matrix PSSA TDA Scoring Guidelines

85 Text-Dependent Analysis
Was the question answered? Did they analyze? Did they cite evidence from the text to support their analysis? Did they effectively communicate that analysis through their essay using the traits?

86 TDA PLC Go to www.pdesas.org Log in Go to Teacher Tools
Select My Communities Type Text Dependent Analysis in the Keyword Search Box Click Join and then click the specific Community Name to enter

87 ELA Item Samplers English Language Arts Preliminary Item and Scoring Sampler Grade 3 (PDF) English Language Arts Preliminary Item and Scoring Sampler Grade 4 (PDF) English Language Arts Preliminary Item and Scoring Sampler Grade 5 (PDF) English Language Arts Preliminary Item and Scoring Sampler Grade 6 (PDF) English Language Arts Preliminary Item and Scoring Sampler Grade 7 (PDF) English Language Arts Preliminary Item and Scoring Sampler Grade 8 (PDF) Source:

88 Activity Choose an ELA Item Sampler from Grades 4-8
Locate examples of each of the follow question types: Multiple Choice (MC) Evidence Based Selected Response (EBSR) Text Dependent Analysis (TDA) Writing Prompt (WP) Now look at the Grade 3 Item Sampler. How does the Grade 3 Short Answer Question (SA) compare to the TDA? What classroom assessment practices from your course will support student success on the State assessments? What practices need to change?

89 ELA Assessment Anchors & Glossary
Grade 3 English Language Arts Assessment Anchors (PDF) Grade 3 - English Language Arts Compact Assessment Anchors (PDF) Grade 4 English Language Arts Assessment Anchors (PDF) Grade 4 - English Language Arts Compact Assessment Anchors (PDF) Grade 5 English Language Arts Assessment Anchors (PDF) Grade 5 - English Language Arts Compact Assessment Anchors (PDF) Grade 6 English Language Arts Assessment Anchors (PDF) Grade 6 - English Language Arts Compact Assessment Anchors (PDF) Grade 7 English Language Arts Assessment Anchors (PDF) Grade 7 - English Language Arts Compact Assessment Anchors (PDF) Grade 8 English Language Arts Assessment Anchors (PDF) Grade 8 - English Language Arts Compact Assessment Anchors (PDF) 2014 English Language Arts Glossary to the Assessment Anchors and Eligible Content (PDF) Source:

90 Adopt an ELA Anchor Look for Natural Fit Example:
Anchor Descriptor E05.B-C Demonstrate understanding of connections within, between, and/or among informational texts. Eligible Content E05.B-C Integrate information from several texts on the same topic in order to demonstrate subject knowledge. Science Task: Read at least three articles on the causes of environmental pollution in urban areas and synthesize your findings in one summary.

91 2014-15 Math Test Math PSSA Test Design Sections
Sections

92 Item Specifications All items may cross Eligible Content, Descriptors, Anchors, & Reporting Categories Students should answer exactly what is being asked Rulers are provided/used only in Grade 3 (scaled to 1/8 inch & millimeter, but required to measure to ¼ inch & centimeter) Protractors are provided/used only in Grade 4 Calculators may be used, as specified, in Grades 4-8

93 Scoring Guidelines for Open Ended Questions
No General Rubric – Item-Specific Scoring Guidelines (0-4 points) Grade 3 Mathematics Reference Document (Scoring Guidelines) (PDF) Grade 4 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF) Grade 5 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF) Grade 6 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF) Grade 7 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF) Grade 8 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF) Source:

94 Math Item Samplers Mathematics Preliminary Item and Scoring Sampler Grade 3 (PDF) Mathematics Preliminary Item and Scoring Sampler Grade 4 (PDF) Mathematics Preliminary Item and Scoring Sampler Grade 5 (PDF) Mathematics Preliminary Item and Scoring Sampler Grade 6 (PDF) Mathematics Preliminary Item and Scoring Sampler Grade 7 (PDF) Mathematics Preliminary Item and Scoring Sampler Grade 8 (PDF) Source:

95 Math Assessment Anchors & Glossary
Grade 3 Mathematics Assessment Anchors (PDF) Grade 4 Mathematics Assessment Anchors (PDF) Grade 5 Mathematics Assessment Anchors (PDF) Grade 6 Mathematics Assessment Anchors (PDF) Grade 7 Mathematics Assessment Anchors (PDF) Grade 8 Mathematics Assessment Anchors (PDF) 2014 Mathematics Glossary to the Assessment Anchors and Eligible Content (PDF) Source:

96 Adopt a Math Anchor Look for Natural Fit Example:
Anchor Descriptor M08.D-S Understand that patterns of association can be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Eligible Content M08.D-S Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible associations between the two variables. Science Task: Form a hypothesis regarding the relationship between the amount of precipitation and temperature. Collect data to construct a table. Is there evidence of a correlation? Use the data to provide evidence to support or reject your hypothesis?

97 Activity Choose a Math or ELA Anchor or a Math or ELA Standard that is a natural fit with your course What instructional practices within your course support student success in achieving that anchor or standard? How does a focus on this standard support student learning of your particular course content? How could you assess student mastery of the selected assessment anchor or standard? What classroom practices would need to change to better support student learning?

98 SAT Redesigned test begins in spring of 2016
https://www.collegeboard.org/delivering-opportunity/sat?affiliateId=satsite&bannerId=rsat-home

99 Keystone Exam

100 Test Design Exam Design Overview: Algebra 1 Module 1: Operations and Linear Equations and Inequalities Module 2: Linear Functions and Data Organization Biology Module 1: Cells and Cell Processes Module 2: Continuity and Unity of Life Literature Module 1: Fiction Literature Module 2: Nonfiction Literature

101 Scoring Guidelines General Scoring Guideline - Algebra I (PDF)
General Scoring Guideline - Literature (PDF) General Scoring Guideline - Biology (PDF) English Composition Argumentative Combined (PDF) English Composition Informative-Explanatory Combined (PDF) English Composition Conventions (PDF) Source:

102 Item Samplers Item and Scoring Sampler - Algebra I - 2014 (PDF)
Item and Scoring Sampler - Literature  (PDF) Item and Scoring Sampler - Biology  (PDF) Item and Scoring Sampler - Algebra I (PDF) Item and Scoring Sampler - Literature (PDF) Item and Scoring Sampler - Biology (PDF) Source:

103 Assessment Anchors Assessment Anchors/Eligible Content - Algebra I (PDF) Assessment Anchors/Eligible Content - Algebra I with Sample Items(PDF) Assessment Anchors/Eligible Content - Algebra II (PDF) Assessment Anchors/Eligible Content - Algebra II with Sample Items (PDF) Assessment Anchors/Eligible Content - Literature (PDF) Assessment Anchors/Eligible Content - Literature with Sample Items PDF) Assessment Anchors/Eligible Content - Geometry (PDF) Assessment Anchors/Eligible Content - Geometry with Sample Items(PDF) Assessment Anchors/Eligible Content - Biology (PDF) Assessment Anchors/Eligible Content - Biology with Sample Items(PDF) Assessment Anchors/Eligible Content - English Composition (PDF) Source:

104 IEP Students & Keystones
Students with IEPs must take the Keystone Exam once. IEP Teams must discuss, determine, and document how each student will meet the graduation requirements. Decisions should be made based upon the individual student, not the disability category. If a student with an IEP does not pass the Keystone Exam after the first attempt, the IEP team may decide between the following options for the student: Retake the Keystone Exam with Accommodations Begin the PBA with Accommodations Meet graduation requirements through successful achievement of IEP Goals

105 Activity What similarities and differences do you see between the PSSA and the Keystone Exams? What are the DOK levels of the questions being asked on the State Assessments? What instructional practices within your course could help better prepare students for the Algebra I, Biology, and/or Literature Keystone Exam? What classroom assessment practices from your course will support student success on the Keystones? What practices need to change?

106 Keystone Project Based Assessment

107 PBA Basics Students who are not proficient on the Keystone Exam after two* attempts may complete a PBA for any modules not passed. (*Some exceptions apply.) Supplemental instruction shall be provided to those not proficient after the first Keystone Exam attempt. Timeframe for completion is open ended. Students must work before, during, or after school in an environment supervised by a test administrator (who may also be the tutor). Completion of a PBA is estimated to take hrs. or more.

108 PBA Basics Continued Projects and passages can be downloaded as PDFs and printed, but they cannot be removed from the room. Tutors review student work at specific checkpoints and provide remediation. A scoring guide connects the tasks to Eligible Content Tutors submit completed projects to be evaluated. If two evaluators (or 2 out of 3, if needed) deem the work satisfactory, the student achieves proficiency. If not, the project is returned to the tutor for the student to make revisions. Keystone Exam accommodations apply.

109 Example Betsy, a 10th grader, takes the Algebra I Keystone Exam in the spring at end of her Algebra I course Results arrive in July and indicate that Betsy did not pass the Keystone Exam (although she did pass Module 1) The school provides Betsy with supplemental instruction in the fall Betsy retakes the Algebra I Keystone in December (Note: Although she only has to retake Module 2, Betsy retakes the full assessment in hopes of her Module 1 score helping to bring up her overall score.) Results arrive in March and indicate that Betsy still has not passed Betsy immediately begins the PBA, but may also continue to retake the Keystone Exam, if desired. If she passes the exam before completing the project, she does not have to finish the in-process project.

110 PBA “Training” Resources
Getting Started Documents FAQ (recently updated) Roles & Responsibilities PBA Video PBA Presentations (i.e., Recorded Webinars) Training Materials (i.e., User Guides) Released Field Test Projects Link to Resources:

111 PBA Tutor Involvement Level of Support Status of Student Work
Tutor Role 1 Generally accurate Review, address areas for correction 2 Incomplete/inaccurate sections Provide targeted remediation 3 Demonstrates total lack of understanding Provide in-depth remediation

112 Closing From Common Core Standards to Curriculum: Five Big Ideas by Jay McTighe & Grant Wiggins Big Idea #1 – The Common Core Standards have new emphases and require careful reading. Big Idea #2 – Standards are not curriculum. Big Idea #3 – Standards need to be “unpacked.” Big Idea #4 – A coherent curriculum is mapped backwards from desired performances. Big Idea #5 – The standards come to life through the assessments. Source:

113 Other Needs, Questions, or/and Discussion Items


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