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Performance Task Literacy Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for.

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Presentation on theme: "Performance Task Literacy Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for."— Presentation transcript:

1 Performance Task Literacy Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for Learning

2 Purpose of This Training Learn about Smarter Balanced performance tasks, how they assess college and career readiness, and where they fit into the assessment continuum. Use Smarter Balanced scoring tools and processes to analyze student work and develop a deeper understanding of the Smarter Balanced performance tasks and the instructional shifts of the Common Core State Standards. Plan for all students to learn the skills and content necessary to gain mastery on the Common Core State Standards and to demonstrate that mastery on the Smarter Balanced performance tasks.

3 CLAIMTarget CC Standard CC Standard Target CC Standard Evidence-Centered Design (ECD) Each claim is accompanied by statements about the kind of evidence needed to support the claim. Evidence statements are called “assessment targets”. Claims are broad statements about what students should know and be able to do to demonstrate CCR. Each target shows how one or more (or parts) of the CCSS addresses the target.

4 Draft Claims for ELA Include… …one overarching claim broken down for grades 3-8 …and for high school Overall Claim— Students can demonstrate college and career readiness in English language arts and literacy. Overall Claim— Students can demonstrate progress toward college and career readiness in English language arts and literacy.

5 Draft ELA/Literacy Claims 5 Overall claims are broken down into four assessment claims; one from each ELA strand Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. Claim #1 Reading Students can produce effective and well-grounded writing for a range of purpose and audiences. Claim #2 Writing Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #3 Speaking Listening Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. Claim #4 Research/Inq uiry

6 Claim 1 1.Targets 1–7 correspond with literary texts 2.Targets 8–14 correspond with informational texts 3.Assessment targets are linked to the content clusters within the Common Core State Standards. Now let’s look at a specific target for Claim 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. Reading

7 Elementary School Claim 1: Reading 50% Literary texts: stories, poems, plays/drama, myths, mysteries, science fiction, historical fiction 50% Informational texts: literary nonfiction, historical documents, scientific articles, technical texts Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. Reading

8 Target 4 REASONING & Evaluation: Use supporting evidence to justify interpretations (theme, events, conflicts/challenges, setting, character development/ interactions, point of view) Target 4 REASONING & Evaluation: Use supporting evidence to justify interpretations (theme, events, conflicts/challenges, setting, character development/ interactions, point of view) Grade 5 Claim 1 Target 4 RL-2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL-3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL-6 Describe how a narrator’s or speaker’s point of view influences how events are described. (DOK 3) Claim #1 Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text.

9 Claim 2 – Targets 1, 3, & 6: Revise/Write Brief Texts – Targets 2, 4, & 7: Compose Full Texts including essays and narratives – Target 5: Use of text features, e.g., headings, subheadings, etc. – Target 8: Language & Vocabulary Use – Target 9: Edit/Clarify – Target 10 Technology As students grow older, and their tasks become more complex, one task may include two or more targets Now let’s look at a specific target for Claim 2. Students can produce effective and well-grounded writing for a range of purpose and audiences. Writing

10 Middle School Claim 2: Writing Middle School Claim 2 Tasks include: – Narrative writing – Informational/explanatory writing – Argumentative writing Students can produce effective and well-grounded writing for a range of purpose and audiences. Writing

11 Grade 7 Claim 2 Target 1 Target 1 1.WRITE/REVISE BRIEF TEXTS: Apply narrative strategies (e.g., dialogue, description,) and appropriate text structures and transitional strategies for coherence when writing or revising one or more paragraphs of narrative text (e.g. closure, introduce narrator or use dialogue when describing an event) Target 1 1.WRITE/REVISE BRIEF TEXTS: Apply narrative strategies (e.g., dialogue, description,) and appropriate text structures and transitional strategies for coherence when writing or revising one or more paragraphs of narrative text (e.g. closure, introduce narrator or use dialogue when describing an event) W.3 a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. (DOK 2) Claim # 2 Writing: Students can produce effective and well-grounded writing for a range of purpose and audiences.

12 Claim 3 For Claim three there are three assessment targets Target 1 Language & Vocabulary Use Target 2 Clarify Message Target 3 Plan/Speak/Present Target 4 Listen/Interpret Now let’s look at a specific target for claim 3 Students can employ effective speaking and listening skills for a range of purposes and audiences. Speaking Listening

13 Grade 11 Claim 3 Target 3 Target 3 PLAN/SPEAK/PRESENT : Gather and organize information compose and orally deliver short (e.g., summaries) and longer (presentations) for different purposes and audiences drawing from a range of digital media to enhance the message or intent. Target 3 PLAN/SPEAK/PRESENT : Gather and organize information compose and orally deliver short (e.g., summaries) and longer (presentations) for different purposes and audiences drawing from a range of digital media to enhance the message or intent. Claim #3 Speaking and Listening: Students can produce effective and well-grounded writing for a range of purpose and audiences. SL-1 Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11–12 topics texts and issues building on others’ ideas and expressing their own clearly and persuasively. SL-4 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks. SL-5 Make strategic use of digital media (e.g. textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest. SL-6 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate. (DOK 3 DOK 4)

14 Claim 4 For claim 4 there are seven assessment targets Target 1 Plan/Research Target 2 Interpret & Integrate Information Target 3 Analyze Information/Sources Target 4 Use Evidence to support an argument or position Target 5 Language & Vocabulary Use Target 6 Edit/Clarify Target 7 Technology Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. Research/Inqui ry

15 Grade 4 Claim 4 Target 3 Target 3 ANALYZE INFORMATION/SOURCES : Distinguish relevant-irrelevant information (e.g., fact/opinion) Target 3 ANALYZE INFORMATION/SOURCES : Distinguish relevant-irrelevant information (e.g., fact/opinion) Claim #4 Research and Inqiry: Students can employ effective speaking and listening skills for a range of purposes and audiences. W-8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W-9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (DOK 2)

16 Language Standards are Integrated Language acquisition will be assessed as part of Claims 1, 2, and 3.

17 How to Read and Interpret the Draft Summative Assessment Targets Tables Grade Level Text of Claim General conditions, emphasis, or assessment constraints on what is presented to students Targets Targets are mapped to standards

18 Structure of Item Specification Table

19 19

20 20 W-9 Draw evidence from literary or informational texts to support analysis, reflection, and research

21 What Are Claims and Targets? “Claims are the broad statements of the assessment system’s learning outcomes.” “For each Claim, a set of Assessment Targets are provided.... the assessment targets describe the expectations of what will be assessed by the items and tasks within each claim.” Smarter Balanced General Item Specifications

22 Key Phrases Interaction with varied, rich stimuli Engages students in a scenario – Solve a problem – Create a product with a specific purpose Application of knowledge and skills Integration... across multiple standards Assesses what selected- and constructed-response items cannot

23 The overall claim for grades 3–8: “Students can demonstrate progress toward college and career readiness in English language arts and literacy.” The overall claim for grade 11: “Students can demonstrate college and career readiness in English language arts and literacy.” Session 3.B: Claims and Targets

24 Claims, Targets, and Standards Session 3.B: Claims and Targets

25 You May Have Noticed... Research claim and targets assessed in the constructed- and selected-response items Writing claim and targets assessed in the full write Reading targets NOT assessed NO claims or targets associated with the Classroom Activity Session 3.B: Claims and Targets

26 ELA Literacy Summative Assessment Blueprint content/uploads/2014/05/ELA_Preliminary_- Blueprint-2014_04-30Final.pdf content/uploads/2014/05/ELA_Preliminary_- Blueprint-2014_04-30Final.pdf

27 How will this impact my instruction? Create performance tasks for your classroom or department. Incorporate common scoring among staff Incorporate authentic projects in your curriculum Other ideas?

28 Smarter Balanced Item Types CAT Assessment Items – Focus on grade-level content skills – Computer adaptive (item difficulty depends on response to each prior item) – Questions are machine-scored – Primarily assess Claim 1, but do include problem solving Performance Tasks – Focus on students’ ability to problem solve in real-life situations – Focus on previous grade-level content skills, with some integration of on-grade-level skills – Include both machine-scored and hand-scored questions – Primarily assess Claims 2, 3, and 4

29 Structure of a Smarter Balanced Performance Task Each performance task has an explicit overall task stated within the Stimulus. Each performance task has a total of six questions (items), some with multiple components. First two questions are to support understanding of the context of the Stimulus, and are typically machine- scored. Questions 3–6 build to resolve an overarching question, and some or all of these are hand-scored. Interdependencies exist among questions 3–6 in a controlled manner. Each question within a performance task is aligned to the CCSS, the SMPs, DOK, and Smarter Balanced Claims.

30 Each performance task consists of six questions, which provide evidence of the Claims as follows : – Between 0 and 2 questions within the performance task give students an opportunity to provide evidence of Claim 2. – Between 2 and 4 questions within the performance task give students an opportunity to provide evidence of Claim 3. – Between 1 and 2 questions within the performance task give students an opportunity to provide evidence of Claim 4.

31 Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Claim 1: Concepts and Procedures Students can frame and solve a range of complex problems in pure and applied mathematics. Claim 2: Problem Solving Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 3: Communicating Reasoning Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems. Claim 4: Data Analysis and Modeling

32 Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Generally DOK level 1

33 Claim 2: Problem Solving Students can frame and solve a range of complex problems in pure and applied mathematics. Students can solve well-posed problems The components or information needed to solve the problem are contained within the stimulus for that specific question Generally DOK level 1 or 2

34 Claim #2 Problem Solving

35 Claim 3: Communicating and Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Students communicate about the mathematics and problem solving Students justify solutions Students determine correct logic or arguments Students identify assumptions being used within the task Nearly always DOK level 3 and could include DOK levels 2 or 4

36 Claim #3 Communicating Reasoning

37 Claim 4: Data Analysis and Modeling Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems. Students solve problems in which all needed information is not contained within the stimulus for the specific question. Students make decisions regarding multiple solution pathways. Students analyze external information that may modify a previous solution. Students make improvements to a model or develop a new model based on a described situation or task. Generally DOK levels 2, 3, or 4

38 Claim #4 Modeling and Data Analysis

39 Claim 1: Concepts and Procedures Evidence of Claim 1 shows that students can “do math.” Claim 2: Problem Solving Claim 3: Communicating Reasoning Claim 4: Data Analysis and Modeling Evidence of Claims 2, 3, and 4 shows that students can apply mathematics to novel situations, think and reason mathematically, and use math to analyze empirical situations, understand situations better, and improve decisions.

40 Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

41 Recommended Resources: Performance Task Specifications: – content/uploads/2012/05/TaskItemSpecifications/PerformanceTasks/P erformanceTasksSpecifications.pdf content/uploads/2012/05/TaskItemSpecifications/PerformanceTasks/P erformanceTasksSpecifications.pdf Accessibility Guide for Classroom Activities: – content/uploads/2014/03/Accessibility-Guide-for-Classroom-Activities- Final.pdf content/uploads/2014/03/Accessibility-Guide-for-Classroom-Activities- Final.pdf Classroom Activity Administration Guidelines: – Activity-and-Performance-Task-Administration-Guidelines.pdf Activity-and-Performance-Task-Administration-Guidelines.pdf


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