1. NYCDOE’s Advance: NYC Performance Assessments

2. Agenda NYC Performance Assessments Introduction 15 min.
Performance Assessments – Task Design Investigation
Performance Assessments – Norming and Scoring
45 min.

3. K-5 Performance Assessments for MOSL
Grade
NYC Performance Assessments Available
Grade K
ELA – Writing Prompt
Math
Grade 1
Grade 2
Grade 3
Grade 4
Science
Grade 5

4. 6-8 Performance Assessments for MOSL
Grade
NYC Performance Assessments Available
Grade 6-8 ELA
ELA – Writing Prompt
Grade 6-8 Math
Integrated Algebra*
Grade 6-7 Science
Science
Grade 8 Science
Living Environment
Grade 6-8 Social Studies
Social Studies
* Regents Year

5. 9-12 Performance Assessments for MOSL
Grade
NYC Performance Assessments Available
Regents Year
Integrated Algebra
Global History
U.S. History
Grade 9
ELA
Living Environment
Grade 10
Grade 11
Grade 12

6. NYC Performance Assessments focus on common instructional goals across subjects.
ELA
Math
Science
Social Studies
Focus standards
Writing Standard 1 (opinion / argument) in grades 3-12 and Writing Standard 2 (informative / explanatory texts) in grades K-2
Reading Standard 1
Mathematical Practice 3: Construct viable arguments and critique the reasoning of others and Mathematical Practice 4: Model with mathematics
“High leverage” content standards
Writing Standard 1a and b: writing arguments focused on discipline-specific content [italics in original]
Science skills as described in scope and sequence
Writing Standard for Literacy in History / Social Studies, Science, and Technical Subjects 1: writing arguments focused on discipline-specific content [italics in original]
Reading Standards for Literacy in History / Social Studies 1 and 9: analyzing primary and secondary documents
Concept
Students write based on details from mostly informational texts
Each assessment includes multiple mini-tasks
Open-ended task design to understand student thinking and allow multiple pathways to answer
Critique an experimental report, akin to “peer review” of a journal article
Document-based analysis, document integration, and essay writing incorporating several documents at different levels of complexity
The performance assessments have been designed to focus on common instructional goals across subject areas, and to provide consistency in skill-building across the curriculum. In this example, you can see that there is a focus on argument applied across all subject areas. These rubrics have been built on the past three years of research around different types of Measures of Student Learning and with the goal of alignment to Common Core Standards.

7. Performance Assessment Administration
Printing
Performance Assessments can be accessed for printing through Advance Intranet on March 15th
Schools have been allotted funds to help cover printing expenses.
Scoring
Administrators should facilitate teacher norming and scoring.
Submitting
ATS scanners will be used to submit scores
Teachers, assessment coordinators, or other principal designee may enter assessment data.
Confirming
As with state assessments, there is a process to correct assessment data that has been entered incorrectly.
Note for FAC GUIDE: If principals intend to handle logistics for teachers (printing assessments and scanning results), can delete slides 11 and 12. If principals intend to have teachers scan scores into ATS, should refer to ATS Guide and Data Systems Webinar on Advance Intranet for further direction.
It is also important to consider the logistical requirements of performance assessments for MOSL. NYC Performance Assessments will be available from the Advance Web Application for printing beginning March 15th. Scoring, submitting, and confirming data from these assessments will also require additional planning and teacher time. Schools received SAM funding in August 2013 and March 2014 to offset these expenses.

8. Accessing Performance Assessments
Schools can print performance assessments from the Advance Web Application. Schools will have access to a zip file that contains 4 different documents: The performance task (in multiple languages), the rubric, scoring guide and annotated student work. Schools will need to print performance tasks for all students. Teachers may also choose to distribute rubrics to students to help them understand how they will be assessed. Annotated student work should be shared with teachers and other scorers only.

9. Performance Assessment Rubric Scoring
IMPORTANT UPDATES
There is now a 6 digit “Scorer ID” number that will be automatically generated for every teacher in ATS. Schools should view & print the teacher Score IDs using the RTES function in ATS. Teachers will enter and bubble their 6 digit Scorer ID on each score sheet they complete.
Scorers or assessment coordinators should bubble in the “Month” and “Day” in which the assessment was ADMINISTERED.
Scorers or assessment coordinators should bubble in the “Days for Assessment” (single or multiple).
For students who are exempt, scorers or assessment coordinators should bubble in the appropriate category indicating the reason: “Taking NYSAA” or “First Year ELL”.
For students who refuse to complete the task or the administration is invalidated the “Exam Invalidated” bubble should be filled in on the ATS score sheet (see pg. 29 of the EOY Handbook).
If the student took the assessment in an alternate language, the scorer or assessment coordinator should bubble in the appropriate language.
Please refer to the NYC Performance Assessments: ATS Guide for Assessment Coordinators for additional data systems guidance for NYC Performance Assessments.
Once norming on the rubrics has been completed and student responses have been scored, scores will be scanned into ATS using scoring forms like the one shown here.

10. Performance Assessment Scoring: Group Norming
Before scoring assessments, educator teams should norm using the rubrics and anchor papers. This entails:
Reviewing the rubric and discussing expected performance at each performance level for each rubric trait.
Reviewing annotated sample student work and discussing the evidence for each score.
Individually scoring “anchor” papers, then discussing as a group the evidence for each score.
As we’ve shared, implementing performance assessments will be instructionally valuable but time consuming work. The group norming session is a critically important part of this process, both in terms of ensuring scoring consistency across the school, but also in terms of aligning our instructional expectations for student work. This is at the heart of what the MOSL work should be: talking together about student work, and coming to a shared understanding of the evidence required for students to meet expectations. We recommend that grade/subject teams collectively score several student papers and come to a consensus on the evidence for each.

11. Deep Dive: NYC Performance Assessments Activity #1 – Task Design Investigation
Objective
Participants will be able to interpret a sample NYC Performance Assessment by analyzing the requirements for students and predicting students’ strengths and struggles.
Activity
Preview the sample NYC Performance Assessment and consider the four key questions on the handout. Use the chart to take notes while you’re reviewing the task and texts. Share your reflections with your table.
15 min. (More importantly, Activity #1 + Activity #2 should 50 min total)
-Distribute / Identify materials for participants:
Sample Task
Rubric
Handout 1
- Introduce the Task Design Activity  ex: We’re going to take a few minutes to review a sample NYC Performance Assessment. As you’re reviewing the task, we’d like to pay attention to two key questions. First, what will students need to know in order to complete the assessment? Second, what will they have to do? After considering those two questions, imagine how students in your schools will approach this task? What will show off their strengths? What will they struggle with?
- Ask participants to take 5-7 minutes reviewing the task and texts and taking notes on the Handout 1 chart.
- Invite participants to share their responses for 5-7 minutes in pairs or aloud to the whole group.
- Wrap up the conversation and smoothly transition into Norming and Scoring.

12. Deep Dive: NYC Performance Assessments Activity #1 – Task Design
This slide is for illustrative purposes only – handout is provided, but may use when introducing activity to let participants know what handout they should be looking at.

13. Deep Dive: NYC Performance Assessments Activity #2 – Norming & Scoring
Objective
Participants will be able to apply the rubric as an evaluative tool for scoring student writing and establish a shared understanding of the expectations of the NYC Performance Assessments.
Activity
Individually read and score Sample 1 according to the rubric. Be sure to provide a score for each individual trait, and then discuss your findings with your table. Refer to evidence in the sample of student work and the rubric to justify your choices and seek consensus. Repeat the process for Sample 2 (time permitting).
45 minutes (More importantly, Activity #1 + Activity #2 should take 60 min total).
-Distribute / Identify materials for participants:
Samples of Student Work
Rubric (participants should already have this from Activity 1)
Handout 2
- Introduce the Norming and Scoring Activity  ex: School teams will be responsible for norming their scoring practices by using the rubric. It is important that all scorers are calibrated to the rubric to ensure fair grading practice across students, teacher and schools. We’re going to have an abbreviated norming session to experience a bit of what schools will be doing before scoring EOY NYC Performance Assessments this spring.
- Distribute Sample 1 to the participants. Ask participants to read the student sample carefully alongside the rubric and then to score the sample based on their interpretation of the rubric. The student sample should receive a unique score for each trait/dimension of the rubric (rather than a single, holistic score).
- After scoring the sample individually, ask participants to share their scores and to the whole group, or in pairs/trios. Using the chart as a guide, ask participants to share out and justify their scores using evidence from the rubric and the student work sample. Guide the conversation towards consensus for each score. Refer to the anchor paper commentary to negotiate any disagreements.
- After norming Sample 1, repeat the process for sample 2.
- Time permitting, consider the following discussion questions:
How did your scoring change between Sample 1 and Sample 2?
How is the rubric similar or different than others you/your schools have used?
What are some of the implications on the scoring processes for schools, given the ultimate restrictions on teachers’ scoring their own students?
- Close the conversation on Norming practices after 45 minutes. If the table is behind schedule, sample 2 can be cut short.

14. Deep Dive: NYC Performance Assessments Activity #2 – Norming & Scoring
12th Grade ELA Sample A
12th Grade ELA Sample B
Rubric Dimensions
My Score
Normed Score
Evidence from the Text
Focus:
Position
Development: Elaboration
Development: Textual Analysis
Development: Counterclaims
Reading
Organization
Conventions
This slide is for illustrative purposes only – handout is provided, but may use when introducing activity to let participants know what handout they should be looking at.

15. Thank You!
Lori Ann O’Connor Senior MoSL Implementation Specialist-Cluster 6 Office of Academic Quality (office) (BlackBerry)