Presentation on theme: "30. Assessing Mastery of CCSS: Performance Task Specifications"— Presentation transcript:
130. Assessing Mastery of CCSS: Performance Task Specifications Sue Gendron, Senior Fellow, ICLE & Policy Coordinator for SMARTER Balanced Assessment Consortium Model Schools Conference 2012
22 Optional Assessments/Flexible Administration PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11Performance-BasedAssessment (PBA)Extended tasksApplications of concepts and skillsRequiredEnd-of-YearAssessmentInnovative, computer-based itemsRequired2 Optional Assessments/Flexible AdministrationDiagnostic AssessmentEarly indicator of student knowledge and skills to inform instruction, supports, and PDNon-summativeMid-Year AssessmentPerformance-basedEmphasis on hard-to-measure standardsPotentially summativeTALKING POINTSGraphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments.Considerations Leading to 2 optional assessments:The cost of the assessmentsFlexibility on when to administer the optional assessmentsThe amount of testing time needed to administer the assessmentsPossible disruption to school schedules caused by through-course assessment preparation and administrationConstraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiativesThe PARCC assessment system will:Reflect the sophisticated knowledge and skills found in the English and math Common Core State StandardsInclude a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based)Make significant use of technologyInclude testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areasDiagnostic AssessmentsOne element of the reading diagnostic assessment is a text complexity tool, which will provide a diagnostic of a student’s ability to read texts independently in order to provide useful guidance to educators, parents, and students about appropriate texts for students when reading independently.These assessments will be useful for the implementation of the ELA/Literacy CCSS in the classroom, as they will help educators meet the demands of the ELA/Literacy standards to teach appropriately complex texts by helping teachers understand what “appropriately complex” really means.The diagnostic assessment in math will help educators understand the extent to which students have mastered the key ideas in mathematics ("highlighted domains") in order to pinpoint areas needing improvement or identify areas in which students are excelling. In addition, it will provide greater detail about students who are above and below grade level so teachers can individualize instructionTimeline: Expected Summer/Fall 2014HS AssessmentsTaken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readinessSpeaking And ListeningAssessmentLocally scoredNon-summative, required
3A Balanced Assessment System Summative assessmentsBenchmarked to college and career readinessTeachers and schools have information and tools they need to improve teaching and learningCommon Core State Standards specifyK-12 expectations for college and career readinessAll students leave high school college and career readyTeacher resources forformative assessment practicesto improve instructionInterim assessments Flexible, open, used for actionable feedback
6Models of CognitionDescribe how students acquire knowledge and develop competence in a particular areaReflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachersDescribe typical learning progression toward competence, including milestones (benchmarks)
7Observation ModelsA set of specifications for assessment tasks that will elicit illuminating responses from studentsThe tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes
8InterpretationInterpretations use the evidence from observations to make claims about what students understand and can doClaimsFrame a manageable number of learning goals around which instruction can be organizedGuide the specification of appropriate evidenceProvides a basis for meaningful reporting to different interested audiences
14Grade 08 ELA Sample CR Item Assessment Target- 11. REASONING & EVALUATION: Apply reasoning and a range of textual evidence to justify inferences or interpret author’s presentation of information (author’s line of reasoning; point of view/purpose; relevance of evidence and/or elaboration to support claims, concepts, ideas)Standards: RI-6, RI-8, RST 6DOK - 3
19Item PromptBased on the text, what inference can be made about how tests and testing should occur to ensure an accurate measurement of overall water quality? Explain your inference using details from the text.
22Grade 11 Constructed Response Stimulus Text:Read the following texts then answer the question.Text 1The following excerpt comes from a speech written in 1872 by women’s rights pioneer Susan B. Anthony. Anthony was arrested after attempting to vote in the 1872 presidential election. After her conviction Anthony wrote this speech to make a constitutional argument for giving women the right to vote.
23Grade 11 Constructed Response Text 2The following excerpt comes from the Second Treatise of Government by John Locke, published in 1690.Item Prompt: Identify the idea common to these two texts. Explain how the ideas in Locke’s treatise support the ideas in Anthony’s argument.
26FROMTOPlanning begins with identification of instructional activitiesPlanning begins with identifications of what students are to know and do as a result of the unitPlanning for instruction is the same for all students and meets the needs of some studentsIntentional planning meets each individual leaner’s needsTeacher-directed instructionStudent-centered instruction (investigation and inquiryTextbook is used as a main source of informationVariety of instructional resources are usedInterdisciplinary connections are forcedInterdisciplinary connections are appropriateAssessment is infrequent and at the end of the unitAssessment is ongoing, informs instruction and allows for extending understanding through application of knowledge (formative & Summative)Students work toward standards is often unclearStudents work to meet clearly defined and known standards
27Rigorous and Relevant Instruction Defining the FocusStandards are clearly defined for studentsProvides relevance: the why for learningInquiry-basedMotivates
36Did Students Get it Right? Rigor/Relevance FrameworkDid Students Get it Right?DCRationalAnswerRightQuestionsRIGORHighABRightAnswerRightProcedureLowLowHighRELEVANCE
37D C B A Rigor/Relevance Framework Next Generation RIGOR High Low Low Summarize, analyze, organize, evaluatePredict, design, create, innovateRIGORHighABRecall, facts, observations, demonstrateApply, relate, demonstrateLowLowHighRELEVANCE
38Rigor/Relevance Framework Primary AssessmentsRigor/Relevance FrameworkKNOWLEDGE• Portfolio• Product Performance• Interview• Self Reflection• Extended Response• Product Performance• Process• Performance• Product Performance• Multiple Choice• Constructed ResponseA P P L I C A T I O N
39Performance Task Guidelines Integrate knowledge and skills across multiple standards or strandsMeasure capacities such as depth of understanding, research skills, complex analysis, and identification/providing of relevant evidenceRequire student-initiated planning, management of information and ideas, interaction with other materials
40Performance Task Guidelines Require production of more extended responses (e.g., oral presentations, exhibitions, product development, in addition to more extended written responses which might be revised and editedReflect a real-world taskAllow for multiple approachesRepresent content that is relevant and meaningful to students
41Performance Task Guidelines Allow for multiple points of view and interpretationsRequire scoring that focuses on the essence of the taskBe feasible for the school/classroom environment
42Performance Task Guidelines Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts
57Questions to be answered in the speech In two sentences, use your own words to tell what a wonder is and explain how a person who helps others can be considered a wonder.Write 2 or 3 sentences identifying a personal quality that both Mickey and Ana display. Give an example from both the video and the interview to support your answer.
58Questions to be answered in the speech Tell which website you think would be most useful for learning about another young person that is a wonder because he or she helps others. Cite the web site by giving the web address. Use details from the website to support your answer.
72Advantages of Formative Assessment Students learn fasterTeachers know what students already know & adjust instructionStudents aware of progressMost powerful moderator in student achievementWorks for at risk studentsStudents learn in 6-7 months what will normally take a school year (Leahy, Lyon, Thompson, Wiliam 2005)Teachers can determine what students already know and how to adjust instruction a.) create appropriate lessons, activities and groupingsb.) inform students about their progressMost powerful single moderator in the enhancement of student achievement (Hattie, 1998)Works well with at risk kids ( Black and Wiliam, 1998)
74Formative Assessment Strategies (Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007) Providing feedback/how to improveSelf-assessmentsPeer- assessmentsOpportunities to close the gapCelebrations
75Effective Feedback Student Work Feedback Student work Student ProficientCelebrate
76Simple, to the point, and directive Leveraging Formative Assessment to Improve Instruction
77Leveraging Formative Assessment to Improve Instruction
79Leveraging Formative Assessment to Improve Instruction
80Strategies Traffic Light feedback Gallery Walk Portfolio Concept Map Ticket out the door
81Leveraging Formative Assessment to Improve Instruction
82Leveraging Formative Assessment to Improve Instruction
83What do students say Class discussion Debate Oral presentation story/event tellingAgree/disagreeChoral readingThink-Pair-ShareYou’re the JudgeAsk a questionMake a StatementRadio ShowSmall group talkPlay/dramaReciting a poem/speechPanel discussionMusicInterviewsThink aloudAnswer specificPodcastsRead aloudOther____
84Leveraging Formative Assessment to Improve Instruction
85Exit Sheet I think I Got It Still Need More Practice This is what I learned:This is how your lesson helped:Still Need More PracticeI’m still struggling with:My biggest question is:Tomorrow, TomorrowCan I have help with:I could practice by:Teach Me MoreMini-lesson idea:This would help me because:
86One Minute Response What I learned today… What I am unclear/unsure aboutComments…
101Practical strategies to support school and district leaders: Supporting teachers in changing instruction to meet the requirements of the Common Core State Standards and Next Generation AssessmentsApproaching evaluation from the broader perspective of selection, support, and evaluation of all educatorsProviding meaningful Teacher Evaluations even with limited time and resources
102Find Out More Smarter Balanced can be found online at: SmarterBalanced.org
103The Partnership for Assessment of Readiness for College and Careers