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30. Assessing Mastery of CCSS: Performance Task Specifications Sue Gendron, Senior Fellow, ICLE & Policy Coordinator for SMARTER Balanced Assessment Consortium.

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Presentation on theme: "30. Assessing Mastery of CCSS: Performance Task Specifications Sue Gendron, Senior Fellow, ICLE & Policy Coordinator for SMARTER Balanced Assessment Consortium."— Presentation transcript:

1 30. Assessing Mastery of CCSS: Performance Task Specifications Sue Gendron, Senior Fellow, ICLE & Policy Coordinator for SMARTER Balanced Assessment Consortium Model Schools Conference 2012

2 PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment Innovative, computer- based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative Speaking And Listening Assessment Locally scored Non-summative, required 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 2

3 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction

4 Curriculum-Instruction-Assessment Connections

5 Observation Interpretation Cognition Assessment Triangle Evidence-Based Design Framework

6 Models of Cognition Describe how students acquire knowledge and develop competence in a particular area Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers Describe typical learning progression toward competence, including milestones (benchmarks)

7 Observation Models A set of specifications for assessment tasks that will elicit illuminating responses from students The 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

8 Interpretation Interpretations use the evidence from observations to make claims about what students understand and can do Claims – Frame a manageable number of learning goals around which instruction can be organized – Guide the specification of appropriate evidence – Provides a basis for meaningful reporting to different interested audiences






14 Grade 08 ELA Sample CR Item Assessment Target- 11. REASONING & EVALUATION: Apply reasoning and a range of textual evidence to justify inferences or interpret authors presentation of information (authors line of reasoning; point of view/purpose; relevance of evidence and/or elaboration to support claims, concepts, ideas) Standards: RI-6, RI-8, RST 6 DOK - 3





19 Item Prompt Based 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.



22 Grade 11 Constructed Response Stimulus Text: Read the following texts then answer the question. Text 1 The following excerpt comes from a speech written in 1872 by womens 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.

23 Grade 11 Constructed Response Text 2 The following excerpt comes from the Second Treatise of Government by John Locke, published in Item Prompt: Identify the idea common to these two texts. Explain how the ideas in Lockes treatise support the ideas in Anthonys argument.

24 Instructional Planning

25 a

26 FROMTO Planning begins with identification of instructional activities Planning begins with identifications of what students are to know and do as a result of the unit Planning for instruction is the same for all students and meets the needs of some students Intentional planning meets each individual leaners needs Teacher-directed instructionStudent-centered instruction (investigation and inquiry Textbook is used as a main source of information Variety of instructional resources are used Interdisciplinary connections are forcedInterdisciplinary connections are appropriate Assessment is infrequent and at the end of the unit Assessment is ongoing, informs instruction and allows for extending understanding through application of knowledge (formative & Summative) Students work toward standards is often unclear Students work to meet clearly defined and known standards 26

27 Rigorous and Relevant Instruction Standards are clearly defined for students Provides relevance: the why for learning Inquiry-based Motivates Defining the Focus


29 Corresponding Next Generation Assessment (NGA) sample Priority as ranked by the National Essential Skills Survey (NESS) Priority on your state test

30 Description of NGA Primary Common Core State Standards tested by the NGA Other related CCSS tested by the NGA

31 Rigorous and Relevant Instruction Analyze the verbs Defining the Focus

32 Rigorous and Relevant Instruction 1.Skills, knowledge, behaviors and concepts 2.Student work (Level of Rigor and Relevance) 3.Cross-reference to state standards Student Performance

33 Rigorous and Relevant Instruction Assessment matched student performance Type of assessment consistent with strategies Level matches the level of rigor and relevance Multiple measures Assessment

34 Rigorous and Relevant Assessments Multiple Choice/Selected Response Constructed Response Extended Response Technology Enhanced Performance Task Portfolio Interview Self-reflection

35 Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

36 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

37 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Recall, facts, observations, demonstrate Next Generation Summarize, analyze, organize, evaluate Predict, design, create, innovate Apply, relate, demonstrate High Low

38 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Extended Response Product Performance Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Portfolio Product Performance Product Performance Interview Interview Self Reflection Self Reflection Process Process Performance Performance Product Performance Product Performance Multiple Choice Multiple Choice Constructed Response Constructed Response

39 Performance Task Guidelines Integrate knowledge and skills across multiple standards or strands Measure capacities such as depth of understanding, research skills, complex analysis, and identification/providing of relevant evidence Require student-initiated planning, management of information and ideas, interaction with other materials 39

40 Performance 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 edited Reflect a real-world task Allow for multiple approaches Represent content that is relevant and meaningful to students 40

41 Performance Task Guidelines Allow for multiple points of view and interpretations Require scoring that focuses on the essence of the task Be feasible for the school/classroom environment 41

42 Performance Task Guidelines Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts 42















57 Questions 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.

58 Questions 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.






64 Mathematical Practice Areas Search NGAs by Math Practice Areas

65 Align NGA to Practice Areas

66 Advanced Editor Mathematical modeling and equation editor Embed images


68 Print Student View

69 Gold Seal Lessons Over 2,000 high rigor/high relevance lessons Aligned at the CCSS Strand Level

70 Searchable by grade, subject, topics, keywords and Common Core Strand


72 Advantages of Formative Assessment Students learn faster Teachers know what students already know & adjust instruction Students aware of progress Most powerful moderator in student achievement Works for at risk students

73 Formative Assessment Strategies ( Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007) Pre-assessing students Sharing Learning goals with students Co-creating classroom discourse & questioning Rich & challenging tasks elicit student response Identifying gaps

74 Formative Assessment Strategies (Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007) Providing feedback/how to improve Self-assessments Peer- assessments Opportunities to close the gap Celebrations

75 Effective Feedback Student Work Feedback Student work Feedback Student Proficient Celebrate

76 Simple, to the point, and directive Leveraging Formative Assessment to Improve Instruction




80 Strategies Traffic Light feedback Gallery Walk Portfolio Concept Map Ticket out the door

81 81 Leveraging Formative Assessment to Improve Instruction

82 82 Leveraging Formative Assessment to Improve Instruction

83 What do students say Class discussion Debate Oral presentation story/event telling Agree/disagree Choral reading Think-Pair-Share Youre the Judge Ask a question Make a Statement Radio Show Small group talk Play/drama Reciting a poem/speech Panel discussion Music Interviews Think aloud Answer specific Podcasts Read aloud Other____

84 84 Leveraging Formative Assessment to Improve Instruction

85 Exit Sheet I think I Got It This is what I learned: This is how your lesson helped: Still Need More Practice Im still struggling with: My biggest question is: Tomorrow, Tomorrow Can I have help with: I could practice by: Teach Me More Mini-lesson idea: This would help me because:

86 One Minute Response What I learned today…What I am unclear/unsure aboutComments…















101 Practical 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 Assessments Approaching evaluation from the broader perspective of selection, support, and evaluation of all educators Providing meaningful Teacher Evaluations even with limited time and resources

102 Find Out More Smarter Balanced can be found online at:

103 The Partnership for Assessment of Readiness for College and Careers

104 Route 146 Rexford, NY Phone (518) Fax (518)

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