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30. Assessing Mastery of CCSS: Performance Task Specifications

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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 2 Optional Assessments/Flexible Administration
PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required End-of-Year Assessment Innovative, computer-based items Required 2 Optional Assessments/Flexible Administration Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative Mid-Year Assessment Performance-based Emphasis on hard-to-measure standards Potentially summative TALKING POINTS Graphic 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 assessments Flexibility on when to administer the optional assessments The amount of testing time needed to administer the assessments Possible disruption to school schedules caused by through-course assessment preparation and administration Constraints 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 initiatives The PARCC assessment system will: Reflect the sophisticated knowledge and skills found in the English and math Common Core State Standards Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based) Make significant use of technology Include 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 areas Diagnostic Assessments One 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 instruction Timeline: Expected Summer/Fall 2014 HS Assessments Taken 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 readiness Speaking And Listening Assessment Locally scored Non-summative, required

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

4 Curriculum-Instruction-Assessment Connections

5 Evidence-Based Design Framework
Observation Interpretation Cognition “Assessment Triangle”

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

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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 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 6 DOK - 3

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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.

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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 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.

23 Grade 11 Constructed Response
Text 2 The 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.

24 Instructional Planning

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26 FROM TO 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 leaner’s needs Teacher-directed instruction Student-centered instruction (investigation and inquiry Textbook is used as a main source of information Variety of instructional resources are used Interdisciplinary connections are forced Interdisciplinary 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

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

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

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

31 Rigorous and Relevant Instruction
Defining the Focus Analyze the verbs Understand what students are expected to know

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

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

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

35 Rigor/Relevance Framework
High Traditional Tests Performance Low Low High

36 Did Students Get it Right?
Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions RIGOR High A B Right Answer Right Procedure Low Low High RELEVANCE

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

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

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

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

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

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

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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.

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64 Mathematical Practice Areas
Search NGAs by Math Practice Areas

65 Align NGA to Practice Areas

66 Mathematical modeling and equation editor
Advanced Editor Mathematical modeling and equation editor Embed images

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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

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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 Students 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 groupings b.) inform students about their progress Most powerful single moderator in the enhancement of student achievement (Hattie, 1998) Works well with at risk kids ( Black and Wiliam, 1998)

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
Student Proficient Celebrate

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

77 Leveraging Formative Assessment to Improve Instruction

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79 Leveraging Formative Assessment to Improve Instruction

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

81 Leveraging Formative Assessment to Improve Instruction

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 You’re 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 Leveraging Formative Assessment to Improve Instruction

85 Exit Sheet I think I Got It Still Need More Practice
This is what I learned: This is how your lesson helped: Still Need More Practice I’m 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 about Comments…

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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:
SmarterBalanced.org

103 The Partnership for Assessment of Readiness for College and Careers

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


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