1. Performance Tasks for Rigorous Thinking

2. Learning Objectives By the end of this session, participants will be able to… 1.Explain WHY Performance Tasks are valuable instructional and assessment structures for deep learning. 2.List the key sections of Smarter Balanced Performance Tasks. 3.Evaluate course content for the most appropriate inclusion of Performance Tasks in units or learning arcs. 4.Fill out a WCPSS time sheet accurately.

3. WhenWhatWhoHow 3:30 Introductions and PurposeSaraWho Are We? 3:40The WhysSaraMini-Presentation 3:50The WhatTeamClassroom Experience 4:25The What, Part 2TeamSearch and Find 4:50The HowTeamStrategic Plan 5:05Getting StartedSara Contracts and Time Sheets 5:20Self-AssessmentTeamFist to 5

4. * What are 5 things that you and your Grade Level Partner have in common? * Off-limits: anything about school, job, work. * Off-limits: any “personal statistics”: birthdays, marriages, kids, names, etc.

5. Write fully developed and integrated Performance Tasks aligned to Common Core State Standards in ELA which can be used for units or lesson arcs in core English classes. English classes. for units or lesson arcs aligned to Common Core State Standards in ELA fully developed and integrated core

6. * 2014-15 NC Accountability Measures * Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/ * Multi-State consortium to develop CCSS-aligned tests * NC chose to work with SBAC, not PARCC * 4 Item and Task Types * Selected Response * Technology-Enhanced * Constructed Response * Performance Tasks Performance Tasks

7. * Strategic and Extended Thinking

8. The 5E Instructional Model

9. * The use of Performance Tasks… * Does not change the curriculum significantly … BUT… * DOES influence teachers to use a wide array of instructional strategies modeled on the Performance Tasks their districts have developed Research Report. How Performance Assessments Affect Teaching and Learning (ASCD, 1995).

10. * Effect on Student Learning * More engagement with project-based tasks than other assignments * Better writing skills and habits * Better study habits * More rigorous content challenge Research Report. How Performance Assessments Affect Teaching and Learning (ASCD, 1995).

11. * Effect on Knowledge * Traditional testing and tasks: * Do you know it? * Performance assessment and tasks: * How well can you use what you know? * Integrates content knowledge, process skills, work habits, and authentic literacy Hibbard et al. Teacher’s Guide to Performance Based Learning and Assessment. (1996).

12. Learn by Doing

15. Part 1

16. Part 2

17. What ARE Performance Tasks? What skills do they require? What content knowledge do they require?

18. * Authentic scenario project-based learning tasks * Can range from short activities taking a partial period to polished projects for authentic audience * Integrate content knowledge, process skills, and work habits * Reading, writing, speaking, listening, research, product * Assess multiple standards within a focused task * Better measure than traditional test of * Depth of understanding * Research skills * Complex analysis * Critical thinking * Ability to “pull it all together”

19. * Go to http://www.smarterbalanced.orghttp://www.smarterbalanced.org * Pull Down: Smarter Balanced Assessments * Click: Sample Items and Performance Tasks * Scroll down to English Language Arts/Literacy (about halfway down) * Click: English Language Arts/Literacy * Pull Down: View More English Language Arts/Literacy Sample Items * Click: Nuclear Power (High School/Performance Task/Bottom Right)

21. * How long do students have to complete a SBAC Performance Task assessment? * What do STUDENTS DO? * What do TEACHERS DO? * What scaffolds for student success are built into the student experience? * What support documents are offered to teachers? * What would Performance Task writers need to think about as they create Performance Tasks to integrate into a course? * What would teachers need to think about as they implement Performance Tasks?

22. Scored Products * 2 Research Questions * Summary Chart * Evaluate Sources/Bias * Argument Essay Unscored Scaffolds * Note-Taking Guide * 2 Scenarios/Purpose setting * Report Scoring Information

23. * What Do You Notice About the Text Set? * Preview: * Quantitative --pie chart * Qualitative--photo * 2 videos * Expert opinion (logos) * CNN report of devastation (pathos) * 2 Letters to the Editor * Written within 3 months of each other * 1 Pro, 1Con * 2 Purportedly Unbiased General Information * Wikipedia * Reason.com

24. * What Do You Notice About the Rubrics? * Tied specifically to stated standards * 6 points: * Prewriting – Each Research Question = 4 points * Postwriting – Editing = 2 points * 4 points: * Actual essay

25. * What Must Students Be Able to Do? The 2-Pointers * Source Skills * Can students tell the relative bias of a source? * Can students tell the major appeal of a source? * Can students tell the intended audience of a source? * Can students notice what the author chose v. ignored * Editing Skills * Command of language * Not perfectly clean proofreading

26. * What Must Students Be Able to Do? 4-Pointer * Claim for the response * Counterclaims and faulty reasoning * Organization for unity * Transitions of relationship, not chronology * Logical development of ideas * Convincing evidence * Thorough reasoning and elaboration of ideas * Integration of sources * Academic and domain-specific vocabulary * Purposeful variety of syntax * Purposeful and effective introduction and conclusion * Purposeful choices to target specific audience (scenario)

27. How long does it take for students to learn all of these skills? What is the best way to teach all of these skills?

28. SBAC Model * Sections * Task Specs * Text Sets * Scenarios * Products * Scaffolds Additional * Narrative and suggestions for inclusion in existing instructional frame.

29. * Completion expectations * 1 Performance Task per person = 2 per grade level * Fully developed and edited * Detailed supports * Recommendation: Pilot it and bring feedback * Contract * Sign it! * Leave it with me. I’ll send you a copy. * Timesheet * Get help from school Lead Secretary or Bookkeeper * Must fill out one each month * Must NOT overlap hours with your regular school hours * Must NOT overlap hours with paid extra-duty or other contract hours

30. * Timesheet NO!

31. I Can… 1. Explain WHY Performance Tasks are valuable instructional and assessment structures for deep learning. 2. List five key sections of Smarter Balanced Performance Tasks. 3. Evaluate my course content for the most appropriate inclusion of Performance Tasks in units or learning arcs. 4. Fill out a WCPSS time sheet accurately.

32. * Choose 1 or 2 existing units from your course * Consider the Essential Questions or Big Picture connections * Who in the “real world” would use these? * How would these be related to an actual adult job? * What are the political, economic, and societal implications? * Bring ideas to next meeting * We will write Task Specifications (p.10-11) using CCSS for Literacy

33. Your Primary Contact Sara Overby Coordinating Teacher for Secondary Literacy soverby@wcpss.net 919-431-7571 (office) 919-618-2881 (personal cell) Crossroads 1, cube 2516 Another Great Resource Catherine Trudell Senior Administrator for High School English ctrudell@wcpss.net 919-431-7643 (office) Crossroads 1, cube 2513 Wiki of Resources >wcpssenglish.pbworks.com >Professional Resources > Literacy > >Training > Writing Performance Tasks https://wcpssenglish.pbworks.com/w/page/73619954/W riting%20Performance%20Tasks