30. Assessing Mastery of CCSS: Performance Task Specifications

Sue Gendron, Senior Fellow, ICLE & Policy Coordinator for SMARTER Balanced Assessment ConsortiumModel Schools Conference 2012

PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year Assessment

•Innovative, computer-based items•Required

Performance-BasedAssessment (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 ListeningAssessment

•Locally scored•Non-summative, required

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

2

A Balanced Assessment System

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

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

practicesto improve instruction

Curriculum-Instruction-Assessment • What should students know and to be able to do?

•What should students learn?

•What should students be taught?

• What are students being taught? • How are students being taught?

• What have students learned? • What haven’t students learned?

Curriculum

Students

Instruction Assessment

Curriculum-Instruction-Assessment Connections

ObservationObservation InterpretationInterpretation

CognitionCognition

“AssessmentTriangle”

Evidence-Based Design Framework

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)

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

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

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

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.

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.

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.

Instructional Instructional Planning Planning

a

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

26

Rigorous and Relevant Instruction

Standards are clearly defined for students Provides relevance: the why for learning•Inquiry-based•Motivates

Defining the Focus

Corresponding Next Generation Assessment

(NGA) sample

Priority as ranked by the National Essential Skills

Survey (NESS)Priority on your

state test

Description of NGA

Primary Common Core

State Standards

tested by the NGA

Other related CCSS tested by the

NGA

Rigorous and Relevant Instruction

Analyze the verbs

Defining the Focus

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

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

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

Low

High

Low High

Traditional

Tests

Performance

Rigor/Relevance FrameworkRigor/Relevance Framework

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

RightRightAnswerAnswer

Did Students Get it Did Students Get it Right?Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedurProcedur

ee

High

High

Low

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

Recall, Recall, facts, facts,

observationobservations, s,

demonstratdemonstratee

Next GenerationNext Generation

Summarize, Summarize, analyze, analyze, organize, organize, evaluateevaluate

Predict, design, Predict, design, create, innovatecreate, innovate

Apply, relate, Apply, relate, demonstratedemonstrate

High

High

Low

Low

KNOWLEDGE

A P P L I C A T I O N

•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance Rigor/Relevance

FrameworkFramework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple Multiple ChoiceChoice

•• Constructed Constructed ResponseResponse

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

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

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

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

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.

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.

Mathematical Practice Areas

• Search NGAs by Math Practice Areas

Align NGA to Practice Areas

Advanced Editor

Mathematical modeling and

equation editor

Embed images

Print Student View

Gold Seal Lessons• Over 2,000 high

rigor/high relevance lessons

• Aligned at the CCSS Strand Level

Searchable by grade, subject, topics, keywords and

Common Core Strand

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

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

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

Effective Feedback

Simple, to the point, and

directive

Leveraging Formative Assessment to Improve Instruction

Leveraging Formative Assessment to Improve Instruction

Leveraging Formative Assessment to Improve Instruction

Strategies

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

81Leveraging Formative Assessment to Improve Instruction

82Leveraging Formative Assessment to Improve Instruction

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____

84Leveraging Formative Assessment to Improve Instruction

Exit Sheet

One Minute Response

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

Find Out More

Smarter Balanced can be found online at:

SmarterBalanced.org

The Partnership for Assessment of Readiness for College and Careers

www.PARCConline.org

susangendron1@gmail.com1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com