Do You Know Your NGAs? While were waiting to start, please
complete the Do You Know Your NGAs quiz (located in right pocket of
folder). Handout 1
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Next Generation Teaching & Testing Shannon Pence Created
by: Liz Wolfe-Eberly
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Its a Jungle Out There A Leap of Faith
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Your Guide Today Will Be Shannon Pence Assessment Literacy -NW
Region [email protected]
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Essential Question & Target How can we best prepare our
students for the next generation of assessments? Learning Target:
Participants will know and be able to apply information regarding:
Instructional and assessment shifts Depth of knowledge Performance
tasks
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Accessing the Resources Live Binder:
www.livebinder.comwww.livebinder.com Search: mcesc
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Some things will remain the same
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Investigation: Finding the Shifts Examine the sample items.
Identify shifts in the assessment items. Handout 2
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FAMILY FE
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0 35 28 20 12 5555 Critical Thinking Technology Enhanced
Connected Questions Text Complexity Select all Common Shifts
CheerSilenceLoseWinBoo Round 1
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Barriers: The Elephants in the Room Techie
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Techie Support Choose Your Own Adventure Consumer Reports: How
could you use this website? Would you recommend this website?
Provide evidence of why you would or would not recommend this
website?
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Applying Depth of Knowledge Shannon Pence
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Assessment How can we use assessment as a tool to ensure that
our students are ready to compete in the 21 st century workplace?
Evidence
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Depth of Knowledge What level do students need to demonstrate
their understanding of the content? Handout 3a
Misconception #1 All kids cant do this. Work with others first;
DOK 3-4 are not meant to only be done independently. Speaking and
listening support deeper thinking. Plan questioning and formative
checks from DOK 1- 4 over the course of a lesson/unit. Plan for
differentiation and scaffolding Hess
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4.NF.2 Compare two fractions with different numerators and
different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as .
Farmer Freds fields are worth twelve hundred dollars total. Each
fields value is based on its size. What fraction of the total value
is each field worth? How much is each field worth? Show and explain
all of your mathematical thinking. NYC DOE
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Misconception #2 Blooms = Webbs DOK Hess Its what comes after
the verb that indicates the complexity of the task.
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Description Tasks Describe the information contained in
graphics or data tables in the text; or describe the rule for
rounding a number. Describe how the two characters are alike and
different. Describe the data or text evidence that supports your
solution, reasoning, or conclusion. Describe varying perspectives
on global climate change using supporting evidence, and identify
the most significant effects it might have on the planet in 100
years. Hess
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Analysis Tasks Analyze Washingtons Farewell Address to explain
why it is considered a seminal U.S. document. Analyze each
statement to decide whether it is fact or opinion. Analyze the
data. What do you see as other possible outcomes? Analyze primary
and secondary sources to differentiate between historical fact and
historical interpretation.
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Misconception #3 Webbs DOK model is a taxonomy. Blooms is a
taxonomy, intended to be a hierarchy. Webbs model is not a
taxonomy. -It differentiates levels of engagement with content -DOK
3-4 are not better than DOK 1-2 Hess
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Misconception #4 DOK is about difficulty. DOK is about
complexity, not difficulty What mental processing must occur? Hess
Difficulty Complexity
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Examples of Difficulty/Complexity
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Which DOK Level? CCSS.ELA-Literacy.L.7.2a Use a comma to
separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green
shirt).CCSS.ELA-Literacy.L.7.2a
CCSS.ELA-Literacy.RL.11-12.7CCSS.ELA-Literacy.RL.11-12.7 Analyze
multiple interpretations of a story, drama, or poem (e.g., recorded
or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American
dramatist.) ELA
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Which DOK Level?
CCSS.Math.Content.3.NF.A.3bCCSS.Math.Content.3.NF.A.3b Recognize
and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =
2/3. Explain why the fractions are equivalent, e.g., by using a
visual fraction model.
CCSS.Math.Content.HSF-LE.A.2CCSS.Math.Content.HSF-LE.A.2 Construct
linear and exponential functions, including arithmetic and
geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from
a table). Math
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Which DOK Level? Grade 6: Describe the governments, cultures,
economic systems, technologies and agricultural practices and
products of early civilizations and their enduring influence in the
Eastern Hemisphere today. American History: Analyze primary and
secondary sources to describe the different perspectives on an
issue relating to a historical event in U.S. history and to present
and defend a position. SS
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Which DOK Level? GR. 7: Make a series of bar graphs that show
kinetic energy, potential energy and thermal energy for eight
different positions on the roller coaster. Physics: Design and
build a mousetrap car that will travel across the floor. Test and
calibrate the vehicle so that the distance it travels can be
controlled. After calibrating the cars, each group will be given a
different target distance for the cars to reach. Science
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DOK: Things to Remember DOK is NOT the same as difficulty. Even
level 1 can be very difficult (Who Wants to be a Millionaire). DOK
is MORE than the verb. What comes after the verb is more important
than the verb itself. It is about the TYPE of thinking students are
required to engage in. DOK levels can be cumulative: a DOK 3
assessment task may contain a combination DOK 1 and DOK 2 level
demands. DOK 1 + DOK 1 DOK 2 A strong majority of Next Generation
Assessment items will be at DOK levels 2 and 3
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Task A or B? Part 1 Choose a Task Card Read and discuss the
task with others who have the same task- subject and letter. What
depth of knowledge is the task? Look at it from a students point of
view What would you be thinking? What knowledge and skills would
you need to employ for the task/questions? Look at it from a
teachers point of view What evidence would you gain about the
students knowledge and skills? Handout 4
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Task A or B? Part 2 Find others with the same color card
Compare the DOK levels and evidence of learning from both tasks.
How does the potential for lasting learning compare? Which tasks
provides the teacher and the student with the best evidence of
learning?
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Our challenge as teachers is not to find better ways to explain
to our students what we want them to learn, but rather to find
better ways to ask our students to make sense of what theyre
learning for themselves. Marilyn Burns Educational Leadership-
October 2014
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Lunch
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How Deep is Your Classroom? Watch one of the Videos Handout
5
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Barriers: The Elephants in the Room Techie Toughie
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Rigor in the Classroom Or In the Movies
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Learning Experiences that involve Rigor:that do not involve
Rigor: challenge studentsare more difficult without a purpose
require effort and tenacity by studentsrequire minimal effort focus
on quality (rich tasks)focus on quantity (more pages to do) include
entry points and extensions for all students are offered only to
gifted students are not always tidy, and can have multiple paths to
possible solutions are scripted, with a neat path to a solution
contain rich content that is relevant to students contain routine
procedures with little relevance develop strategic and flexible
thinkingfollow a rote procedure encourage reasoning and
sense-makingrequire memorization of rules and procedures without
understanding expect students to be actively involved in their own
learning often involve teachers doing the work while students
watch
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Karin Hess Cognitive Matrix
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Each standard has an assigned Depth of Knowledge. The DOK
determines the cognitive level of instruction. Recall, locate basic
facts, definitions, details, events Select appropriate words for
use when intended meaning is clearly evident. DOK 1 Recall and
Reproduction Remember Understand DOK 2 Skills and Concepts Apply
Explain relationships Summarize State central idea Use context for
word meanings Use information using text features DOK 3 Reasoning
and Thinking Analyze Analyze or interpret authors craft (e.g.,
literary devices, viewpoint, or potential bias) to critique a text
Explain, generalize or connect ideas using supporting evidence
(quote, text, evidence). Cite evidence and develop a logical
argument for conjectures based on one text or problem Evaluate Use
concepts to solve non-routine problems and justify DOK 4 Extended
Thinking Synthesize across multiple sources/ texts Articulate a new
voice, theme, or perspective Evaluate relevancy, accuracy and
completeness of information across texts or sources Analyze
multiple sources or multiple text Analyze complex abstract themes
Devise an approach among many alternatives to research a novel
problem -Explain how concepts or ideas specifically relate to other
content domains. Develop a complex model or approach for a given
situation Develop an alternative solution. Create Instruction &
Assessment Decisions Selected Response Constructed Response
Performance Tasks Karin Hess, EdD; Tools for Examining Rigor and
High-Quality Assessment; 2014
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Approaches to Performance Assessment Stanford Center for
Assessment, Learning, and Equity PBAs on Next Generation
Assessments are Stand-Alone Curriculum-Embedded PBAs support
student success on stand-alone PBAs
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High Quality Performance Tasks SCALE Rubrics Handout 6
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Whats Out There? Investigate a few performance based assessment
samples. (Livebinder Search performance assessment
examplesperformance assessment examples Buy It or Sell It Handout
7
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Barriers: The Elephants in the Room Techie Toughie Timey
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Developing and Selecting Performance Assessments What should
students know and be able to do? How could this knowledge and skill
be demonstrated? What characteristics are essential to define a
quality performance? What would various performance levels look
like?
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Identify Learning Targets Identify the learning targets that
contain the knowledge and skills students will demonstrate.
Learning Targets chosen should represent prioritized content and
skills. Deconstruct as necessary to determine the most- valued
content and skills. Organisms perform a variety of roles in an
ecosystem. All of the processes that take place within organisms
require energy. Plan and conduct simple investigations. Use
appropriate mathematics with data to construct reasonable
explanations. Communicate about observations, investigations and
explanations. Example
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Design the Assessment Must be aligned to standards/learning
targets from Step 1. Consider the complexity of assessment and time
requirements. Develop clear directions and expectations. Design and
conduct an experiment to explore the effect of changing one element
of an ecosystem. Determine data to be collected and decide how to
best display the data to share your findings with others.
Example
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Establish Criteria Investigation Design Data Collection Data
Display Communicates Findings NoviceApprentice Expert Criteria
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Investigation Design Data Collection Data Display Communicates
Findings NoviceApprentice Expert Criteria Performance Descriptors
(For each criterion at each level) Beyond Expectations Meeting
Expectations Approaching Expectations
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Implement & Revise Implement Score items/tasks Revise as
needed
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Next Generation Teaching & Testing Your Turn Select
standard(s) Complete Handout 8 Handout 8
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Reflection & Evaluation How can we best prepare our
students for the next generation of assessments?
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Your Challenge Should You Choose to Accept It. Implement Revise
Share successes & challenges. Keep practicing! Keep
practicing!