West Georgia RESA Elementary ELA Accessing Georgia Milestones Webinar

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

West Georgia RESA Elementary ELA

Accessing Georgia Milestones Webinar

Dr. Barbara [email protected]

Welcome! We will begin shortly.


Resources Used in this Presentation:

● Archived GDOE Webinars

● WGRESA Constructed Response Training PPTs

● External “Prototype” Sites • Use this link to access the resources:

http://tinyurl.com/GAMilestonesELA


Our Learning Targets ● Participants will build capacity to introduce students to the expectations, format, and content of constructed response questions.

● Participants will determine and script next actions to ensure continued preparation toward supporting learners in second generation assessments.



GDOE’s Assessment for Learning Webinar Series

• The state of Georgia’s student assessments will change to include tasks that ask students to write explanations and show their work.

• The Assessment for Learning Series is designed to support teachers with understanding and using appropriate formative assessments as a classroom routine.



Topics in Assessment for Learning Series

Series 1Module 1: Understanding and Using Constructed Response Items in Elementary ClassroomsModule 2: Understanding and Using Constructed Response Items in Middle School ClassroomsModule 3: Understanding and Using Constructed Response Items in High School Classrooms

Series 2Module 4: How do I work through complex issues in student responses to items?Module 5: How can I improve students’ use of conventions through formative assessment?



Definitions of Assessment for Learning• Assessment for Learning involves “(1) teachers making adjustments to

teaching and learning in response to assessment evidence, (2) students receiving feedback about their learning with advice on what they can do to improve, and (3) students’ participation in the process through self-assessment.”– Black and Wiliam (1998)

• Assessment for Learning is a “formative process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning. “– The Council for Chief State School Officers, 2010

• Assessment for Learning “pertains to the formal and informal ways that both teachers and students gather and respond to evidence of learning.”– J. Chappius, Stiggins, S. Chappius and Arter (2012)



Using Assessment for Learning in Classrooms:A Continuous Cycle

Assess Current

Knowledge

DeconstructStandard

Create Lesson &

Assessment

Teach

Assess Learning

Provide Feedback

Redesign and Teach


Why do I need to teach my students how to answer CRQ’s?

• Federal requirements for Race to the Top states (by 2014-2015 school year): High quality assessments

• Consolidate ELA, Reading, Writing into a single measure

• Increase rigor to align with college and career expectations

• Consistent alignment with external measuresGeorgia Department of Education, 2014


HOW DO WE MEASURE UP?Achievement of Georgia Students in Mathematics2013NAEP – Grade 8: 29% at/above proficientCRCT – Grade 8: 83% met/exceededCoordinate Algebra EOCT: 37% met/exceededSAT – Class of 2013: 42% college ready benchmark*ACT – Class of 2013: 38% college ready benchmark**Georgia Department of Education


Overall ELA Phase II Pilot Summary Data

Grade

Number and Percent of Students Achieving Each Score Point

Total Student N/ %0 1 2 3 4

3 812 1107 762 174 26 2881

28.18% 38.42% 26.45% 6.04% 0.90% 100%

4 906 1145 765 168 63 3047

29.73% 37.58% 25.11% 5.51% 2.07% 100%

5 839 948 1294 537 183 3801

22.07% 24.94% 34.04% 14.13% 4.81% 100%

6 626 1467 1028 408 86 3615

17.32% 40.58% 28.44% 11.29% 2.38% 100%

7 695 1002 1035 515 140 3387

20.52% 29.58% 30.56% 15.21% 4.13% 100%

8 1116 1534 827 391 80 3948

28.27% 38.86% 20.95% 9.90% 2.03% 100%

9 - 10 1262 1816 559 106 9 3752

33.64% 48.40% 14.90% 2.83% 0.24% 100%

11 - 12 739 1389 1175 388 131 3822

19.34% 36.34% 30.74% 10.15% 3.43% 100%

Georgia Department of Education


Why do you think students do so poorly on constructed response

questions?


Some of the reasons kids do poorly on CRQ’s…

• Many students don’t answer the question. • Some responses are very shallow and need more details. • Some students get off topic. • Spelling and handwriting may impact a student’s score. • Students don’t understand what the question is asking. • Instead of writing about what the passage talked about ,

students write about what they know about the topic. • Students don’t think about their audience.

• Students are not in the habit of lifting and using an answer. They are in the habit of selecting an answer.


Constructed Response Questions (CRQ)

Constructed response questions are assessment items that ask students to apply knowledge, skills, and critical thinking abilities to real-world, standards-driven performance tasks. Constructed response questions are so named because there is often more than one way to correctly answer the question, and they require students to “construct” or develop their own answers without the benefit of any suggestions or choices.

(Tests That Teach by Karen Tankersley)


Georgia Milestones: Unique FeaturesItem Types•Selected-Response [aka, multiple-choice]

– all content areas– evidence-based selected response in ELA

•Constructed-Response– ELA and mathematics

•Extended-Response– ELA and mathematics

•Technology Enhanced– to begin in 2016-2017

Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.


Georgia MilestonesGeneral Test Parameters: ELA

Criterion-ReferencedTotal Number of Items: 44 / Total Number of Points: 55

Breakdown by Item Type:–40 Selected Response (worth 1 point each; 10 of which are aligned NRT)

–2 Constructed Response (2 points each)

–1 Constructed Response (worth 4 points)

–1 Extended Response (worth 7 points)

Norm-Referenced–Total Number of Items: 20 (10 of which contribute to CR score)

Embedded Field Test–Total field test items: 6 Total number of items taken by each

student: 60


Georgia MilestonesWriting at Every Grade

–All students will encounter a constructed-response item allowing for narrative prose, in response to text, within first or second section of the test.–Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items:

o3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passageso1 constructed-response item requiring linking the two passageso1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres

Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre.Warning: Students who simply rewrite excerpts

from the passage(s) to illustrate their point(s) will not receive favorable scores.


RubricScore Designation Description

4 Thoroughly Demonstrated

The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar.

3 Clearly Demonstrated

The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar.

2 Basically Demonstrated

The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar.

1 Minimally Demonstrated

The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad ORthe student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar.

0 Incorrect or Irrelevant

The response is incorrect or irrelevant.


3/28/2011 18



STEP 1- A Text-Based Example of Restating

Prompt: (after reading “Little Red Riding Hood”) knewHow did Little Red Riding Hood know the character in the bed was not her grandmother?

Little Red Riding Hood knew the character in the bed was not her grandmother because . . .

Not “Not “SheShe knew…. (avoid pronouns) knew…. (avoid pronouns) Use specific nouns, proper nounsUse specific nouns, proper nouns


ADD WORDS:A Boost into the Right Answer

• Little Red Riding Hood was not afraid of the wolf because . . .• The wolf ran to Grandmother’s house to . . .• Father got rid of the wolf by . . .• Little Red Riding Hood was afraid when . . .• Little Red Riding Hood would not have been bothered by the wolf if . . .• Little Red Riding Hood did not leave Grandmother’s house until . . .


Mark all restated words:

Prompt: IWhat do you do in the evening Iwhen you get home from school?

Restatement:In the evening when I get home from school I . . .

Return to the prompt and mark the words used.


Reword the question/Restate

• Why were the three bears so upset when they came home?


IN THE CLASSROOM…

ASSIGN ROLES

•RESTATEMENT HELPER (ORAL) •RESTATEMENT MARKER (MARKS ON THE SENTENCE STRIP)•SCRIBE (REWRITES THE STATEMENT ON CHART PAPER)


1. How did Little Red Riding Hood know that the character in the bed was not her grandmother?

2. How did the wolf fool Little Red Riding Hood?3. Why were the houses of Pig 1 and Pig 2 so weak?4. Describe how the 3 little pigs escaped from the Big

Bad Wolf.5. Explain how Voldemort tried to fool Harry Potter.6. Why did Jack climb the beanstalk to the giant’s

castle?7. How does Cinderella’s stepmother treat her?8. If the first little pig learned is lesson, what materials

would he use this time to build a new house?


Practice the Restating• Practice this first step by asking students questions

and have them respond orally by restating the question: Example: What did you do last night?

• Students should always answer in complete sentences. (written and verbally)

• Give students an opportunity to create their own questions and have partners answer them by restating.


Constructed Response

• Can you build without materials?

• Teach students that the materials are pieces of the original source/the text.

• We can illustrate this with scissors.

3/28/2011 27


3/28/2011 28

Example from New York’s Collection - Grade 3

Science Friction By David Lubar

I want to know how he behaved…


Idea – Use Actual Scissors

3/28/2011 29


3/28/2011 30


3/28/2011 31


Cut out the evidence…

• Paste those words, clues, sentences

• Now add the connectors…..

• TEACH CONNECTORS

3/28/2011 32



Let’s put it all together….

3/28/2011 34

Sentence Starters+ Expected Transition Words + Evidence

Constructing with materials and glue!


Suggestion: Back Into the Prompt

3/28/2011 35

Look what you just did!!!!


3/28/2011 36


3/28/2011 37


• What scripted actions would continue your learning and build your existing capacity to use the items for formative assessment.

3/28/2011 38


The “Range and Content” of the Common Core

Thank you! Please evaluate this session and share ideas for improvement:

[email protected]

www.tinyurl.com/BBishopPLSurvey

Documents

West Georgia RESA Elementary ELA Accessing Georgia Milestones Webinar