Transcript NYC Performance Assessments

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NYCDOE’s Advance: NYC Performance
Assessments
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Agenda
NYC Performance Assessments
Introduction
Performance Assessments – Task Design
Investigation
Performance Assessments – Norming and
Scoring
15 min.
15 min.
45 min.
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K-5 Performance Assessments for MOSL
Grade
NYC Performance Assessments Available
Grade K
ELA – Writing Prompt
Math
Grade 1
ELA – Writing Prompt
Math
Grade 2
ELA – Writing Prompt
Math
Grade 3
ELA – Writing Prompt
Math
Grade 4
ELA – Writing Prompt
Science
Grade 5
ELA – Writing Prompt
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6-8 Performance Assessments for MOSL
Grade
NYC Performance Assessments Available
Grade 6-8 ELA
ELA – Writing Prompt
Grade 6-8 Math
Integrated Algebra*
Grade 6-7 Science
Science
Grade 8 Science
Science
Living Environment
Grade 6-8 Social Studies
Social Studies
* Regents Year
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9-12 Performance Assessments for MOSL
Grade
NYC Performance Assessments Available
Regents Year
Integrated Algebra
Global History
U.S. History
Grade 9
ELA
Living Environment
Grade 10
ELA
Living Environment
Grade 11
ELA
Living Environment
Grade 12
ELA
Living Environment
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NYC Performance Assessments focus on common
instructional goals across subjects.
Concept
Focus standards
ELA
Math
Science
Social Studies
• Writing Standard 1
(opinion / argument)
in grades 3-12 and
Writing Standard 2
(informative /
explanatory texts) in
grades K-2
• Reading Standard 1
• Mathematical Practice
3: Construct viable
arguments and critique
the reasoning of others
and Mathematical
Practice 4: Model with
mathematics
• “High leverage” content
standards
• Writing Standard 1a and
b: writing arguments
focused on disciplinespecific content [italics
in original]
• Science skills as
described in scope and
sequence
• Writing Standard for
Literacy in History /
Social Studies, Science,
and Technical Subjects
1: writing arguments
focused on disciplinespecific content [italics
in original]
• Reading Standards for
Literacy in History /
Social Studies 1 and 9:
analyzing primary and
secondary documents
• Students write based on
details from mostly
informational texts
• Each assessment
includes multiple minitasks
• Open-ended task design
to understand student
thinking and allow
multiple pathways to
answer
• Critique an experimental
report, akin to “peer
review” of a journal
article
• Document-based
analysis, document
integration, and essay
writing incorporating
several documents at
different levels of
complexity
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Performance Assessment Administration
Printing
• Performance
Assessments
can be
accessed for
printing
through
Advance
Intranet on
March 15th
• Schools have
been allotted
funds to help
cover printing
expenses.
Scoring
Submitting
Confirming
• Administrators
should
facilitate
teacher
norming and
scoring.
• ATS scanners
will be used to
submit scores
• Teachers,
assessment
coordinators,
or other
principal
designee may
enter
assessment
data.
• As with state
assessments,
there is a
process to
correct
assessment
data that has
been entered
incorrectly.
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Accessing Performance Assessments
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Performance Assessment Rubric Scoring
IMPORTANT UPDATES
1.
2.
3.
4.
5.
6.
There is now a 6 digit “Scorer ID” number that will be
automatically generated for every teacher in ATS. Schools
should view & print the teacher Score IDs using the RTES
function in ATS. Teachers will enter and bubble their 6 digit
Scorer ID on each score sheet they complete.
Scorers or assessment coordinators should bubble in the
“Month” and “Day” in which the assessment was
ADMINISTERED.
Scorers or assessment coordinators should bubble in the
“Days for Assessment” (single or multiple).
For students who are exempt, scorers or assessment
coordinators should bubble in the appropriate category
indicating the reason: “Taking NYSAA” or “First Year ELL”.
For students who refuse to complete the task or the
administration is invalidated the “Exam Invalidated” bubble
should be filled in on the ATS score sheet (see pg. 29 of the
EOY Handbook).
If the student took the assessment in an alternate language,
the scorer or assessment coordinator should bubble in the
appropriate language.
Please refer to the NYC Performance Assessments: ATS
Guide for Assessment Coordinators for additional data
systems guidance for NYC Performance Assessments.
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Performance Assessment Scoring: Group Norming
Before scoring assessments, educator teams should norm using
the rubrics and anchor papers. This entails:
1. Reviewing the rubric and discussing expected performance at each
performance level for each rubric trait.
2. Reviewing annotated sample student work and discussing the
evidence for each score.
3. Individually scoring “anchor” papers, then discussing as a group
the evidence for each score.
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Deep Dive: NYC Performance Assessments
Activity #1 – Task Design Investigation
Objective
Participants will be able to interpret a sample NYC Performance
Assessment by analyzing the requirements for students and predicting
students’ strengths and struggles.
Activity
Preview the sample NYC Performance Assessment and consider the four
key questions on the handout. Use the chart to take notes while you’re
reviewing the task and texts. Share your reflections with your table.
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Deep Dive: NYC Performance Assessments
Activity #1 – Task Design
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Deep Dive: NYC Performance Assessments
Activity #2 – Norming & Scoring
Objective
Participants will be able to apply the rubric as an evaluative tool for scoring
student writing and establish a shared understanding of the expectations
of the NYC Performance Assessments.
Activity
Individually read and score Sample 1 according to the rubric. Be sure to
provide a score for each individual trait, and then discuss your findings
with your table. Refer to evidence in the sample of student work and the
rubric to justify your choices and seek consensus. Repeat the process for
Sample 2 (time permitting).
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Deep Dive: NYC Performance Assessments
Activity #2 – Norming & Scoring
Rubric
Dimensions
Focus:
Position
Development:
Elaboration
Development:
Textual Analysis
Development:
Counterclaims
Reading
Organization
Conventions
12th Grade ELA Sample A
My
Normed
Evidence from the Text
Score
Score
12th Grade ELA Sample B
My
Normed
Evidence from the Text
Score
Score
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Thank You!
Lori Ann O’Connor
Senior MoSL Implementation Specialist-Cluster 6
Office of Academic Quality
[email protected]
718-420-5659 (office)
646-696-8170 (BlackBerry)