Transcript West Georgia RESA Elementary ELA Accessing Georgia

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.
West Georgia RESA
Elementary ELA
Accessing Georgia Milestones
Webinar
Dr. Barbara Bishop
[email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources Used
in this Presentation:
●
Archived GDOE Webinars
●
WGRESA Constructed Response Training PPTs
●
External “Prototype” Sites
•
Use this link to access the resources:
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
●
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Topics in Assessment for Learning Series
Series 1
Module 1: Understanding and Using Constructed Response Items in Elementary Classrooms
Module 2: Understanding and Using Constructed Response Items in Middle School
Classrooms
Module 3: Understanding and Using Constructed Response Items in High School Classrooms
Series 2
Module 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?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Using Assessment for Learning in Classrooms:
A Continuous Cycle
Assess
Current
Knowledge
Create
Lesson &
Assessment
Redesign
and Teach
Deconstruct
Standard
Provide
Feedback
Teach
Assess
Learning
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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 measures
Georgia Department of Education, 2014
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
HOW DO WE MEASURE UP?
Achievement of Georgia Students in Mathematics
2013
NAEP – Grade 8:
29% at/above proficient
CRCT – Grade 8:
83% met/exceeded
Coordinate Algebra EOCT: 37% met/exceeded
SAT – Class of 2013:
42% college ready
benchmark*
ACT – Class of 2013:
38% college ready
benchmark**
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Overall ELA Phase II Pilot Summary Data
Grade
3
4
5
6
7
8
9 - 10
11 - 12
Georgia
0
Number and Percent of Students Achieving
Each Score Point
1
2
3
4
Total Student N/ %
812
1107
762
174
26
2881
28.18%
38.42%
26.45%
6.04%
0.90%
100%
906
1145
765
168
63
3047
29.73%
37.58%
25.11%
5.51%
2.07%
100%
839
948
1294
537
183
3801
22.07%
24.94%
34.04%
14.13%
4.81%
100%
626
1467
1028
408
86
3615
17.32%
40.58%
28.44%
11.29%
2.38%
100%
695
1002
1035
515
140
3387
20.52%
29.58%
30.56%
15.21%
4.13%
100%
1116
1534
827
391
80
3948
28.27%
38.86%
20.95%
9.90%
2.03%
100%
1262
1816
559
106
9
3752
33.64%
48.40%
14.90%
2.83%
0.24%
100%
739
1389
1175
388
131
3822
19.34%
36.34%
30.74%
10.15%
3.43%
100%
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
Department
of Education
www.gadoe.org
Why do you think students do so
poorly on constructed response
questions?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Milestones: Unique Features
Item 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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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 extendedresponse items.
Georgia Milestones
General Test Parameters: ELA
Criterion-Referenced
Total 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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Total number of items taken by each
student: 60
Georgia Milestones
Writing 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 passages
o1 constructed-response item requiring linking the two passages
o1 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
Dr. John D. Barge, State School Superintendent
Warning: Students“Making
who simply
rewrite
excerpts
level. Students could encounter either genre.
Education Work for All Georgians”
from the passage(s)www.gadoe.org
to illustrate their point(s)
will not receive favorable scores.
Score
Designation
Description
Rubric
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
0
Incorrect or
Irrelevant
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
OR
the student provides no details from the poem for support. The student’s
response uses mostly incomplete sentences and mostly incorrect
punctuation and grammar.
The response is incorrect or irrelevant.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
18
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
STEP 1- A Text-Based Example of
Restating
Prompt: (after reading “Little Red Riding Hood”)
knew
How 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 “She knew…. (avoid pronouns)
Use specific nouns, proper nouns
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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 . . .
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Mark all restated words:
Return to the
prompt and mark
the words used.
Prompt:
I
What do you do in the evening
I
when you get home from school?
Restatement:
In the evening
when I get home
from school I . . .
“
”
Dr. John D. Barge, State School Superintendent
Making Education Work for All Georgians
www.gadoe.org
Reword the question/Restate
Why were the three bears so upset
when they came home?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
IN THE CLASSROOM…
ASSIGN ROLES
• RESTATEMENT HELPER (ORAL)
• RESTATEMENT MARKER (MARKS ON THE SENTENCE
STRIP)
• SCRIBE (REWRITES THE STATEMENT ON CHART
PAPER)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Constructed Response
• Can you build without
materials?
• Teach students that the
materials are pieces of
the original source/the
text.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• We can illustrate this
with scissors.
3/28/2011
27
Example from New York’s
Collection - Grade 3
Science Friction
By David Lubar
I want to know how he behaved…
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
28
Idea – Use Actual Scissors
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
29
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
30
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
31
Cut out the evidence…
• Paste those words,
clues, sentences
• Now add the
connectors…..
• TEACH CONNECTORS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
32
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Let’s put it all together….
Sentence Starters
+ Expected Transition
Words + Evidence
Constructing with
materials and glue!
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
34
Suggestion: Back Into the Prompt
Look what you
just did!!!!
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
35
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
36
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/28/2011
37
• What scripted actions would continue your learning
and build your existing capacity to use the items for
formative assessment.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org