Transcript Next Generation Teaching & Testing

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Handout 1
Next
Generation
Teaching &
Testing
Shannon Pence
Created by: Liz Wolfe-Eberly
It’s a Jungle Out There…
“A Leap of Faith”
Your Guide Today Will Be…
Shannon Pence
Assessment Literacy -NW Region
[email protected]
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
Accessing the Resources
Live Binder: www.livebinder.com
Search: mcesc
Some things will remain the same
Investigation: Finding the Shifts
Examine the sample items.
Identify “shifts” in the assessment items.
Handout 2
FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FEU
FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FE
Round 1
0
Critical Thinking
35
Technology Enhanced
28
Connected Questions
20
Text Complexity
12
5
“Select all”
Win
Lose
Cheer
Boo
Silence
Barriers: The Elephants in the Room
Techie
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?
Applying Depth
of Knowledge
Shannon Pence
Assessment
Evidence
How can we use assessment as a tool to
ensure that our students are ready to
compete in the 21st century workplace?
Depth of Knowledge
What level do students need to
demonstrate their
understanding of the content?
Handout 3a
Hess’ Cognitive Rigor Matrix
Bloom’s Taxonomy
Webb’s Depth of Knowledge
Handout 3b
Karin Hess – Cognitive Matrix
4 Common Misconceptions
about DOK
Misconception #1
All kids can’t 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 14 over the course of a lesson/unit.
 Plan for differentiation and scaffolding
Hess
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 ½.
Farmer Fred’s fields are worth twelve hundred dollars total. Each field’s
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
Misconception #2
Bloom’s = Webb’s DOK
It’s what comes after the verb that indicates the
complexity of the task.
Hess
Description Tasks
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
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
Analysis Tasks
 Analyze
Washington’s
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.
Misconception #3
Webb’s DOK model is a taxonomy.
 Bloom’s
is a taxonomy, intended to be a hierarchy.
 Webb’s
model is not a taxonomy.
-It differentiates levels of engagement with
content
-DOK 3-4 are not better than DOK 1-2
Hess
Misconception #4
DOK is about difficulty.
 DOK
is about complexity, not difficulty
 What
mental processing must occur?
Difficulty
Complexity
Hess
Examples of Difficulty/Complexity
Which DOK Level?
ELA
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.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.)
Math
Which DOK Level?
CCSS.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.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).
SS
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.
Science
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.
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
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 student’s 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 teacher’s point of view – What evidence
would you gain about the students’ knowledge and skills?
Handout 4
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?
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
they’re learning for themselves.
Marilyn Burns
Educational Leadership- October 2014
Lunch
How Deep is Your Classroom?
 Watch
one of the Videos
Handout 5
Barriers: The Elephants in the Room
Toughie
Techie
Rigor in the Classroom
Or In the Movies
Learning Experiences
that involve Rigor:
that do not involve Rigor:
challenge students
are more “difficult” without a purpose
require effort and tenacity by students
require 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 thinking
follow a rote procedure
encourage reasoning and sense-making
require 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
Karin Hess – Cognitive Matrix
Instruction & Assessment Decisions…
Selected Response
Each standard has an assigned Depth
Performance
of Knowledge.
Constructed Response
Tasks
DOK 1
DOK 2
Recall and Reproduction
Skills and
Concepts
Remember
Understand
Recall, locate
basic facts,
definitions,
details, events
The DOK determines the cognitive
DOK 4
Extended
level of instruction.
Thinking
DOK 3
Reasoning and
Thinking
Select appropriate
words for use when
intended meaning
is clearly evident.
Explain
relationships
Summarize
State central idea
Use context for
word meanings
Use information
using text features
Apply
Analyze
Explain, generalize or
connect ideas using
supporting evidence
(quote, text, evidence)
Use concepts to solve
non-routine problems
and justify
Analyze or interpret
author’s craft (e.g., literary
devices, viewpoint, or
potential bias) to critique a
text
.
Cite evidence and develop
a logical argument for
conjectures based on one
text or problem
Evaluate
Create
-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
Devise an approach
among many
alternatives to
research a novel
problem
Analyze multiple
sources or multiple
text
Analyze complex
abstract themes
Evaluate relevancy,
accuracy and
completeness of
information across
texts or sources
Synthesize across multiple
sources/ texts
Articulate a new voice,
theme, or perspective
Karin Hess, EdD; Tools for Examining Rigor and High-Quality Assessment; 2014
Approaches to Performance Assessment
PBAs on Next Generation
Assessments are Stand-Alone
Curriculum-Embedded PBAs
support student success on
stand-alone PBAs
Stanford Center for Assessment, Learning, and Equity
High Quality Performance
Tasks
SCALE Rubrics
Handout 6
What’s Out There?
 Investigate
a few performance based
assessment samples. (Livebinder – Search
“performance assessment examples”
 “Buy It or Sell It”
Handout 7
Barriers: The Elephants in the Room
Toughie
Techie
Timey
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?
Identify Learning Targets
Example
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 mostvalued 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.
Design the Assessment
Example
• 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.
Establish Criteria
Criteria
Investigation
Design
Data Collection
Data Display
Communicates
Findings
Novice
Apprentice
Expert
Performance Descriptors
Criteria
Novice
Beyond
Expectations
Apprentice
Meeting
Expectations
Expert
Approaching
Expectations
Investigation
Design
Data Collection
Data Display
Communicates
Findings
Performance Descriptors
(For each criterion at each level)
Implement & Revise
 Implement
 Score
items/tasks
 Revise as needed
Next Generation Teaching &
Testing
Your Turn
 Select
standard(s)
 Complete Handout 8
Handout 8
Reflection & Evaluation
 How
can we best prepare our students for
the next generation of assessments?
Your Challenge Should You
Choose to Accept It.
 Implement
 Revise
 Share
successes & challenges.
 Keep practicing!
Contact Information
Shannon Pence, NW
[email protected]
LiveBinder:
http://www.livebinders.com
Search:
-mcesc
-Assessment Literacy Ohio
-Performance Assessment Examples