Transcript Document

Performance Task Literacy
• Develop foundational
knowledge about the
assessment
continuum, the
Smarter Balanced
Assessment System,
and Universal Design
for Learning
Purpose of This Training
• Learn about Smarter Balanced performance tasks, how they
assess college and career readiness, and where they fit into the
assessment continuum.
• Use Smarter Balanced scoring tools and processes to analyze
student work and develop a deeper understanding of the
Smarter Balanced performance tasks and the instructional shifts
of the Common Core State Standards.
• Plan for all students to learn the skills and content necessary to
gain mastery on the Common Core State Standards and to
demonstrate that mastery on the Smarter Balanced
performance tasks.
Evidence-Centered Design (ECD)
Each claim is accompanied by
statements about the kind of
evidence needed to support the
claim. Evidence statements are
called “assessment targets”.
Target
Standard
CC
Standard
CLAIM
Claims are broad
statements about
what students should
know and be able to
do to demonstrate
CCR.
CC
Target
CC
Standard
Each target shows how
one or more (or parts)
of the CCSS addresses
the target.
Draft Claims for ELA Include…
…one overarching claim broken down for grades 3-8
Overall Claim— Students can demonstrate progress toward
college and career readiness in English language arts and literacy.
…and for high school
Overall Claim— Students can demonstrate college and career
readiness in English language arts and literacy.
Draft ELA/Literacy Claims
Overall claims are broken down into four assessment claims; one from each
ELA strand
Claim #1
Reading
Claim #2
Writing
Claim #3
Speaking
Listening
Claim #4
Research/Inq
uiry
Students can read closely and analytically to
comprehend a range of increasingly complex literary
and informational text.
Students can produce effective and well-grounded
writing for a range of purpose and audiences.
Students can employ effective speaking and listening
skills for a range of purposes and audiences.
Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and
present information.
5
Claim 1
Reading
Students can read closely and analytically to
comprehend a range of increasingly complex
literary and informational text.
1. Targets 1–7 correspond with literary texts
2. Targets 8–14 correspond with informational texts
3. Assessment targets are linked to the content
clusters within the Common Core State Standards.
Now let’s look at a specific target for Claim 1.
Elementary School
Claim 1: Reading
Reading
Students can read closely and analytically to comprehend
a range of increasingly complex literary and informational
text.
• 50% Literary texts: stories, poems,
plays/drama, myths, mysteries, science
fiction, historical fiction
• 50% Informational texts: literary nonfiction,
historical documents, scientific articles,
technical texts
Grade 5 Claim 1 Target 4
RL-2 Determine a theme of a story,
drama, or poem from details in the
text, including how characters in a
story or drama respond to
challenges or how the speaker in a
poem reflects upon a topic;
summarize the text.
Claim #1
Reading: Students can
read closely and analytically
to comprehend a range of
increasingly complex
literary and informational
text.
Target 4
REASONING & Evaluation: Use
supporting evidence to justify
interpretations (theme, events,
conflicts/challenges, setting,
character development/
interactions, point of view)
RL-3 Compare and contrast two
or more characters, settings, or
events in a story
or drama, drawing on specific
details in the text (e.g., how
characters interact).
RL-6 Describe how a
narrator’s or speaker’s point
of view influences how events
are described.
(DOK 3)
Claim 2
Writing
Students can produce effective and well-grounded
writing for a range of purpose and audiences.
– Targets 1, 3, & 6: Revise/Write Brief Texts
– Targets 2, 4, & 7: Compose Full Texts including essays and narratives
– Target 5: Use of text features, e.g., headings, subheadings, etc.
– Target 8: Language & Vocabulary Use
– Target 9: Edit/Clarify
– Target 10 Technology
As students grow older, and their tasks become more complex, one task
may include two or more targets
Now let’s look at a specific target for Claim 2.
Middle School Claim 2: Writing
Writing
Students can produce effective and well-grounded
writing for a range of purpose and audiences.
• Middle School Claim 2 Tasks include:
– Narrative writing
– Informational/explanatory writing
– Argumentative writing
Grade 7 Claim 2 Target 1
W.3
a.
Target 1
1.WRITE/REVISE BRIEF TEXTS:
Claim # 2
Writing: Students can
produce effective and
well-grounded writing
for a range of purpose
and audiences.
Apply narrative strategies (e.g.,
dialogue, description,) and
appropriate text structures and
transitional strategies for
coherence when writing or
revising one or more
paragraphs of narrative text
(e.g. closure, introduce
narrator or use dialogue when
describing an event)
Engage and orient the reader by
establishing a context and point
of view and introducing a
narrator and/or characters;
organize an event sequence that
unfolds naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, and description
to develop experiences, events,
and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one
time frame or setting to another,
and show the relationships
among experiences and events.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences
and events.
e. Provide a conclusion that follows
from and reflects on the narrated
experiences or events. (DOK 2)
Claim 3
Speaking
Listening
Students can employ effective speaking and
listening skills for a range of purposes and
audiences.
For Claim three there are three assessment targets
Target 1 Language & Vocabulary Use
Target 2 Clarify Message
Target 3 Plan/Speak/Present
Target 4 Listen/Interpret
Now let’s look at a specific target for claim 3
Grade 11 Claim 3 Target 3
SL-1 Initiate and participate effectively in
a range of collaborative discussions (oneon-one in groups and teacher-led) with
diverse partners on grades 11–12 topics
texts and issues building on others’ ideas
and expressing their own clearly and
persuasively.
Target 3
PLAN/SPEAK/PRESENT: Gather
Claim #3
Speaking and
Listening: Students
can produce effective
and well-grounded
writing for a range of
purpose and audiences.
and organize information
compose and orally deliver
short (e.g., summaries) and
longer (presentations) for
different purposes and
audiences drawing from a
range of digital media to
enhance the message or
intent .
SL-4 Present information findings and
supporting evidence conveying a clear
and distinct perspective such that
listeners can follow the line of reasoning
alternative or opposing perspectives are
addressed and the organization
development substance and style are
appropriate to purpose audience and a
range of formal and informal tasks.
SL-5 Make strategic use of digital media
(e.g. textual graphical audio visual and
interactive elements) in presentations to
enhance understanding of findings
reasoning and evidence and to add
interest.
SL-6 Adapt speech to a variety of
contexts and tasks demonstrating a
command of formal English when
indicated or appropriate. (DOK 3
DOK 4)
Claim 4
Research/Inqui
ry
Students can engage in research and inquiry
to investigate topics, and to analyze,
integrate, and present information.
For claim 4 there are seven assessment targets
Target 1 Plan/Research
Target 2 Interpret & Integrate Information
Target 3 Analyze Information/Sources
Target 4 Use Evidence to support an argument
or position
Target 5 Language & Vocabulary Use
Target 6 Edit/Clarify
Target 7 Technology
Grade 4 Claim 4 Target 3
Claim #4
Research and Inqiry:
Students can employ
effective speaking and
listening skills for a
range of purposes and
audiences.
Target 3
ANALYZE
INFORMATION/SOURCES:
Distinguish relevant-irrelevant
information
(e.g., fact/opinion)
W-8 Recall relevant
information from experiences
or gather relevant information
from print and digital sources;
take notes and categorize
information, and provide a list
of sources.
W-9 Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
(DOK 2)
Language Standards are Integrated
• Language acquisition will be assessed as part
of Claims 1, 2, and 3.
How to Read and Interpret the
Draft Summative Assessment Targets Tables
Grade Level
Text of Claim
Targets
Targets are
mapped to
standards
Structure of Item Specification Table
19
W-9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research
20
What Are Claims and Targets?
• “Claims are the broad statements of the
assessment system’s learning outcomes.”
• “For each Claim, a set of Assessment Targets
are provided. . . . the assessment targets
describe the expectations of what will be
assessed by the items and tasks within each
claim.”
Smarter Balanced General Item Specifications
Key Phrases
• Interaction with varied, rich stimuli
• Engages students in a scenario
– Solve a problem
– Create a product with a specific purpose
• Application of knowledge and skills
• Integration . . . across multiple standards
• Assesses what selected- and constructed-response
items cannot
Session 3.B: Claims and Targets
The overall claim for grades 3–8:
“Students can demonstrate progress toward college
and career readiness in English language arts and
literacy.”
The overall claim for grade 11:
“Students can demonstrate college and career
readiness in English language arts and literacy.”
Session 3.B: Claims and Targets
Claims, Targets, and Standards
Session 3.B: Claims and Targets
You May Have Noticed . . .
• Research claim and targets assessed in the
constructed- and selected-response items
• Writing claim and targets assessed in the full write
• Reading targets NOT assessed
• NO claims or targets associated with the Classroom
Activity
ELA Literacy Summative Assessment Blueprint
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/05/ELA_Preliminary_Blueprint-2014_04-30Final.pdf
How will this impact my instruction?
• Create performance tasks for your classroom
or department.
• Incorporate common scoring among staff
• Incorporate authentic projects in your
curriculum
• Other ideas?
Smarter Balanced Item Types
CAT Assessment Items
Performance Tasks
– Focus on grade-level content
skills
– Focus on students’ ability to
problem solve in real-life situations
– Computer adaptive (item
difficulty depends on response
to each prior item)
– Focus on previous grade-level
content skills, with some integration
of on-grade-level skills
– Questions are machine-scored
– Include both machine-scored and
hand-scored questions
– Primarily assess Claim 1, but do
– Primarily assess Claims 2, 3, and 4
include problem solving
Structure of a Smarter Balanced
Performance Task
• Each performance task has an explicit overall task
stated within the Stimulus.
• Each performance task has a total of six questions
(items), some with multiple components.
• First two questions are to support understanding of the
context of the Stimulus, and are typically machinescored.
• Questions 3–6 build to resolve an overarching question,
and some or all of these are hand-scored.
• Interdependencies exist among questions 3–6 in a
controlled manner.
• Each question within a performance task is aligned to
the CCSS, the SMPs, DOK, and Smarter Balanced Claims.
Each performance task consists of six
questions, which provide evidence of
the Claims as follows:
– Between 0 and 2 questions within the
performance task give students an
opportunity to provide evidence of Claim 2.
– Between 2 and 4 questions within the
performance task give students an
opportunity to provide evidence of Claim 3.
– Between 1 and 2 questions within the
performance task give students an
opportunity to provide evidence of Claim 4.
Claim 1: Concepts and
Procedures
• Students can explain and apply mathematical concepts and
carry out mathematical procedures with precision and
fluency.
Claim 2: Problem Solving
• Students can frame and solve a range of complex problems in
pure and applied mathematics.
Claim 3: Communicating
Reasoning
• Students can clearly and precisely construct viable arguments
to support their own reasoning and to critique the reasoning
of others.
Claim 4: Data Analysis
and Modeling
• Students can analyze complex, real-world scenarios and can
use mathematical models to interpret and solve problems.
Claim 1:
Concepts and Procedures
Students can explain and apply mathematical
concepts and carry out mathematical
procedures with precision and fluency.
• Generally DOK level 1
Claim 2:
Problem Solving
Students can frame and solve a range of
complex problems in pure and applied
mathematics.
• Students can solve well-posed problems
• The components or information needed
to solve the problem are contained within
the stimulus for that specific question
• Generally DOK level 1 or 2
Claim #2
Problem Solving
Claim 3:
Communicating and Reasoning
Students can clearly and precisely
construct viable arguments to support their
own reasoning and to critique the
reasoning of others.
• Students communicate about the
mathematics and problem solving
• Students justify solutions
• Students determine correct logic or
arguments
• Students identify assumptions being used
within the task
• Nearly always DOK level 3 and could include
Claim #3
Communicating Reasoning
Claim 4:
Data Analysis and Modeling
Students can analyze complex, real-world
scenarios and can use mathematical models
to interpret and solve problems.
• Students solve problems in which all needed information is
not contained within the stimulus for the specific question.
• Students make decisions regarding multiple solution
pathways.
• Students analyze external information that may modify a
previous solution.
• Students make improvements to a model or develop a
new model based on a described situation or task.
• Generally DOK levels 2, 3, or 4
Claim #4
Modeling and Data Analysis
Claim 1: Concepts and
Procedures
Claim 2: Problem Solving
Claim 3: Communicating
Reasoning
Claim 4: Data Analysis and
Modeling
Evidence of Claim 1 shows that students
can “do math.”
Evidence of Claims 2, 3, and 4 shows that
students can apply mathematics to novel
situations, think and reason
mathematically, and use math to analyze
empirical situations, understand
situations better, and improve decisions.
Standards for Mathematical
Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Recommended Resources:
Performance Task Specifications:
– http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/PerformanceTasks/P
erformanceTasksSpecifications.pdf
Accessibility Guide for Classroom Activities:
– http://sbac.portal.airast.org/wpcontent/uploads/2014/03/Accessibility-Guide-for-Classroom-ActivitiesFinal.pdf
Classroom Activity Administration Guidelines:
– http://sbac.portal.airast.org/wp-content/uploads/2014/03/ClassroomActivity-and-Performance-Task-Administration-Guidelines.pdf