Transcript Data Driven Instruction - Seven Hills Charter Public School

Welcome
Open Response Training
9/14/07
Structure of Student Response
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Multiple Choice
Short Answer
Open Response
Lengthy Composition
Today’s focus is on …………………
Open Response
Mathematics
English Language Arts
Year Grade Test % Prof. % MC% OR
Year Grade Test % Prof.% MC% OR % SA
2007
3
ELA
77
67
45
2007
3 Math 75
58
43
59
2007
4
ELA
72
75
45
2007
4 Math 76
68
58
71
2007
5
ELA
69
66
45
2007
5 Math 70
60
45
56
2007
6
ELA
67
70
54
2007
6 Math 70
66
62
35
2007
7
ELA
68
72
51
2007
7 Math 70
56
49
57
2007
8
ELA
63
74
58
2007
8 Math 69
65
48
50
Why That Be?
• Turn to a buddy or mumble to yourself
opinions and ideas about this deficit.
Possible Explanations
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Questions are harder
They have to write
You need evidence
The scoring is subjective
You need to show and explain your
problem solving
• Multiple steps
Ways to Improve
• Process/Template/Design Format
– Formats (AWE Essay, Singapore Math
Problem Solving Model)
Practice
- Weekly
But today is not about process or practice
Bloom’s @#%^* Taxonomy
• Open Response questions are of a higher
order and place significant demands on
the cognitive, intuitive, abstract thinking
processes of our students!
Massachusetts Department of
Education
• Performance Level Definitions
Needs Improvement
• demonstrates an understanding of
concrete ideas, but only partial
understanding of abstract or implied
ideas, in grade-appropriate texts
• connects some ideas within texts
Proficient
• demonstrates an understanding of many
concrete ideas, and most abstract or
implied ideas, in grade-appropriate texts
• connects ideas within texts and provides
supporting evidence
Advanced
• demonstrates an in-depth understanding
of concrete and abstract ideas and
complex meanings in grade-appropriate
texts
• connects complex ideas within texts and
provides well-reasoned and wellsupported arguments
Key Points
• If our students our going to demonstrate
comprehension mastery at the Proficient
and Advanced levels as defined by the
Massachusetts Department of Education
they must be solid in the conveyance of
abstract and implied ideas and be able
to support their position with appropriate
evidence from the text
Examples of Open Response
• Based on the story, describe how Moe’s
life on the street is different than Moe’s life
in the apartment. Support your answer
with important details from the story.
(3-#33) 1.68
• Describe the different feelings that the
speaker has throughout the poem.
Support your answer with important
details from the poem. (4-#17) 1.59
More
• Explain how Virgil’s feelings toward the garden
change from the beginning to the end of the
story. Support your answer with important
details from the story. (5-#27) (1.57)
• Based on the poem, explain how the cat is
different at night from how she is during the day.
Support your answer with important details
from the poem. (6- #18) (1.84)
And still more…
• In the excerpt, Burn Sanderson’s arrival affects
Mama, Travis, and Little Arliss differently.
Describe how each character reacts to Burn
Sanderson’s visit. Support your answer with
important and specific information from the
excerpt. (7- #27) (1.85)
• Describe how the author characterizes Julius
and Stanley in the excerpt. Support your
answer with important and specific
information from the excerpt. (8-#9) (2.3)
What Are the Key Words?
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Describe
Explain
Character/characterizes
Different
Change
Feelings
Affects
Cognitive Skills Related to Reading
• Level I- Identify/Recall
• Level II – Infer/ Analyze
• Level III – Evaluate/Apply
LEVEL I- Identify/Recall
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Identify
List
Match
Recognize
Distinguish
LEVEL II- Infer/Analyze
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Describe
Interpret
Determine
Conclude
Explain
Summarize
Classify
Compare
LEVEL III- Evaluate/Apply
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Critique
Predict
Argue
Synthesize
Judge
Question making/Question Finding
Use the key words in finding or creating
questions
Are your students being asked to “explain”,
to “argue”, to “analyze”, to “discuss”, to
“summarize”?
* Make sure that the questions are not what
we call “text to self”
– Discuss what you would do…
– Explain how this would make you feel…
Scoring Open Response Questions
• Before you can score an open-response
question you must know what the answer
is!
• Duh!
• But open response aren’t evaluated as
right or wrong
• They are evaluated along a spectrum
The Spectrum
If you ask the children to “describe”
something or “explain” something
did they:
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Thoroughly explain it
Adequately explain it
Partially explain it
Minimally explain it
The Spectrum (cont.)
In explaining it did they use:
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Relevant and specific information/text
General information from the text
Limited or incorrect information/text
Vague or no information/text
Things To Be Aware Of
• Don’t need an introduction or conclusion
• Don’t need complete, or grammatically
correct sentences
• Can use direct quotes or paraphrases
• Vague details receive no credit
• Incorrect or personal details do not receive
credit, but also don’t detract from score
Scoring Rubric Example
• Sam compares his activities to the
activities of a squirrel and a weasel that
live near his mountain home. Explain
how these animals’ activities are similar to
Sam’s activities.
Thorough – Score Point 4
• A thorough comparison provides one or
more specific details attributed to the
squirrel and one or more specific details
attributed to the weasel and (bold in DOE
explanation) connects them both to Sam’s
activities
Adequate – Score Point 3
• An adequate comparison provides two or
more specific details attributed to only one
of the animals and connects them to
Sam’s activity
OR
Provides two or more specific details
connected to Sam’s activities but uses the
pronouns “they” or “both” without naming
the animals individually
Partial- Score Point 2
• A partial comparison provides one specific
detail attributed to only one of the animals
and connects it to Sam’s activities.
Minimal – Score Point 1
• A minimal comparison provides one
specific detail which is only about one of
the animals or only about Sam
Acceptable details between Sam
and the squirrel
• Sam stores his supplies and the squirrels
store supplies and food
• Sam and the squirrels eat nuts
• The squirrel is holed up and so is Sam
Acceptable details for the comparison
between Sam and the weasel
• The Baron (weasel) is denned up and so
is Sam
• Sam and the weasel both have to tunnel
out of the snow
• Sam has to put the snow somewhere and
so does the weasel
Next Friday 9/21
Using your question as a base come up with
a specific criteria for your Thorough,
Adequate, Partial, and Minimal
responses
Using your question as a base come up with
a list of acceptable details
Week of 9/24 – 9/27
• Deliver the Open Response to your
students and bring them on the 27th.
• With your criteria in hand, teachers from
other grades will correct your papers
Composition
• Please choose a Composition Prompt
(Elementary or Junior)
• Or spread different prompts around your
room (i.e. five do this one, six do that one)
• I’ve provided a script and directions for
delivery (be as formal or informal as you
want!)
Coming to PD Time
• During a September PD time we will meet
as grade levels and examine qualities of
the writing process
• How do we teach children to “focus” on a
topic and what does it mean to
“demonstrate a significant level of
development within that focus”?