Transcript Slide 1

Performance-Based Assessment for
English Language Arts: Grades K–5
CFN 609 and 604
Professional Development | March 2012
Myra R. Rose
Educational Consultant | Pearson School Achievement Services
Outcomes
At the conclusion of this workshop, you will be
able to
create and evaluate performance-based assessments
use the sample performance tasks in Appendix B as a
model for creating performance-based assessments
use student samples in Appendix C as a model to
evaluate student work
#4
Agenda
Section 1: A Foundation for Understanding PerformanceBased Assessment
Section 2: Performance-Based Assessment Design
Section 3: Performance-Based Assessment Evaluation
Section 4: Implementation of Performance-Based Assessments
Section 5: Review and Closing
#5
A Recap of What We Know About the
Common Core State Standards
• They are aligned with college and work expectations
• They are focused and coherent
• They are rigorous in content and application of knowledge through
high-order skills
• They are intended to build on strengths and lessons of current state
standards
• They are internationally benchmarked so that all students are
prepared to succeed in our global economy and society
• They are based on evidence and research
• They are state-led and coordinated by the National Governors
Association Center for Best Practice and the Council of Chief State
School Officers
Activating Background Knowledge:
Assessment Snowstorm
Write one fact or idea you have about assessment.
Write one question you have about assessment.
A Foundation for Understanding
Performance-Based Assessment
1
Section 1 Big Questions
How is assessment changing in response to the
Common Core State Standards?
What are performance-based assessments?
#6
Assessment Basics
Formative Assessment
Summative Assessment
Purpose
To inform both teachers and
students about student
understanding at a point when
timely adjustments can be made
To gauge, at a particular point in
time, student learning or
competency relative to content
standards
Administered
Happens often and throughout
instructional process
Periodically, after instruction
Examples
• Observation
• Activity designed to allow
student to practice a skill
• State assessments
• District benchmark or interim
assessments
• End of unit chapter tests
(Garrison and Ehringhaus 2007)
#6
Impact of Common Core State Standards
(CCSS) on Assessment
Focus on mastering twenty-first century
proficiencies and college and career readiness
Require schools to align instruction, student
practices, and assessment to standards
PARCC VS. SBAC
PARCC Key Elements
•
•
•
•
•
•
40 – 65 questions
Computer-based, with mixed items
type; computer scored
Scores from focused assessments and
end of year test will be combined for
an annual accountability score
Will include a Through course
assessment that includes 1 – 3 tasks
that assess a few ‘keystone’
standards/topics
Computer delivered results on the
Through Tasks provided within 2
weeks
Through tasks given at 3 points during
the school year, near the end of
quarters
SBAC Key Elements
•
•
•
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•
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•
Measure depth of understanding, research
skills and complex analysis
Includes 40 – 65 questions per content area
Computer adaptive assessments given
during the final weeks of the school year
(during the last 12 weeks)
Multiple item types scored by computer
Re-take option, as locally determined
Demonstrates achievement and growth over
time on a College and Career ready
trajectory
Scored within 2 weeks
Tasks for Grades 3 -8:
–
•
One ELA and One Math Each year
Tasks for Grades 9 – 11
–
Accumulates up to 6 ELA and 5 Math over 3 years
CCSS Assessments
Partnership for the Assessment of Readiness for College of Careers (PARCC)
and
SMARTER Balanced Assessment Consortium (SBAC)
•
•
•
•
Require preparation on the part of schools
Shift from one summative assessment to “sum of assessments”
Online testing and use of enhanced technology
Propose to measure the rigorous CCSS with complex performance-based
assessments
(PARCC 2010; SBAC 2011)
#7
Performance-Based Assessments
To determine what
you already know
about performancebased assessments,
complete the activity
on page 8 of the
Participant
Workbook.
#8
Revisit the Section 1 Big Questions
Section 1 Big Questions
How is assessment changing in response to the
Common Core State Standards?
What are performance-based assessments?
Performance-Based Assessment
Design
2
Section 2 Big Questions
What are the qualities of an effective
performance task?
What steps are involved in the design of
performance tasks?
#9
Qualities of an Effective Performance Task
 Students should be active participants.
 Intended outcomes should be clear and
measure something important.
 Students should engage in higher-order
thinking to complete the task.
 Task should demonstrate mastery of
knowledge.
Sample Performance Task
Students ask and
answer questions about
animals (e.g., hyena,
alligator, platypus,
scorpion) they
encounter in Steve
Jenkins and Robert
Page’s What Do You Do
With a Tail Like This?
[RI.K.4]
(Common Core State Standards Initiative 2010c, 36)
#9
Sample Performance Task
Students explain how Melvin
Berger uses reasons and
evidence in his book Discovering
Mars: The Amazing Story of the
Red Planet to support particular
points regarding the topology of
the planet. [RI.4.8]
(Common Core State Standards Initiative 2010c, 76)
# 12
Step One: Identifying the Learning Outcomes
What do you want students to be able to
understand or do?
Is this learning outcome measurable?
#10
Step Two: Determine the Essential
Elements of the Task
Context
#10
Resources
Demonstration of the
Learning Outcome
Step Three: Build the Performance Task
Sample text frame:
You are a [role] in a [description of
context]. Given [resources],
produce [product or performance]
for [audience] in order to
[purpose]. Your [product or
performance] must [description of
standards]. You will have [time] to
complete the task.
(Prince George’s County Public Schools 2011)
#11
Revisit the Section 2 Big Questions
Section 2 Big Questions
What are the qualities of an effective performance
task?
What steps are involved in the design of
performance tasks?
3
Performance-Based Assessment
Evaluation
Section 3 Big Questions
What tools will aid the evaluation process?
How can Appendix C of the CCSS be used as a
tool for evaluation?
#12
Evaluation Basics
At the core, what is evaluation really about?
Evaluation Tools: Rubrics
#1215
CCSS Evaluation Example
Review the student sample
of writing on page 11 of
Appendix C, also found in
the Participant Workbook on
page 16.
#1617
CCSS Evaluation Example
Review the student sample of writing on
page 25 of Appendix C, also found in
the Participant Workbook on pages 19–
21.
# 19-21
Creating a Rubric
#1718
4
names the topic
3
supplies some facts about the topic
3
provides some sense of closure
4
demonstrates command of some of the
conventions of standard written English
Creating a Rubric
# 21
4
introduces a topic clearly, states an opinion, and
creates an organizational structure in which related
ideas are grouped to support the writer’s purpose
3
provides reasons that are supported by facts and
details
3
links opinion and reasons using words and
phrases
3
demonstrates exemplary command of the
conventions of standard written English
Revisit the Section 3 Big Questions
Section 3 Big Questions
What tools will aid the evaluation process?
How can Appendix C of the CCSS be used
as a tool for evaluation?
Implementation of PerformanceBased Assessments
4
Section 4 Big Questions
How will performance tasks be implemented into
curriculum?
What instructional considerations should be
considered when writing performance tasks?
#19
Local Assessment Work
Using the CCSS for ELA and your curricular materials,
develop a performance task or series of performance
tasks that you would use for a formative or summative
assessment within a unit you teach. Use page 19 of the
Participant Workbook to get started.
#19
Peer Evaluation
Feedback
1. The performance task all yield
appropriate evidence of the targeted
standard(s)/understanding.
2. The task is contextualized, which
means there is enough information
provided for the student to fully
understand the expectations.
3. The task directions for students are
clear.
4. The task(s) require(s) explanation
and/or support—not just an answer.
#20
Incorporating Student Choice
Students locate key facts or
information in Claire Llewellyn’s
Earthworms by using various text
features (headings, table of
contents, glossary) found in the
text. [RI.1.5]
(Common Core State Standards Initiative 2010b, 36)
Supporting Struggling Readers and Writers
Students read fables and
folktales from diverse cultures
that represent various origin
tales, such as Rudyard
Kipling’s “How the Camel Got
His Hump” and Natalie
Babbitt’s The Search for
Delicious, and paraphrase
their central message, lesson,
or moral. [RL.2.2]
(Common Core State Standards Initiative 2010b, 53)
Instructional Consideration: Supporting
Struggling Readers and Writers
Students read Paul Fleischman’s
poem “Fireflies,” determining the
meaning of words and phrases in the
poem, particularly focusing on
identifying his use of non-literal
language (e.g. “light is the ink we
use”) and talking about how it
suggests meaning [RL.3.4]
(Common Core State Standards Initiative 2010c, 53)
Revisiting the Section 4 Big Questions
Section 4 Big Questions
How will performance tasks be implemented
into curriculum?
What instructional considerations should be
considered when writing performance tasks?
Review and Closing
5
Section 5 Big Question
What have you learned during today’s session?
#21
Reflection
What is one goal you would like to accomplish in the next
month regarding performance-based assessments?
What is one goal you would like to accomplish in the next
year regarding performance-based assessments?
How will incorporating performance-based assessments
change your instruction?
#21
Outcomes Review
Create and evaluate performance-based assessments.
Use the sample performance tasks in Appendix B as a
model for creating performance-based assessments.
Use student samples in Appendix C as a model to
evaluate student work.
Pearson Professional Development
pearsonpd.com
Closing
Performance-Based Assessment for English
Language Arts: Grades K–2
Myra R. Rose
Date: March 2012
References
Common Core State Standards Initiative. 2010a. “Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed January 1, 2011.
http://www.corestandards.org/the-standards.
———. 2010b. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects: Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms.” Accessed January 1, 2011.
http://www.corestandards.org/assets/Appendix_A.pdf.
———. 2010c. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects: Appendix B: Text Exemplars and Sample Performance Tasks.” Accessed January 1, 2011.
http://www.corestandards.org/assets/Appendix_B.pdf.
———. 2010d. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects: Appendix C: Samples of Student Writing.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_C.pdf.
Garrison, Catherine, and Michael Ehringhaus. 2007. “Formative and Summative Assessments in the Classroom.” National Middle School
Association. Accessed June 28, 2011. http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
Gingrasso, Susan, Tim Krause, Patricia Ploetz, Jasia Steinmetz, Pam Terrell, and Dona Warren. 2009. “Performance Tasks.” The Center for
Academic Excellence and Student Engagement at the University of Wisconsin–Stevens Point, for the 3rd Annual Critical Thinking
Conference. Accessed July 24, 2011.
http://www.uwsp.edu/admin/acadAffairs/caese/sites/Events/Conferences/PerformanceTasksRev.pdf.
McTighe, John. 2010. “Designing Authentic and Engaging Performance Tasks.” Columbia, MD: Jay McTighe. Accessed July 18, 2011.
http://contemporaryissuesatrutgers.wikispaces.com/file/view/Develop+Performance+Tasks.pdf
Mueller, Jan. 2011. “Authentic Tasks.” Accessed June 28, 2011. http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
PARCC (Partnership for Assessment of Readiness for College and Careers). n.d. “Partnership for Assessment of Readiness for College and
Careers Race to the Top Assessment Proposal Summary.” Accessed January 1, 2011.
Prince George’s County Public Schools. 2011. Accessed June 28, 2011. http://www.pgcps.org/~elc/designsteps6.html
Saphier, Jon, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher: Building Your Teaching Skills. Acton, MA: Research for
Better Teaching.
SBAC (SMARTER Balanced Assessment Consortium). 2010. “Appendix A3-3: Sample Items.” In Race to the Top Assessment Program
Application for New Grants.” Submitted by Washington State, on behalf of SMARTER Balanced Assessment Consortium. Accessed
February 19, 2001. http://www.k12.wa.us/SMARTER/pubdocs/SBAC_Appendices.pdf.