Transcript Written response and performance tasks

WRITTEN RESPONSE AND
PERFORMANCE TASKS
Jacque Melin
ELA

http://sampleitems.smarterbalanced.org/itemprevi
ew/sbac/ELA.htm#
Math

http://sampleitems.smarterbalanced.org/itemprevi
ew/sbac/index.htm
Written Response
Target Type
Match
Knowledge,
Reasoning
and Product
(written)
Writing Good Questions
1.
2.
3.
Set the context.
Specify the
reasoning.
Point the way.
Sampling
Avoiding Bias
1 task per
target.
Don’t give
student choices.
Design good
rubrics.
Set clear criteria.
Reflect target
you are
assessing.
Keep reading
level as low as
possible.
Devise clear
instructions.
Sample Written Response Question
We have been studying “point of view” – what it means
and how to identify it in a story. (Set the Context)
After reading the story “Eleven,” explain how the author
uses work choice to show the point of view of the
young speaker.(Specify the Reasoning)
Choose at least three examples. Make sure you explain
what the young speaker’s perspective is and how
each example shows that. (Point the Way)
Sample Written Response Question
We have been learning how to write a summary – a brief
statement of the main ideas of a text. (Set the Context)
After reading (the assignment provided), write a paragraph that
summarizes the main ideas. (Specify the Reasoning)
In your paragraph, be sure to do the following:
focus only on the main idea
include enough information to cover all of the main ideas.
(Point the Way)
Your paragraph will be evaluated with the Summary Rubric
Attached.
Math Written Response
Directions: In class we have focused on using data to draw and support
conclusions. Please read the rubric below to understand how your response will be
scored, then carefully read the first question. Write your response on the lines
provided on the next page.
Score:
5
3
1
0
Description
I demonstrated a clear understanding of the meaning of the data. My
conclusion is clearly stated and supported by the data. My response
demonstrates in-depth understanding of the relevant concept.
I had some difficulty understanding the meaning of the data. I tried to
explain and support my position, but my argument was unclear and/or not
well supported from the data.
I attempted to draw a conclusion but the conclusion is incorrect or I make a
conclusion without using the data to support my claim.
I did not respond.
Read through the data in the graph below. Once you have looked it over carefully,
draw a conclusion that can be supported by this data. Write both your conclusion
and your support in the space provided on the next page. When considering possible
conclusions, you may want to consider looking at some basic calculations based on the
data.
Student Involvement
5
3
1
0
I demonstrated a clear understanding of the meaning of the data. My
conclusion is clearly stated and supported by the data. My response
demonstrates in-depth understanding of the relevant concept.
I had some difficulty understanding the meaning of the data. I tried to
explain and support my position, but my argument was unclear and/or not
well supported from the data.
I attempted to draw a conclusion but the conclusion is incorrect or I make a
conclusion without using the data to support my claim.
I did not respond.
I would give my response a ______ out of 5 possible points because
Performance Assessment
Target Type
Match
Knowledge,
Reasoning,
Skills,
Products
Writing Good
Questions
Novel and
engaging tasks
Provide
information that
will help students
“Blueprint” for
success
Sampling
Multiple
samples may
be needed to
get an
accurate
picture of
performance.
Avoiding Bias
Performance
criteria provide
a clear and
accurate
picture of
quality.
Characteristics of a Good
Performance Task

Content of the Task
 Target
Alignment - The right performance or product
 Authenticity – Realistic context as possible
 Choice – If offered, all options equivalent
 Scaffolding – Points the way without “overhelping”
 Interference – Successful completing does not depend on
unrelated skills
 Availability of Resources – All materials and resources
available to all.
Characteristics of a Good
Performance Task

Structure of the Task – should let the students know:
 What
knowledge is to be applied?
 What are students to do with the knowledge specified?
 What form will the finished performance or product take?
 What materials should students use?
 How much time will students have?
 Under what conditions will it (demonstration or performance)
take place?
 What assistance will be permitted? From whom?
 What criteria will be the focus of the assessment?
RAFT Writing Task Design
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Role: Who, in the practice of this content area
might be writing about this topic?
Audience: Specify an audience who might need to
know the information.
Format: Consider audience, topic and purpose.
Topic: Specific; How wide or narrow; How much
time?
Strong Verb: Specifies the purpose
Strong Verbs
To Narrate
To Inform
To Persuade
Chronicle
Depict
Describe an experience
Give an account of
Recount
Relate
Set forth
Tell the story of
Tell about a time when
Brief
Clarify
Compare
Define
Discuss
Describe
Explain
Familiarize
Inform
Teach
Tell
Update
Argue
Challenge
Compel
Convert
Convince
Defend
Enlist
Exhort
Impel
Incite
Induce
Influence
Inspire
Justify
Persuade
Sway
Content
• Does it cover everything of importance?
• Does it leave out unimportant things?
Clarity
• Are terms defined?
• Are various levels of quality defined?
• Are there samples of work to illustrate levels of quality?
Practicality
Technical
Quality/Fairness
•
•
•
•
Will students understand what is meant?
Can students use it to self-assess and set specific goals?
Is the information provided useful for planning instruction?
Is the rubric manageable?
• Is it reliable? Will raters give it the same score?
• Is it valid? Do the ratings actually represent what the
students can do?
• Is it fair? Does it avoid bias?
Stiggins, 2006, p. 203
Common Problem with Rubrics
Counting items when quality is what really
counts
 Leaving out things that are important
 Including things that are trivial
 Using unclear language or terms
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Rubric Resources
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
http://school.discoveryeducation.com/schrockguide
/assess.html
http://olc.spsd.sk.ca/de/resources/rubrics/index.ht
m
Math
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http://insidemathematics.org/index.php/mathemati
cal-practice-standards
Math
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http://insidemathematics.org/index.php/highschool-algebra
Math
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http://emergentmath.com/the-great-inquiry-basedmath-curriculum-mapping-project/
Math
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http://coolcatteacher.blogspot.com/2012/08/89lesson-plans-and-ideas-for-teaching.html
Math & ELA
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http://schools.nyc.gov/Academics/CommonCoreLibr
ary/TasksUnitsStudentWork/default.htm
Math

http://map.mathshell.org/materials/lessons.php?gr
adeid=21
Developing assessments will
become easier the more you do.
Final Thought
Students may not hit the target today…
the important thing is that they remain
willing to shoot at it again tomorrow.
Team Reading/Resources
Resources
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Chappuis, S. & Stiggins, R. Finding balance: Assessment
in the middle school classroom, middle ground,
October 2008, 12 (2), 12-15. Retrieved from:
http://www.nmsa.org/Publications/MiddleGround/Ar
ticles/October2008/Article1/tabid/1755/Default.as
px
Stiggins, R.J., Arter, J.A., Chappuis, J. & Chappuis, S.
(2006). Classroom Assessment for Student Learning:
Doing it Right-Using it Well. Portland, OR: ETS.
Jakicic, C. , Presentation Handouts, Solution Tree
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
5-3-1 Think-Pair-Share Activity
On your own, think of 5 words or phrases
related to what you learned today.
At your table, share your ideas and pick 3 key
ideas that best represent your table.
Narrow your ideas to 1 word that captures the
essence of the day.
Share your word with the whole group.
Your Goals
Short Term

Long Term
Journal Entry: How will the CCSS change your
curriculum, instruction and/or assessment practices?