Institute Session II Elementary Breakout Nicole Merino and
Institute Session II Elementary Breakout Nicole Merino and Theresa Morris
Welcome! INTRODUCTIONS AGENDA Stanford Center for Assessment, Learning, & Equity
Overall Objectives for Today • Learn about scoring systems, the purpose, advantages, and evidence gained. • Identify demands (content and cognitive skills) of completing performance assessments. • Examine student work samples to identify potential instructional shifts. • Reflect on how to prepare to facilitate Session 2 in local contexts.
Four Principles of Performance Assessment . . . targets skills and knowledge that matter . . . is assessment for and as learning . . . is learning by doing . . . links curriculum, instruction, and assessment
Revisit: Fun Safe Playground Task At your table review then discuss: • What content knowledge or skills (math or ELA) are necessary for students to complete this task? • Describe the cognitive skills (Math practices, habits of mind, etc. ) necessary for students to complete this task. • What, in the task, do you think will challenge the students the most?
Scoring Session 1 – Fun Safe Playground Today only focus on math skills and practices while scoring System: • Analytic Rubric • Math “Look Fors”
Fun Safe Playground – Analytic Rubric
Fun Safe Playground: Model with Mathematics “Look Fors”
Fun Safe Playground: Construct Viable Arguments “Look Fors”
Principles of Scoring Student Work 1. Know the rubric. 2. Trust evidence, not intuition. 3. Match evidence to language in the rubric. 4. Weigh evidence carefully; base judgments on the preponderance of evidence. Know your biases; leave them at the door. 5. 6. Focus on what the student does, not on what the student does not do. 7. Isolate your judgment: One poor element does not equal a lowquality student work sample. 8. Resist seduction: One good element does not equal a highquality student work sample. 9. Stick to the Rubric and “Look Fors”.
Let’s look at how students handled this task.
Sample Work: Group 1 • Review the student work • Individually score student work using the Look Fors • Make notes on the “Look Fors” documents to support scoring decisions.
Sample Work: Group 1 • Discuss scores with partner or table group • Highlight discrepancies and work towards consensus
Sample Work: Group 1 • Tables share out scores • Where did we agree/disagree?
Master Scores for Group 1
Sample Work: Group 3 • Review the student work • Individually score student work using the Look Fors • Make notes on the “Look Fors” documents to support scoring decisions.
Sample Work: Group 3 • Discuss scores with partner or table group • Highlight discrepancies and work towards consensus
Sample Work: Group 3 • Tables share out scores • Where did we agree/disagree?
Master Scores for Group 3
Sample Work: Group 4 • Review the student work • Score student work in partners using the Look Fors • Make notes on the “Look Fors” documents to support scoring decisions.
Sample Work: Group 4 • Tables share out scores • Where did we agree/disagree?
Master Scores for Group 4
Scoring Process: Insights and Reflections • Describe the successful approaches, examples of good explanations, and the common errors or misconceptions you found in the sample work. • If the responses you reviewed had been from your own students, how might they inform your own instructional practice? • How is this different from, and/or similar to, evidence your own students are accustomed to producing?
Scoring Session 2 • Evenly divide into 2 groups. • Each group will share out at the end of Session 2. • Group 1 will review ELA/science task and student work. • Group 2 will review math task and student work.
Scoring Session 2 – Group 2 • On-Demand 4 th Grade math performance task • Task is similar in structure and demand of SBAC performance Task • Rubric is a question specific Point. Score System. • Stanfordinstituteblog. wordpress. c om
Individually Complete Performance Task • Planning a Party • Please complete all work directly on the handout. You will receive electronic versions of all tasks. • Approximately 15 minutes to complete the task.
Initial Reactions At your table, discuss your experience with the task: • What did you notice? • What questions arose? • What surprised you?
Identifying the Mathematics and Anticipating Issues • What do students need to know and be able to do to accomplish the task? • What would you expect students to struggle with in this task?
Item Specific Point Score System • Points for Questions 1 and 2. • Review Rubrics for Questions 3 -6 with a partner. • Paraphrase in your own words how students earn 0, 1, or 2 points for each question. • Identify dependencies • Question 5 depends on both Q 3 and Q 4 • Question 6 depends on Q 5
As you look at student responses. . . Keep an eye out for: • Successful approaches • Examples of good explanations • Common errors/misconceptions
Sample A • Review the student work • Individually score student work using the rubric for each question. • Recognize the dependencies and follow the student work as you score. • Record your scores and justifications within Sample A scoring table.
Sample A • Discuss scores with partner or table group • Highlight discrepancies and work towards consensus
Sample A • Tables share out scores • Where did we agree/disagree? • Master Scores
Sample B • Review the student work • Individually score student work using the rubric for each question. • Recognize the dependencies and follow the student work as you score. • Record your scores and justifications within Sample B scoring table.
Sample B • Discuss scores with partner or table group • Highlight discrepancies and work towards consensus
Sample B • Tables share out scores • Where did we agree/disagree? • Master Scores
Samples C, D, E, and F • Review and score each sample • Record your scores and justifications in each scoring table. • Discuss scores with partner or table group • Highlight discrepancies and work towards consensus • Record your teams scores on the poster
Samples C, D, E, F • Review Poster • Where did we agree/disagree? • Master Scores
Scoring Process: Insights and Reflections • Describe the successful approaches, examples of good explanations, and the common errors or misconceptions you found in the sample work. • If the responses you reviewed had been from your own students, how might they inform your own instructional practice? • How is this different from, and/or similar to, evidence your own students are accustomed to producing?
Elementary Literacy/Science
Should Animals be Kept in Zoos?
Should Animals be Kept in Zoos?
Identifying the Literacy and additional learning demands • What do students need to know and be able to do to accomplish the task? • What would you expect students to struggle with in this task?
Should Animals be Kept in Zoos?
Zoo Samples N, M, E, A • Review the student work in this order • Individually score student work using the rubric for each question. • Record your scores and justifications within Sample A scoring table.
Zoo Samples N, M, E, A • Discuss evaluations with partner or table group • Highlight discrepancies and work towards consensus
Zoo Samples N, M, E, A • Tables share out • Cognitive and content demands of the task • Scores • Where did we agree/disagree? • Master Scores
Zoo Samples N, M, E, A • • Sample N – Did not meet… Sample M – Meets Expectations Sample E – Advanced Sample A – Approaches Expectations
Scoring Process: Insights and Reflections • Describe the successful approaches, examples of good explanations, and the common errors or misconceptions you found in the sample work. • If the responses you reviewed had been from your own students, how might they inform your own instructional practice? • How is this different from, and/or similar to, evidence your own students are accustomed to producing?
Poster Activity • Describe the task • Overview the cognitive and content demands of the task • Describe the scoring process including the challenges and consensus process • Insights from scoring student work • If the responses you reviewed had been from your own students, how might they inform your own instructional practice? • How is this different from, and/or similar to, evidence your own students are accustomed to producing?
Closing Activity On 3 x 5 card use each letter in SCALE to begin a sentence describing your experiences today: Example: Student work is insightful Collaborating with other educator Allow time for reflection Learning from student work Every student work is meaningful
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