Session 1 Welcome and Introduction Session 1 Objectives
Session 1: Welcome and Introduction
Session 1 Objectives • Understand purpose of the project and the training • Understand the requirements for use of secure materials • Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for Learning
Building Educator Assessment Literacy – Introduction to the Project
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.
Security Considerations Smarter Balanced and the California Department of Education have generously granted access to Smarter Balanced performance task materials and student responses from the spring 2014 Field Test for the purposes of this project. • These secure materials are for use only by project participants during the course of training events. • All participants must sign a non-disclosure agreement (NDA). • Secure materials may not be used or disclosed in any other way or shared with any other individual and may not be publicly displayed, published, or announced. • Secure materials may not be retained in any form after the project training events are complete. • The copying, reproduction, or distribution of restricted-access materials (including screenshots) is strictly prohibited. Cell phones or electronic devices cannot be used during sessions that use secure materials. • In face-to-face events, printed restricted-access materials will be packaged separately, logged upon distribution, checked back in before departure each day, and securely destroyed.
Note-Taking Guide Separate handout • Session titles and objectives • Topics or activities • Space to write your comments and questions
Getting to Know You. . . 1. Choose one word to describe your impressions of the Smarter Balanced Assessment System. • Write your word/phrase on a sticky note (Color #1). 2. Choose one word to describe your experience implementing the Common Core State Standards. • Write your word/phrase on a sticky note (Color #2). 3. When you’ve finished your sticky notes, discuss in pairs: • What has changed in your own instruction with the transition to the new standards?
Four Corners Go to the corner that you know the most about: 1. Common Core instructional shifts 2. Smarter Balanced in general 3. Smarter Balanced claims, targets, and rubrics 4. Smarter Balanced performance tasks
Getting to Know You. . . Pair-Share Turn to someone in your corner and share: • Why did you pick this corner? • What do you know about this topic?
The Smarter Balanced Assessment System
Why Performance Tasks? READ: “Role of Smarter Balanced Performance Tasks” (Handout 1. 1 in your booklet). DO: Mark 2– 3 most important words and/or phrases in the handout (highlight, underline, or circle).
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
Reflect. . . Based on your analysis of the “Role of Smarter Balanced Performance Tasks” document, why is Smarter Balanced using performance tasks in its summative assessments?
The Short Answer. . . College and Career Readiness
The Role of UDL in Smarter Balanced Summative Assessments and Our Own Classroom Instruction
Transition to Content Group Breakouts
Session 2: Performance Tasks I
Session 2 Objectives • Experience a Smarter Balanced performance task from the perspective of a student • Reflect on your experience with the task and unpack the task’s demands on students • Identify how the task reflects the key shifts of the Common Core
Session 2 A: Experiencing and Unpacking a Task
Session 2 A: Experiencing and Unpacking a Task What Does a Smarter Balanced Performance Task Look Like?
Session 2 A: Experiencing and Unpacking a Task Grade 6 Classroom Activity Learning Goals: • Students will understand the context of the key concepts related to the topic: • People view certain foods/items as more nutritious.
Session 2 A: Experiencing and Unpacking a Task Students will understand the following key term: Nutritious: having substance that a person or animal needs to be healthy and grow properly; helping good health and growth
Session 2 A: Experiencing and Unpacking a Task
Session 2 A: Experiencing and Unpacking a Task
Session 2 A: Experiencing and Unpacking a Task Instructions for the Task 1. Work your way through all parts of the task, following instructions and responding to prompts as though you were a student. 2. When you reach the full write, develop a thesis statement and an outline for writing, rather than a full response. 25 min.
Session 2 A: Experiencing and Unpacking a Task Initial Reactions At your table, discuss your experience with the task. • What did you notice? • What questions arose?
Session 2 A: Experiencing and Unpacking a Task Table Discussion and Activity What do students need to know and be able to do to successfully complete this task? With your table group, use chart paper to brainstorm a list. (10 minutes)
Session 2 A: Experiencing and Unpacking a Task Whole-Group Discussion Prompts: • What are the knowledge and skill demands of this task for students? • What are the potential barriers for special populations and other students? • What strategies did you use to work your way through the task in the limited time we had?
Session 2. B: Connecting Performance Tasks to the Common Core Shifts
Session 2. B: Connecting Performance Tasks to the Common Core Shifts Guided Reading Activity: Review of Key Shifts 1. Read “Key Shifts in English Language Arts” (Handout 2. 1). As you read, jot down: • • the major shifts in instruction the learning opportunities that students will need in order to meet the new expectations 2. Share your findings with your group.
Session 2. B: Connecting Performance Tasks to the Common Core Shifts Key Shifts in ELA/Literacy 1. Regular practice with complex texts and their academic language.
Session 2. B: Connecting Performance Tasks to the Common Core Shifts Key Shifts in ELA/Literacy 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.
Session 2. B: Connecting Performance Tasks to the Common Core Shifts Key Shifts in ELA/Literacy: 3. Building knowledge through content-rich nonfiction.
Think-Pair-Share How do performance tasks reflect these shifts?
BREAK
Session 3: Instructional Implications Part I
Session 3 Objectives • Understand how to design instruction so that all students have opportunities for access and engagement • Understand what performance tasks measure, by becoming familiar with Smarter Balanced claims and targets
Session 3. A: UDL and the Common Core Shifts
Session 3. A: UDL and the Common Core Shifts Classroom Activity Think-Pair-Share What are the purpose and the role of the Classroom Activity?
Session 3. A: UDL and the Common Core Shifts Universal Design for Learning (UDL) Video and Activity
Session 3. A: UDL and the Common Core Shifts UDL Discussion How have you used one of these principles in your classroom? (Refer to Handouts 1. 2 and 3. 1. )
Session 3. A: UDL and the Common Core Shifts UDL Activity 1. Find and skim: - Handout 2. 3, Key Shifts in English Language Arts - Handout 3. 1, UDL Considerations for Planning - Handout 3. 2, Aligning UDL and the Common Core Shifts 2. With a partner, complete Handout 3. 2. 3. Discuss with the whole group.
Session 3. A: UDL and the Common Core Shifts Connecting UDL and Assessment • How can using UDL strategies help prepare students for college and the workforce? • How do performance tasks reflect the complexity of this ambitious goal?
Session 3. B: Claims and Targets
Session 3. B: Claims and Targets 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
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 ELA Claim #1 (Reading) Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Session 3. B: Claims and Targets ELA Claim #2 (Writing) Students can produce effective and wellgrounded writing for a range of purposes and audiences.
Session 3. B: Claims and Targets ELA Claim #3 (Speaking & Listening) Students can employ effective speaking and listening skills for a range of purposes and audiences.
Session 3. B: Claims and Targets ELA Claim #4 (Research/Inquiry) Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.
Session 3. B: Claims and Targets Mapping Claims and Targets Purpose of the Activity: • To better understand the structure of Smarter Balanced performance tasks • To recognize what claims and targets are measured by each component of the performance task
Session 3. B: Claims and Targets You Need: • “Mapping Claims and Targets” (Handout 3. 7) • 6 th Grade Explanatory Task (in secure booklet)
Session 3. B: Claims and Targets Instructions With a partner, fill in the chart in Handout 3. 7 by matching claims and targets to the appropriate item within the performance task. Take note: • There is only ONE claim and ONE assessment target associated with each item. • Not all of the claims and targets listed will be used, and some may be used more than once.
Session 3. B: Claims and Targets Correct Answers (6 th Grade Task) Item Primary Claim Target Classroom Activity none Item 61344 Claim 4—Research/Inquiry Claim 4 (Research), Target 2 Analyze/integrate information Item 61346 Claim 4—Research/Inquiry Claim 4 (Research), Target 3 Evaluate information/sources Item 61348 Claim 4—Research/Inquiry Claim 4 (Research), Target 4 Use evidence Item 61350 (Full Write ) Claim 2—Writing Claim 2 (Writing), Target 4 Compose full texts
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
Session 3. B: Claims and Targets Resource • ELA Content Specifications, Appendix B
Session 3. B: Claims and Targets Final Check-In What lingering questions and observations remain?
LUNCH
Session 4: Hand-Scoring Student Responses ELA Explanatory Writing (Grades 6– 11)
Session 4 Objectives • Become familiar with the Smarter Balanced fullwrite rubrics for explanatory writing, and with scoring procedures • Understand the rubric score levels and how to apply the rubrics to score student writing samples • Understand the demands of the explanatory writing tasks • Prompt reflection on your instruction and classroom assessments
Session 4 A: Introduction to the Smarter Balanced Full-Write Scoring Rubric ELA Explanatory Writing (Grades 6– 11)
Norms for Participation • We will help to create a collegial and productive atmosphere. • We will be fully present by attending closely to the materials provided, and by being aware of behaviors that affect the engagement of others. • When working with secure materials, we will honor the trust placed in us to follow the necessary protocols. • We will keep confidential all discussions, comments and deliberations related to the secure content of this training. 65
Session 4 A: Introduction to the Rubrics Rubric Review (5 minutes) Individually, review the Explanatory Writing Rubric (grades 6– 11).
Session 4 A: Introduction to the Rubrics Rubric Review (5 minutes) In your table groups, discuss your collective observations about: • • Features of writing that are assessed Structure of the rubric Score levels Rubric language
Session 4 A: Introduction to the Rubrics Key Features of the Rubric • Analytic—three dimensions – Organization/Purpose – Evidence/Elaboration – Conventions • Four score levels + NS (Not Scorable) – Except Conventions • Total point value: 10
Key Attributes of Writing That Are Assessed Session 4 A: Introduction to the Rubrics • Organization/Purpose – Clear controlling/main idea, focus – Use of transitional strategies to clarify relationships among ideas – Introduction and conclusion – Progression of ideas and connections among ideas Ø Sense of unity/completeness (Level 4) Ø Completeness/coherence (Level 3) Ø Loosely connected/somewhat sustained (Level 2)
Session 4 A: Introduction to the Rubrics Key Attributes of Writing That Are Assessed • Evidence/Elaboration – Integration of relevant evidence from sources (facts, details) – Citation or attribution of sources – Elaborative techniques (e. g. , specific examples, definitions, explanations, personal experiences) – Appropriate vocabulary/style Ø Thorough elaboration; effective development (Level 4) Ø Adequate elaboration and development (Level 3) Ø Uneven, cursory elaboration and development (Level 2)
Key Attributes of Writing That Are Assessed Session 4 A: Introduction to the Rubrics • Conventions – – – Sentence formation Punctuation Capitalization Grammar usage Spelling • Three score levels (2, 1, 0) – Adequate command – Partial command – Little or no command
Session 4 A: Introduction to the Rubrics Score Levels—Adjectives 4 Clear, Consistent, Effective, Logical, Strong, Appropriate, Comprehensive, Specific 3 Clear, Adequate, Generally appropriate 2 Somewhat unclear, Insufficient, Inconsistent, Weak, Uneven, Somewhat ineffective, Imprecise, Vague, Repetitive 1 Confusing, Ambiguous, Brief, Few or no, Missing, Extraneous, Unclear, Minimal, Irrelevant, Absent, Incorrect, Copied, Ineffective, Limited, Infrequent
Session 4 A: Introduction to the Rubrics NS—Not Scorable • • Insufficient (includes copied text) In a language other than English Off-topic Off-purpose
Session 4. B: Gathering Evidence and Scoring
Session 4. B: Gathering Evidence and Scoring • Watch the Video: ELA Hand-scoring Video – Grade 7.
Session 4. B: Gathering Evidence and Scoring Questions about the Scoring Process or the Rubric?
Session 4. C: Hand-Scoring Round 1 Level 3 and Level 1 Anchors 6 th Grade Explanatory Task (“Task 1”)
Session 4. C: Level 3 and Level 1 Anchors Anchor Papers • Examples of student work that exemplify the attributes of a certain score level and that serve as a standard against which other papers or performances can be judged
Session 4. C: Level 3 and Level 1 Anchors Explanatory Writing—Task 1 “Level 3 Anchor Paper” • Find Student 6 -E-A (Section 2 of the Secure Materials Booklet) and read it (5 min. ). • Read and discuss with your table group: • • • What seem to be the criteria for a Level 3 -3 -2 response? How does reviewing this sample help clarify your understanding of the rubric language? How does reviewing this sample help anchor your understanding of the score levels for this rubric?
Session 4. C: Level 3 and Level 1 Anchors Explanatory Writing—Task 1 “Level 1 Anchor Paper” • Find Student 6 -E-B (Section 2 of the Secure Materials Booklet). • Take a minute to read the sample individually: – Make note of: • What seem to be the criteria for a Level 1 -1 -0 response? • How does this sample help you anchor your understanding of responses at the low end of the Smarter Balanced writing rubric?
Five-Minute Break
Session 4. D: Score and Discuss Two Samples
Session 4. D: Score and Discuss Two Samples Individual Scoring and Group Discussion • Individually read and score Students C and D. • Chart your scores. • Discuss and try to come to consensus on the scores.
Session 4. D: Score and Discuss Two Samples Elect a Table Leader • Responsibilities: – Keep the group on track and focused. – Ensure that all voices are heard. – Help bring the group to consensus.
Session 4. D: Score and Discuss Two Samples How Do You Chart Your Scores?
Session 4. D: Score and Discuss Two Samples Individually Score Two More Papers • Use the evidence-gathering and scoring process that was just modeled. • Record your scores and evidence on the blank rubrics provided. • Remember to make judgments based on evidence, and be prepared to share why you selected a particular score. • PLEASE RESPECT YOUR FELLOW PARTICIPANTS— LET’S KEEP IT QUIET UNTIL TIME IS UP!
Session 4. D: Score and Discuss Two Samples Write Your Scores on Sticky Notes e. g. , Student 6 -E-C 2 3 1
Session 4. D: Score and Discuss Two Samples Chart Your Scores Dimension / Score Organization/ Purpose Evidence/ Elaboration Conventions 4 3 2 1 0
Session 4. D: Score and Discuss Two Samples Discuss Your Scores • Identify score dimensions where there was more discrepancy within your group • Try to come to consensus on EACH dimension score • When explaining your scores, provide evidence and examples from the paper that support your selected score • Remember: consensus is not 100% agreement • Sometimes it is okay to agree to disagree! • Don’t get stuck – Discuss both samples
Session 4. D: Score and Discuss Two Samples Master Scores and Annotations
Session 4. D: Score and Discuss Two Samples Master Scores (Student 6 -E-C) • Examine the master scores and the rationales given. • Any questions?
Session 4. D: Score and Discuss Two Samples Master Scores (Student 6 -E-D) • Examine the master scores and the rationales given. • Any questions?
Session 4. D: Score and Discuss Two Samples Any other questions. . • About scoring the Explanatory Writing Rubric? • About the scoring process? • About the calibration process?
Session 4. E: Reflect and Debrief Hand-Scoring Task 1
Session 4. E: Reflect and Debrief Hand-Scoring Task Reflect—Please jot down in your Note-Taking Guide (5 minutes) • What “aha”s, if any, did you have about the demands of the Smarter Balanced writing performance task OR about the Smarter Balanced writing rubric? • What are you learning that might impact your instruction or classroom assessments? • What kinds of learning opportunities do your students need in order to be successful on the ELA performance tasks?
Session 4. E: Reflect and Debrief Hand-Scoring Task Table Debrief (5 minutes) • Take turns to share-out your reflection.
Session 5: Instructional Implications II. A Performance Tasks in the Classroom
Session 5 Objectives • Identify instructional implications of Smarter Balanced performance tasks • Understand how performance tasks can be integrated into the classroom
Session 5. A: Instructional Implications of ELA Performance Tasks
Session 5. A: Instructional Implications of ELA Performance Tasks
Session 5. A: Instructional Implications of ELA Performance Tasks Instructional Implications • Handout 5. 1: Instructional Implications for ELA Performance Tasks • Fill in responses to first two columns: • Students need to. . . • Teachers can scaffold learning by. . .
Session 5. A: Instructional Implications of ELA Performance Tasks Instructional Implications • Discuss your ideas with your table group. • Share out: round robin—new ideas only.
Session 5. B: Performance Tasks in the Classroom
Session 5. B: Performance Tasks in the Classroom
Session 5. B: Performance Tasks in the Classroom Large-Scale Assessment: Constraints • • Standardized administration On-demand; limited time Reaching a diverse audience No opportunity for collaboration (focus on individual performance)
Session 5. B: Performance Tasks in the Classroom Large-Scale Assessment: Affordances • • • Validity and reliability Comparability Can provide clear targets for instruction Designed to hold all students to the same standards Designed to provide access for all students
Session 5. B: Performance Tasks in the Classroom Activity: General Guidelines • READ: “General Guidelines for Development of Performance Tasks” (Handout 5. 2) • DO: Annotate the list—mark which guidelines you did see reflected in the task and those you did not see. Use two different symbols or colors.
Session 5. B: Performance Tasks in the Classroom Defining “Curriculum-Embedded” A curriculum-embedded performance task is fully integrated into a unit of study and provides students with ample instructional support. Ideally, curriculum-embedded tasks require students to do and produce authentic work with the skills and knowledge contained in a given unit.
Session 5. B: Performance Tasks in the Classroom On-Demand Curriculum-Embedded Purpose of the Activity: To enrich and expand a performance task by converting it from an on-demand task to a curriculum-embedded task You Need: “On-Demand Curriculum-Embedded” worksheet (Handout 5. 3 in your booklet)
Session 5. B: Performance Tasks in the Classroom On-Demand Curriculum-Embedded Work with a partner (or your whole table group) to complete the activity Consider how you could add. . . • student voice and choice • authentic audience and purpose • authentic and appropriate product(s) • opportunities for collaboration • application of other 21 st-century skills
Session 5. B: Performance Tasks in the Classroom Share Out • How would you change this task to make it fully curriculum-embedded?
Session 5. B: Performance Tasks in the Classroom Resources • Literacy Design Collaborative (LDC) • Buck Institute for Education (for PBL) • Reading and Writing Project (Teachers College at Columbia University) • College Board Advanced Placement Essay Questions • Connecticut Academic Performance Test • Teach 21 (West Virginia State DOE)
Session 6: Instructional Implications II. B
Session Objectives • Understand what claims/targets are assessed by the constructed-response items • Understand the demands of the constructedresponse items • Understand the relationship between the constructed-response items and the full-write task
Session 6 A: Constructed-Response Questions ELA Grade 6 “Task 1” Performance Task (Grades 6– 11)
Session 6. A: Constructed-Response Questions Recall—ELA Claim #4: Research / Inquiry Target 2: Analyze/Integrate Information Target 3: Evaluate Information/ Sources Target 4: Use Evidence
Session 6. A: Constructed-Response Questions Three Research Question Formats • Short text (2 points) • Multiple choice (1 point) • “Matching table” (1 point)
Session 6. A: Constructed-Response Questions Hot Text Multiple Choice • Source #1 makes the claim that <claim>. Click on all of the sentences in the excerpt from Source #3 below that contradict that claim. • “Hot text”: <Sentence 1> <Sentence 2> <Sentence 3> <Sentence 4> <Sentence 5> <Sentence 6> <Sentence 7> (Must select all correct responses to earn one point. )
Session 6. A: Constructed-Response Questions ELA Claim 4—Target 2 • Analyze/Integrate Information: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc. ) • Find secure handout: Grade 6 PT—Scored Constructed Responses. • Please read the prompt.
Session 6. A: Constructed-Response Questions ELA Claim 4—Target 2 • Analyze/Integrate Information: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc. ) – Synthesize information from two or more sources – Paraphrase information from two or more sources – Compare information from different sources (identify similarities or contradictions) – Compare points of view – Explain how information from one source helps us to understand another source
Session 6. A: Constructed-Response Questions What Are the Scoring Criteria? • In your table group: – Examine each of the responses for each score level. • Discuss: – What seem to be the criteria for a response to be scored “ 2”? – What seem to be the criteria for a response to be scored “ 1”? – What seem to be the criteria for a response to be scored “ 0”?
Session 6. A: Constructed-Response Questions Constructed-Response Items Scoring Criteria • Full-credit (Level 2) responses: – Include adequate details from both sources – Paraphrase relevant and accurate information from both sources – No direct copying from sources
Session 6. A: Constructed-Response Questions Constructed-Response Items Scoring Criteria • Partial-credit (Level 1) responses: – Include limited/partial details from sources – May include details from only one source – Paraphrase relevant and mostly accurate information – No direct copying from sources
Session 6. A: Constructed-Response Questions Constructed-Response Items Scoring Criteria • No-credit (Level 0) responses: – Are too general – Include incorrect, irrelevant, or insufficient information, – Include too much direct copy from sources – Are blank
Session 6. A: Constructed-Response Questions Reflect and Discuss • How are the constructed-response questions different from the full-write task? • What is the relationship between the constructed-response questions and the fullwrite task?
Questions? Up Next: Ways to Scaffold Performance Tasks
Session 6 B: Assessment Cycles
Ways to Scaffold Performance Tasks • Constructed-response items • Formative assessment practices • Mini-tasks • • •
Session 6 B: Assessment Cycles and Levels Formative assessment practice Interim/Benchmark assessment Summative assessment (CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007)
Session 6 B: Assessment Cycles Comprehensive assessment systems clearly define purposes of each component Formative: Continuous (pedagogical) Interim: Shorter term (benchmark) Summative: Long term (evaluative) • Formative: Directly informs, supports, enhances teacher pedagogy, student learning • Interim/benchmark: Predicts outcomes, “dipsticks” units of study • Summative: Drives program review, external accountability (Abedi & Linquanti, 2012)
Session 6 B: Assessment Cycles Balanced and Coherent Assessment System Purposes Formative: Continuous (pedagogical) Interim: Shorter term (benchmark) Summative: Long term (evaluative) Importance for teaching and learning Formative practices (teacher & student) Interim (LEA) Summative (system) (Abedi & Linquanti, 2012; Linquanti, 2014)
Session 6 B: Assessment Cycles Building Instructional Capacity: Formative Assessment not a Tool or Event • A process teachers and students engage in to move learning forward • Grounded in learning goals, structured tasks, questioning, instructional conversation, contingency (Heritage, Walqui, & Linquanti, 2013; Heritage, 2013)
Session 6 B: Assessment Cycles Formative Assessment Process A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Learning progressions, goals, success criteria Evidence of learning during lessons Collaborative classroom culture Descriptive feedback Self- and peer assessment (CCSSO, 2008; Linquanti, 2014)
Session 6 B: Assessment Cycles What Does the Formative Assessment Process Look Like? Teachers. . . • gather and respond to specific evidence that is proximal to learning occurring in the “challenge zone” • probe thinking, uncover misconceptions and insights, observe developing language use Students. . . • receive and use feedback that guides or draws them forward in learning, extends thinking using language • engage in self- and peer-assessment and reflection in ways that build metacognitive and metalinguistic awareness, confidence, and autonomy (Heritage, Walqui, & Linquanti, 2013; Heritage, 2013)
Session 6. C: Scaffolding Performance Tasks in the Classroom
Mini-Task Instructions • Complete the mini-task. This is Handout 6. 1. • Discuss with your table: • How could this mini-task provide scaffolding for a performance task? • How could this mini-task be used formative assessment?
Session 6. C: Scaffolding Performance Tasks in the Classroom LDC Modules Find Handout 6. 3 (LDC Module: “The Scarlet Letter and Hester Prynne”) and take three minutes to skim the task only. Task = Writing prompt, texts, and standards
Session 6. C: Scaffolding Performance Tasks in the Classroom Think-Pair-Share • How is this LDC task similar to Smarter Balanced performance tasks? • How is it different? • What does this task demand of students?
Session 6. C: Scaffolding Performance Tasks in the Classroom The Instructional Ladder • A curriculum-embedded task can be supported with a series of mini-tasks like the one we just looked at. In LDC modules, this series of mini-tasks is called the Instructional Ladder. • It is designed to provide step-by-step scaffolding and formative assessment opportunities to support completion of the overall task.
Session 6. C: Scaffolding Performance Tasks in the Classroom Analyzing the Task, Part I 1. With a partner, turn back to the LDC module we studied earlier (Handout 6. 3). 2. Without reading past Section 1, make a list of all the steps a student would need to go through in order to successfully complete this task. 3. Now examine your list and group the steps into meaningful chunks or sections.
Session 6. C: Scaffolding Performance Tasks in the Classroom Analyzing the Task, Part II • Now compare your list to “Section 2: What Skills? ” of the LDC module. • What do you notice about the skills in that list? • What do you notice about the categories in that list?
Session 6. C: Scaffolding Performance Tasks in the Classroom Analyzing the Task, Part III • Finally, skim the series of mini-tasks in “Section 3: What Instruction? ” for an example of how the designer of this task scaffolded the demands in the skills list for her students. • FYI: Handout 6. 4 provides an overview of the structure of a full LDC module.
Session 6. C: Scaffolding Performance Tasks in the Classroom Curriculum Embedded = Scaffolded Students continue to learn throughout the process of completing curriculum-embedded tasks. Teachers support students through instruction and opportunities for collaboration, feedback, reflection, and revision.
Session 6. C: Scaffolding Performance Tasks in the Classroom Scaffolding = Formative Assessment • Formative assessment allows scaffolding to be “just in time” and “just right” to meet students where they are. • Formative assessment also provides opportunities for students to reflect and revise.
Session 6. C: Scaffolding Performance Tasks in the Classroom Adding Formative Assessment 1. In the LDC Module, turn to “Section 3: What Instruction? ” 2. With your partner, find at least two points in the instructional ladder where formative assessment would be useful. 3. Suggest an appropriate formative assessment strategy for each point you identified.
Session 6. C: Scaffolding Performance Tasks in the Classroom Formative Assessment Resources • LDC Mini-Task Library • Smarter Balanced Digital Library • Achieve the Core
Session 7: Experience a Second ELA Performance Task Argumentative Writing (Grades 6– 11)
Session 7 Objectives • Experience and understand the demands of a task in a second writing purpose— argumentative • Understand the rubric for argumentative writing and identify differences between these and the prior rubrics used (explanatory) • Understand how to apply the argumentative rubric to student writing samples • Prompt reflection on your instruction and classroom assessments
Session 7. A: Experiencing and Unpacking a Second ELA Performance Task
Session 7. A: Experiencing and Unpacking a Task 2 Norms for Participation • We will help to create a collegial and productive atmosphere. • We will be fully present by attending closely to the materials provided, and by being aware of behaviors that affect the engagement of others. • When working with secure materials, we will honor the trust placed in us to follow the necessary protocols. • We will keep confidential all discussions, comments and deliberations related to the secure content of this training. 150
Session 7. A: Experiencing and Unpacking a Task 2 Let’s Engage With the Task • Purpose and Overview of the Activity: Take on the role of a student and actually do a Smarter Balanced performance task to better understand its demands on students (and teachers!) • Time: 30 minutes
Session 7. A: Experiencing and Unpacking a Task 2 Instructions for Engaging with the Task 1. With your tablemates, read through the Classroom Activity (Handout 7. 4). Briefly note any questions or observations you have for later discussion. Take no more than 5– 7 minutes for this. 2. Individually, work your way through all parts of the task, following instructions and responding to prompts as though you were a student. 3. When you reach the writing assignment, read the prompt but do not write an essay. Identify your position, and what you might use as supporting evidence.
Session 7. A: Experiencing and Unpacking a Task 2 Initial Reactions (5 minutes) At your table, discuss your experience with the task. • What did you notice? • What questions arose? • What was different between this performance task and the 6 th-grade explanatory writing performance task that you experienced yesterday?
Session 7. B: Introduction to the Argumentative Rubric
Session 7 B: Intro to the Argumentative Rubric Review the Grades 6– 11 Argumentative Rubric • Compare the Argumentative Writing Rubric with the Explanatory Writing Rubric. Table discussion (5 min. ): • What appear to be the key differences between the two rubrics?
Session 7 B: Intro to the Argumentative Rubric Key Differences • Organization/Purpose – Claim instead of thesis/controlling idea – Alternative and opposing argument(s) are adequately acknowledged or addressed (7 th grade and higher) • Evidence/Elaboration – Claim instead of thesis/controlling Idea – “Reasoned analysis” – Avoiding source summary or relying on emotional appeal (Level 2, 1)
Session 7 B: Intro to the Argumentative Rubric Questions about the Argumentative Writing Rubric?
Session 7 C: Level 3 and Level 1 Anchors 11 th Grade Argumentative Task (“Task 2”)
Session 7 C: Level 3 and Level 1 Anchors Argumentative Writing—Task 2 “Level 3 Anchor Paper • Find Student 11 -A-A (in the Secure Materials Booklet) and read it (5 minutes). • Read and discuss with your table group: • • • What seem to be the criteria for a Level 3 -3 -2 response? How does reviewing this sample help clarify your understanding of the rubric language? How does reviewing this sample help anchor your understanding of the score levels for this rubric?
Session 7 C: Level 3 and Level 1 Anchors Argumentative Writing—Task 2 “Level 1 Anchor Paper” • Find Student 11 -A-B (in the Secure Materials Booklet) and read it (1 minute). • Take a minute to read the sample individually: –Make note of: • What seem to be the criteria for a Level 1 -1 -1 response? • How does this sample help you anchor your understanding of responses at the low end of the Smarter Balanced writing rubric?
Session 7. D: Score and Discuss Two Samples
Session 7. D: Score and Discuss Two Samples Individually Score Two More Papers • Individually read and score Students C and D • Use the evidence gathering and scoring process that was just modeled. • Record your scores and evidence on the blank rubrics provided. • Remember to make judgments based on evidence, and be prepared to share why you selected a particular score. • Please respect your fellow participants—let’s keep it quiet until time is up! 20 min.
Session 7. D: Score and Discuss Two Samples Write Your Scores on Sticky Notes e. g. , Student 11 -A-C 3 3 2
Session 7. D: Score and Discuss Two Samples Chart Your Scores Dimension / Score Organization/ Purpose Evidence/ Elaboration Conventions 4 3 2 1 0
Session 7. D: Score and Discuss Two Samples Discuss Your Scores • Focusing on the samples and score dimensions where there were more discrepancies within your group, try to come to consensus on EACH dimension score. • When explaining your scores, provide evidence and examples from the paper that support your selected score. • Remember: consensus is not 100% agreement. • Sometimes it is okay to agree to disagree! • Don’t get stuck—discuss both samples.
Session 7. D: Score and Discuss Two Samples Master Scores and Annotations
Session 7. D: Score and Discuss Two Samples Master Scores (Student 11 -A-C) • Examine the master scores and the rationales given. • Any questions?
Session 7. D: Score and Discuss Two Samples Master Scores (Student 11 -A-D) • Examine the master scores and the rationales given. • Any questions?
Session 7. D: Score and Discuss Two Samples Any other questions. . . • about the argumentative writing rubric? • about the scoring process? • about the calibration process?
Session 7. E: Reflect and Debrief Hand-Scoring Task 2
Session 7. E: Reflect and Debrief Hand-Scoring Task 2 Reflect—Please jot down in your Note-Taking Guide • Would you use the Smarter Balanced writing rubrics AS IS as a classroom assessment tool? Why or why not? • How could the Smarter Balanced rubrics be used/adapted in ways that are: – student friendly? – useful formative purposes? – practical for teachers?
Session 7. E: Reflect and Debrief Hand-Scoring Task 2 Whole Group Debrief (5 minutes) • Share-out of your reflections • Any questions about the argumentative writing performance task and its demands?
Session 7. F: Constructed-Response Questions ELA Grade 11 Performance Task (Grades 6– 11)
Session 7. F: Constructed-Response Questions Recall—ELA Claim 4: Research / Inquiry Target 2: Analyze/Integrate Information Target 3: Evaluate Information/ Sources Target 4: Use Evidence
Session 7. F: Constructed-Response Questions Recall—ELA Claim 4: Research Target 2: Analyze/Integrate Information
Session 7. F: Constructed-Response Questions ELA Claim 4—Target 2 Analyze/Integrate Information: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc. ) • Find the handout: Grade 4 PT—Scored Constructed Responses. • Please read the prompt.
Session 7. F: Constructed-Response Questions ELA Claim 4—Target 2 • Analyze/Integrate Information: Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc. ) – Synthesize information from two or more sources – Paraphrase information from two or more sources – Compare information from different sources (identify similarities or contradictions) – Compare points of view – Explain how information from one source helps us to understand another source
Session 7. F: Constructed-Response Questions What Are the Scoring Criteria? • In your table group: – Examine each of the responses for each score level. • And discuss: – What seem to be the criteria for a response to be scored “ 2”? – What seem to be the criteria for a response to be scored “ 1”? – What seem to be the criteria for a response to be scored “ 0”?
Session 7. F: Constructed-Response Questions Constructed-Response Items Scoring Criteria • Full-credit (Level 2) responses: – Provide an evidence-based explanation – Include evidence from two sources OTHER THAN Source #3 – Explain how each piece of evidence supports the idea – Cite each source
Session 7. F: Constructed-Response Questions Constructed-Response Items Scoring Criteria • Partial-credit (Level 1) responses: – Provide an evidence-based explanation But may: – Include two pieces of evidence from two sources, but do not explain the evidence – Include two pieces of evidence from a single source (or from source #3) – Include one piece of evidence and an explanation from a single source (or from source #3) – Not cite sources – Be partially incorrect
Session 7. F: Constructed-Response Questions Constructed-Response Items Scoring Criteria • No-credit (Level 0) responses: – Include evidence from Source #3 only – Are incorrect, irrelevant, or insufficient – Include too much direct copy from sources – Are blank
Session 7. F: Constructed-Response Questions Reflect and Discuss (5 minutes) • What can we learn, from the constructedresponse questions, about: – performance task design? – formative assessment design (“mini-tasks”)? – instructional scaffolding? – “college and career ready” research skills?
Session 8: Instructional Implications III
Session 8 Objectives • Analyze a video and understand what scaffolding a performance task looks like in practice • Generate and share instructional strategies for supporting all students to be successful on performance tasks
Session 8. A: Instructional Strategies
Session 8. A: Instructional Strategies Activity: Analyzing a Video of Classroom Practice Video Observation Note-Taking Guide (Handout 8. 1) • Review Handouts 1. 2 and 3. 1 on UDL. • How does the teacher scaffold learning so that all students can be successful at the culminating performance task?
Session 8. A: Instructional Strategies Activity: Analyzing a Video of Classroom Practice 1. Watch the video (just watch). 2. Watch the video again and take notes. 3. Complete the Video Observation Note. Taking Guide. 4. Discuss your notes with your table group. 5. Share out insights or additional ideas.
Session 8. A: Instructional Strategies Instructional Implications • Handout: Instructional Implications for ELA Performance Tasks • Fill in responses to all columns: • Students need to. . . • Teachers can scaffold learning by. . . • Resources • Student evidence showing mastery
Session 8. A: Instructional Strategies Reflection • What ideas will you take back to your classroom?
Session 9: Ongoing Learning
Virtual Learning Follow-up • 5 -week online course/community • Learn curriculum-embedded performance assessment strategies • Watch interactive video cases of teacher experiences • Use performance assessment in the classroom, reflect and discuss experiences with colleagues • Look for an email invitation soon!
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