Common Core State Standards&

Assessment

Can you make all of these pancakes?

Does Jason know Bloom’s Taxonomy?

Common Core State Standards

Common Core Shifts for ELA/Literacy

• Building knowledge through content-rich nonfiction

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

Common Core Shifts for Mathematics

• Focus strongly where the Standards focus

• Coherence: Think across grades, and link to major topics within grades

• Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Common Core State Standards

• Promote critical thinking skills

• Challenge students by using the higher levels of Bloom’s Taxonomy

• Prompt the need for alternative assessments or higher level questions

By Kathy Schrockhttp://www.schrockguide.net/bloomin-apps.html

Animated Model of Learning Objectives

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

Reading and Writing in the Content Areas

Aiken County Public Schools Resources

• http://acps.schoolfusion.us/ -> Instruction and Accountability -> ACPS Curriculum

• Log in information:– Username: USCA– Password: pacer2013

AssessmentSmarterBalanced

http://www.smarterbalanced.org/

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Six Item Types

• Selected Response• Constructed Response• Extended Response• Performance Tasks• Technology-Enabled• Technology-Enhanced

Sample Items

ELA and Math• http://www.smarterbalanced.org/sample-ite

ms-and-performance-tasks/

Expert Groups• Work with your team.

• Review the description of the assessment type. How is this similar/different to current assessment items?

• Create at least 1 assessment item of this type for your grade level .

• Share your item with the whole group.

Non-Traditional Selected Response Item

Non-Traditional Selected Response Item

A multiplication problem is shown below. 17 × Which model(s) below could represent the solution to this problem? Select all that apply.

A.

(1×1)+(1×7)+(1×2)+(2×7)

C.

(17×2)+(17×1) E. F.

Which model(s) below could represent the solution to this problem? Select all that apply.

STEM

B.

D.

STIMULUS

17 × 12

Non-Traditional Selected Response Item

Key and Distractor Analysis: A. Does not understand how to model

multiplication of two two-digit numbers using area models.

B. Correct C. Did not account for the values

of the digits in the tens places. D. Correct E. Did not understand that the 1 represents 10 in the multiplication problem F. Showed multiplication of 17 and (1 + 2) instead of 17 and 12

Responses to this item will receive 0–2 points, based on the following: 2 points: B, D 1 point: Either B or D 0 points: Any other combination of selections.

Non-Traditional Selected Response ItemFor numbers 1a – 1d, state whether or not each figure has ⅖ of its whole shaded.

1a.

1b.

1c.

1d.

STEM

MULTIPLE PARTS OPTIONS

Non-Traditional Selected Response Item

Scoring Rubric: Responses to this item will receive 0–2 points, based upon the following: • 2 points: YNYN The student has a solid

understanding of ⅖ as well as the equivalent form of ⅖.

• 1 point: YNNN, YYNN, YYYN The student has only a basic understanding of ⅖. Either the student doesn‘t recognize an equivalent fraction for ⅖ or doesn‘t understand that all 5 parts must be equal-sized in figure 1b.

• 0 points: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNN, NNNN, NYNY, NNYN, NNNY. The student demonstrates inconsistent understanding of ⅖ or answers “Y” to figure 1d, clearly showing a misunderstanding of what ⅖ means. Figure 1d is considered a “disqualifier “and an answer of “Y” to this part of the item would cancel out any other correct responses as “guesses” on the part of the student.

Non-Traditional Selected Response Item

Match each shape below to its name.

Scoring Rule:

Students who properly match the four shapes to their name will receive two points.

Students who make two or three correct matches will receive partial credit of one point

All other connections will receive a score of 0.

Selected ResponseSingle Response – Multiple Choice

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Constructed Response Items

Address assessment targets and claims that are of greater complexity

Require more analytical thinking and reasoning

Administration ofConstructed Response Items

• Administered during the computer-adaptive component

• Scored using artificial intelligence

• Most constructed response items take between 1 and 5 minutes to complete

• Some more complex items may take up to 10 minutes to complete

Constructed ResponseThe table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

Students in Third-Grade

Class Number of Students

Mrs. Roy 24

Mr. Grant 21

Mr. Harrison 22

Ms. Mack 25

A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.

496 + 1,404 + 2,605 + 489 =

One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning.

Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated.

Components of aConstructed Response Item

STEM

STIMULI

Components of aConstructed Response Item

Sample Top-Score Response:

The student’s reasoning is incorrect. She was rounding to the thousands place. She had 2 numbers that were less than 500, and she decided to round these numbers to 0. This is like saying these numbers were not in the problem at all. She needs to account for these two numbers. Together, they have a sum that is very close to 1,000. I think adding 1,000 + 1,000 + 3,000 is a better strategy. This means the sum is closer to 5,000 than to 4,000.

TOP-SCORE

Scoring Rubric: Responses to this item will receive 0–2 points, based on the following:

2 points: Student has thorough understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect and provides reasoning that shows a better estimation strategy.

1 point: Student has partial understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect, but alternate estimation strategy is also flawed.

0 points: Student has little or no understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is correct.

SCORING RUBRIC

Constructed ResponseExtended Response

Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:

• It will be in the shape of a rectangle.• It will take 24 feet of fence material to make.• Each side will be longer than 1 foot.• The length and width will measure whole feet.

Part ADraw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen.

Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary.

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

[Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.]

Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Part BMs. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.

• Draw another rectangular rabbit pen. • Use all 24 feet of fencing for 3 sides of the pen.• Use one side of the house for the other side of the pen. • Make sure the ground area inside the pen is greater than 60 square

feet.Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it.

Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Pen 3: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Performance Tasks• Performance tasks challenge students to apply their knowledge

and skills to respond to real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items.

• Performance tasks in reading, writing, and mathematics will be

part of the Smarter Balanced summative, year-end assessment. Performance tasks can also be administered as part of the optional interim assessments throughout the year. The performance tasks will be delivered by computer (but will not be computer adaptive) and will take one to two class periods to complete.

Performance Tasks

• Measure complex assessment targets• Demonstrate ability to think and reason• Higher-order skills• Produce fully developed writing or speeches• Provide evidence of college and career readiness

Performance Tasks Benefits

• Multiple approaches• Use real world contexts• Common language around learning

General Guidelines forDeveloping Performance Tasks

• Integrate knowledge and skills • Measure understanding, research skills, analysis,

and the ability to provide relevant evidence• Require student to plan, write, revise, and edit • Reflect a real-world task • Demonstrate knowledge and skills • Allow for multiple points of view • Feasible for classroom environment

Design of Performance Tasks

Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research topic/issue/

problem etc.

Information Processing Research questions Comprehension

questions Simulated Internet

search etc.

Product/Performance Essay, report, story,

script Speech with/without

graphics, other media Responses to

embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.

Sample Performance Task

Directions

Part 1

Part 2

z

Scoring Information

• How your essay will be scored: The people scoring your essay will be assigning scores for:

– Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

– Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

– Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

– Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

– Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

Grade 6 Sample Performance Task

Scoring Criteria

• Scoring rubrics• Sample response and scoring notes

Scoring Criteria

Guidelines for Writing Performance Tasks

• Align parts of the task• Parts build to “full write” or speech• Develop rubric for each assessment target• Develop exemplars for each rubric• Allow multiple approaches

Performance TaskStudent Directions:

Part 1 (35 minutes)Your assignment: You will read a short story and article, watch a video, review research statistics, and then write an argumentative essay about your opinion on virtual schools. Steps you will be following:In order to plan and compose your essay, you will do all of the following: 1. Read a short story and article, watch a

video, and review research statistics.2. Answer three questions about the

sources.3. Plan and write your essay. Directions for beginning:You will now read the sources and watch a video. Take notes, because you may want to refer back to your notes while writing your essay. You can refer back to any of the sources as often as you like.• (short story)• (article 1)• (video)• (research statistics)

QuestionsUse your remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. Analyze the different opinions

expressed in “The Fun They Had” and the “Virtual High School Interview” video. Use details from the story and the video to support your answer.

2. What do the statistics from “Keeping Pace with K–12 Online Learning” suggest about the current trends of virtual schools in the U.S.? Use details from the charts to support your answer.

3. Explain how the information presented

in the “Virtual High School Interview” video and the article “Virtual Schools Not for Everyone” differs from the information in the research statistics? Support your answers with details from the video and the articles.

Part 2 (85 minutes)You will now have 85 minutes to review your notes and sources, and to plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work. Your AssignmentYour parents are considering having you attend a virtual high school. Write an argumentative essay explaining why you agree or disagree with this idea. Support your claim with evidence from what you have read and viewed.

Technology-Enabled Items

• Digital Media– Video– Animation– Sound– Interactive tools

• Response Types– Selected– Constructed

Technology-Enabled

Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow.

(Test-takers listen to an audio version of the following speech.)“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech.

A. I am running for class president, and I hope you will vote for me.B. You know many of my friends said they would.C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year.D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

Selected or Constructed Responses that include Multimedia

Technology-EnabledSelected or Constructed Responses that include Multimedia

Technology-Enhanced Items

• Specialized interaction

• May have digital media for stimulus

• Same requirements as selected and constructed response items

• Students manipulate information

• Defined responses

Technology-EnhancedCollects Evidence through a Non-Traditional Response

The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.

Technology-EnhancedCollects Evidence through a Non-Traditional Response

Technology-Enhanced ItemsDraw a line of symmetry throughthe figure below.

The graph on the right shows a triangle. Draw the triangle after it is reflected over the y-axis.

Reorder the fractions below so that they are ordered from smallest to largest.

3/53/42/61/22/3

Classify each shape below based whether it contains at least one pair of parallel sides.

INTERACTION SPACE

Key Components of a Technology-Enhanced Item

Draw a line of symmetry throughthe figure below.

Classify each shape below based on whether it contains at least one pair of parallel sides.

Draw a line of symmetry throughthe figure below.

Key Components of a Technology-Enhanced Item

Comparing Technology-Enabled and Technology-Enhanced Items

Draw a line of symmetry throughthe figure below.

Gregory is installing tile on a rectangular floor. • He is using congruent square tiles that each have a side length of ½ foot. • The area of the floor is 22 square feet. • The width of the floor is 4 feet. Use the grid and the tile below to model the floor.

What is the length, in feet, of the floor?5.5 feet

Additional Resources

• http://www.livebinders.com/play/play?id=611058

• Access Key: CCSS_and_Assessment

Additional Resources

• SC Department of Education – CCSS Support Sitehttp://scde.mrooms.org/index.php?page=27424

• Ohio Department of Education http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1704&Content=132157

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