English Language Arts (ELA) Formative Assessment Task Review Reviewer Professional Development

English Language Arts (ELA) Formative Assessment Task Review

Reviewer Professional Development

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Agenda– Purpose and Overview of ELA Formative

Assessment Project– Overview of Formative Assessment– Description of ELA Tasks– Review Criteria and Evaluation Rubric– ELA Task Review Process– Reviewer responsibilities and expectations– Reviewer Assignments– Questions and Answers

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These tasks:• Align to the Common Core State Standards for

English Language Arts• Are designed for use in Grades K-8• May include passages that accompany tasks:

– literary and informational– can contain content-area information– text complexity ranges: simple to complex4

Purpose of ELAFA Review

To review ELA Formative Assessment Tasks for informative use in Florida K-8 classroom instruction

ELA Formative Assessment Project

ELA Repository: http://ccelafa.fldoe.org/access/home.do

• ELA Formative Assessment Tasks• PD Modules• PD Toolkits• Family Resources

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http://ccelafa.fldoe.org/access/home.do

Professional Development (PD) Modules• 5 modules

• Use in entirety, individual modules, any order

• Workshops, self-study, professional learning communities• Accompanying materials

• Teachers, pre-service teachers, administrators

Family Resources

StrandStrand

ReadingRLRL and RIRI

CCR Anchor Standards

Foundational Skills

RF (K-5)RF (K-5)

1.1.2.2. 3.3..

4.4.5.5.6.6.

7.7.8.8.9.9.

10.10.

Key ideas Key ideas & details& details

Craft & Craft & structurestructure

Integration of Integration of knowledge & ideasknowledge & ideas

Range/level of text Range/level of text complexitycomplexity

Print ConceptsPrint Concepts Phonological AwarenessPhonological Awareness

Phonics & Word Recognition FluencyFluency

StrandStrand

WritingWW

CCR Anchor Standard

1.1.2.2.3.3.

4.4.5.5.6.6.

7.7.8.8.9.9.

10.10.

Text types & Text types & purposepurpose

Production & Production & distribution distribution of writingof writing

Research to Research to build knowledgebuild knowledge

Range of writing Range of writing

StrandsStrands

Speaking/ListeningSLSL

LanguageLL

CCR Anchor Standard CCR Anchor Standard

1.1.2.2.3.3.

4.4.5.5.6.6.

1.1.2.2.

3.3..

4.4.5.5.6.6.

Comprehension Comprehension & collaboration& collaboration

Presentation of Presentation of knowledge & knowledge & ideasideas

ConConventions ventions of of standards Englishstandards English

Knowledge of Knowledge of languagelanguage

Vocabulary Vocabulary acquisition & useacquisition & use

Reference to StandardsReference to Standards•Strand: RL, RI, RF, W, SL, LStrand: RL, RI, RF, W, SL, L•Grade: K-8Grade: K-8•Standard numberStandard number

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Common Core Instructional ShiftsText-based Writing to Sources Academic Vocabulary

Rigorous text discussion:• both questions and responses depend upon text.• sustain a focus on text.• require evidentiary arguments in both: - conversation - writing

Writing emphasizes use of evidence to:• inform• support an argument. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

Definition of Formative Assessment

Formative Assessment is 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.

Formative Assessment for Students and Teachers (FAST) Collaborative

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Effective Formative Assessment Attributes

• Learning progressions should clearly articulate the sub-goals of the ultimate learning goal (College and Career Readiness).• Learning goals and criteria for success should be clearly identified and communicated to students.• Evidence of learning is elicited during instruction.• Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.• Both self and peer assessment are important for providing students an opportunity to think meta-cognitively about their learning.• A classroom culture in which teachers and students are partners in learning should be established.

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Learning Progressions

Learning progressions:• sequence of knowledge, concepts, skills within a domain• continuity • coherence

As a result, teachers can:• calibrate their teaching to any missing precursor understanding or skills revealed by formative assessment.• determine what the next steps are to move the student forward from that point.

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K-8 Learning Progression Example - CCSSLanguage Strand – Vocabulary Cluster

Standard 4: Determine or clarify the meaning of unknown andmultiple-meaning words and phrases by using context clues,analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Context Meaningful word parts Reference materials

LANGUAGE: Learning Progressions Across Grades K-8K 1

Standard 4b: Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

Standard 4b: Use frequently occurring affixes as a clue to the meaning of a word.Standard 4c: Identify frequently occurring root words and their inflectional forms.

EXAMPLES from CCSSInflected endings: -ed, -sPrefixes: re-, pre-, un-Derivational endings: -ful, -less

Inflected forms: looks, looked, looking

LANGUAGE: Learning Progressions Across Grades K-82 3

Standard 4b: Determine the meaning of the new word formed when a known prefix is added to a known word

Standard 4b: Determine meaning of new word formed when known affix is added to known word

Standard 4c: Use a known root word as a clue to the meaning of an unknown word with the same root

Standard 4c: Use known root word as a clue to the meaning of an unknown word with the same root.

EXAMPLES from CCSSPrefix with root: happy/unhappy, tell/retell

Derivational ending with root: addition, additional

Prefix /derivational endings with root: agreeable/disagreeable, heat/preheat, care/careless

Derivations: company/companion

LANGUAGE: Learning Progressions Across Grades K-84 5

Standard 4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

Standard 4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

EXAMPLES from CCSSGreek & Latin affixes & roots: telegraph, photograph, autograph

Greek & Latin affixes & roots: photograph, photosynthesis

LANGUAGE: Learning Progressions Across Grades K-86 7 8

Standard 4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.



EXAMPLES from CCSSGreek or Latin affixes and roots: audience, auditory, audible

Greek or Latin affixes and roots: belligerent, bellicose, rebel

Greek or Latin affixes and roots: precede, recede, secede

Learning Goals and Criteria

Formative assessments include:• Learning goals that serve as sub-skill targets within

the learning progression.• Criteria that provide a means of evaluating the level

of student performance in sub-skill targets.• Clearly articulated goals and criteria.• Opportunities to use learning goals and criteria to

gauge student understanding and development.

ELA Formative Assessment TasksTask Segments:• Task Title• Grade Level• CCSS• Description• Materials • Considerations

for Planning• Time Allotment• Group Size• Task Directions• Rubric• Teacher Checklist• Student Facing

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ELA Formative Assessment Task: What to Look For

DESCRIPTION

Characteristics:• Relates the assessed portion

of the target CCSS which encompasses major aspects of literacy content and processes.

• Explains sequence of any sub-tasks that students engage in to provide evidence of their level of performance.


Characteristics include complete list of items required for both teacher and student to engage in each portion of the assessment task.

MATERIALS


Characteristics:• Lists all prerequisite

grade level sub-skills to the assessed task.

CONSIDERATIONS FOR PLANNING

ELA Formative Assessment Task: Task Directions

TASK DIRECTIONS

Characteristics:• Focus on assessed

standard and any grade-level sub-skills within its learning progression.

• Provide opportunity for students to engage in rigorous tasks that match the cognitive rigor of the standard.

• Provide explicit directions for teacher use with students.

RUBRIC: Levels 1-4


Characteristics:• Includes criteria for each grade-level sub-skill that contributes to

assessed task and includes instructional implications for each sub-skill criteria.

• Supports teacher reflection and analysis for observation of student performance.

ELA Formative Assessment Task: Teacher Checklist

TEACHER CHECKLIST

Characteristics:• Includes questions that

focus upon each grade-level sub-skill that contributes to the assessed task.

ELA Formative Assessment Task: Student Facing Material

STUDENT FACING MATERIAL

Characteristics:• Provides material for

students to engage in the task and produce evidence of their current level of performance.

Constructed Response: Performance Levels 1-4

A Constructed Response task is developed to elicit a variety of responses that are then evaluated using a rubric.

−Answers are not provided.−To answer correctly, the student must

construct a response that demonstrates level of understanding and skill development.

−Students may use provided materials such as graphic organizers, picture prompts, or writing prompts to construct a response.

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Quality Open-Ended Questions

An open-ended question that allows students to provide a detailed, in-depth written answer based upon a piece of text.

Does the Open-ended question require students to:

– make decisions and perform higher-level analysis when constructing responses?

– respond at the level of rigor required of the target standard for that grade level?

– demonstrate understanding and proficiency?– support their responses with specific

references to an accompanying passage?32

Common Review Challenges ELA Task:

not aligned to CCSS does not target

appropriate learning goal insufficient rigor insufficient scope passage does not match

task content not complete or

inaccurate does not inform instruction

Wording: imprecise or unclear Mechanics: grammar, spelling,

punctuation, typos33

Description: not aligned, insufficient rigor and/or scope

Materials list: incomplete Considerations for Planning:

incomplete identification of sub-skill progression

Task Directions: inaccurate, incomplete, unclear

Rubric : incomplete or incorrect Teacher Checklist: inaccurate or

incomplete Student Facing Material:

missing, inappropriate, or unclear

Characteristics of High-Quality Tasks

– Align accurately with the content standards– Challenge the student to think rather than provide

memorized answers– Elicit a sufficient amount of information from student

results for the time required to engage in the task– Present text-based questions that require students to

provide support for the response from text as evidence– Are free from sensitive issues, irrelevant language, and

possible sources of bias

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Which Set of Questions Are Text Based?

• Based on the text, what did the main character ask the others to do? Where in the text do you find support for your answer?

• How is that definition of perseverance illustrated in this story? Provide information from text as evidence to support your answer.

• Can you think of a time when it would be difficult to persevere? Why is it important to persevere?

• Who has ever heard of the expression following expression: patience is a virtue? What does this mean?

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Set A Set B

Steps of the Task Review Process

1.Carefully read any passages associated with the task.

2. Review and evaluate the task for the following:a. standards alignment.b. appropriate application of specific ELA

content associated with target standard.c. each section of the task.

3. Refer to the ELA Formative Assessment Task Checklist to review and record your findings.

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ELA Formative Assessment Task Review Process

1. Read the associated passage 2. Review the ELA Task

Does the Text Match the Task?

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Decodable/Leveled Text Complex Text

Independent reading capacity

Academic language (vocabulary syntax)

High-level cognitive skillsCCSS: Reading Foundational Skills

Target Reading Components: Phonics, Fluency

CCSS: Reading Informational Text, Reading Literature, Writing, Language

Target Reading Components: Oral Language Vocabulary, High-level Comprehension

Purpose

Literacy Components CCSS Strands


DESCRIPTION

Does this section:• Include accurate content, directly

corresponding to the standard?• Encompass the scope of the

entire standard, or the major focus of the standard?

• Reflect the level of cognitive rigor required of the standard?

• Lead to a task that informs of student development in the learning progression toward the standard?


MATERIALS

Does this section:• Include the use of items that

correspond directly to the standard?

• Include the list of all items required for teachers and students to engage in and complete the task?

• Include specific text titles or other resources used in the task?

• Include required student materials?


CONSIDERATIONS FOR PLANNING

Does this section identify:• all prerequisite grade-level

sub-skills within the learning progression related to the assessed task?

• locations of other tasks related to the standard, if the task applies to one component of a standard? (This applies to bundled set of tasks)


TIME ALLOTMENT

Does this section accurately reflect the time necessary:• for average students?• to assess all students within the

group?


GROUP SIZE

Does this section accurately reflect the maximum or optimal number of students who could participate in the activity, given the time allotted.

ELA Formative Assessment Task: Task Directions

TASK DIRECTIONS

Does this section:• Introduce the task and the

learning goal?• Incorporate teacher modeling?• Delineate the steps in the task

process through which students demonstrate each grade-level sub-skill associated with successful completion of the task?

• Engage students in assessment tasks that require the cognitive rigor required by the assessed standard?

RUBRIC: Levels 1-4


Does this section:• Clearly distinguish each of 4 levels of student performance?• Identify each grade-level sub-skill required for performance of the

standard?• Identify instructional implications for each grade-level sub-skill

required for performance of the standard?• Include questions for teacher reflection during student performance

of the task?

ELA Formative Assessment Task: Teacher Checklist

TEACHER CHECKLIST

Does this section:• Include accurate content

that corresponds directly to the standard?

• Encompass the scope of the standard?

NOTE: For those standards with multiple elements of a learning progression, the teacher checklist encompasses a major focusof the standard.

ELA Formative Assessment Task: Student Facing Material

STUDENT FACING MATERIAL

Does this section includematerials:• for students to engage in

the task?• that contain accurate

content?• with the level of cognitive

rigor required of the standards?

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√ General Characteristics of ELA TaskDoes the task have formative assessment characteristics?

Is the formative assessment task cohesive with each section seamlessly relating to all other sections?

Does each section of the task support the CCSS?

Is each task in a bundled set: • sequenced in order from less to more complex?• distinct from one another, each providing new results that further informs instruction?

Is the task free of bias and sensitive issues or topics?

Is the task accessible to diverse groups of students?

Universal Design Principles

• Passages and tasks – must be accessible to diverse groups of students and suitable across a broad range of accommodations

• Assessment tasks – minimize barriers to ensure that all students are given the opportunity to demonstrate their knowledge of the content being evaluated

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Universal Design ChecklistAn item meets Universal Design requirements if it:

– Applies to all levels of learning – Defines ideas precisely – Is free from bias – Accommodates all backgrounds and

abilities– Offers simple, clear instructions and

procedures – Can be read easily and understandably

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Approaching Sensitive TopicsSome topics, while appropriate for discussion in some subject areas and grade levels, may not be appropriate for a task.

Review every task carefully to note topics that may be sensitive for some students and grade levels. For example:

– Alcoholic beverages, drugs, or tobacco– Death and/or funerals– Gambling– Occult (witchcraft, etc.)– Parapsychology– Politics– Religion– Cultural practices– Socio-economic bias52

Identifying Sensitivity Issues in Tasks

Read the following statement:Firemen are important to the

community.They keep all of us safe.

• Which word contains bias?

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Removal of Bias: Change firemen to firefighters

Identifying Another Sensitive Topic

Read the following scenario:The school recreation club is

organizing a boating trip to the Florida Keys for all members.

How does this scenario show bias?

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Answer: This is an example of socio-economic bias.

Checking Your Task for Bias• Tasks that are unbiased include:

‒ Precisely defined ideas‒ Language appropriateness

• Tasks that are unbiased avoid:‒ Sensitive topics‒ Gender stereotypes‒ Ethnic stereotypes‒ Socio-economic bias‒ Geographic bias

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ELA Formative Assessment Task Segments:

Common Core State StandardsDescriptionMaterials

Considerations for Planning

Review Demonstration

Considerations for Planning

Student will have prior knowledge of completing a research project in a small-group setting (3–5 students).

Student will have prior knowledge of using a least two print and/or digital sources on the same topic in order to write and speak about the subject.

Student will have prior knowledge of using primary and secondary sources.

Students will have prior knowledge of how to record important information on a graphic organizer.

Student will have prior knowledge of identifying information relevant to a topic.

Student will have prior knowledge of analyzing information to draw conclusions.

ELA Formative Assessment Task Segments:

Time Allotment and Group Size

Time Allotment

40 minutes per day for 3 daysEnglish Language Learner Considerations:Additional time may be needed for ELLs.

Group Size

Whole classEnglish Language Learner Considerations:Teacher may pair ELLs with a student experienced in researching a topic and using a computer. Also pair ELLs with native speakers that can help ELLs pronounce the words correctly when giving the oral presentation.

ELA Formative Assessment Task:

Task Directions

ELA Formative Assessment Task Segment:

Rubric

Level 3: The student demonstrates a complete understanding of integrating information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Misconception/Error Questions for Eliciting Thinking

Instructional Implications

Sources: Student uses at least three resources.

Research: Student identifies information that is relevant to the topic.

Analysis: Student identifies both reasons and evidence of the person’s historical significance.

Presentation: Student cites information from two or more sources.

Student accurately integrates information from several texts on the same topic with self-correction or teacher prompting.

“How did you determine which details to record?”

Provide opportunities for the student to present information with the use of technology.


Teacher Checklist


Student Facing Material

CONCLUSION: How significant was this person? What impact did he or she have upon people and events in history? Cite information from multiple sources to support your response.

Characteristics of FeedbackPoor Feedback Good Feedback

Comments provide generic information

Comments provide specific information that provides explicit guidance

Comments do not address or identify the issue(s)

Comments address and identify the issue(s)

Comments do not provide recommendations to remedy the issue(s).

Comments provide recommendations to remedy the issue(s).

Examples: Types of FeedbackPoor Feedback Good Feedback

This task doesn’t fit the standard.

As currently written, this task does not appropriately align to the target standard. Please revise to align the standard for Grade 6.

The context may be confusing to some students.

The context reflects cultural bias; some students will be confused by football terminology. Focus on the task, not football.

Your rubric is good. Your rubric provides some useful information, however, more specific information about ELA content from the CCSS is needed for each performance level.

Task Title I Speak for the Trees

Grade Level

8

CCSS LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text , including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Comment: This is the basis for this Reading Literature standard: to understand the original author’s word choice, meaning, and tone, etc.

Comment: Add this type of analysis to Task Directions, Rubric, Teacher Checklist, and Student Facing Material

Comment: This part of the assessment task does not align with Reading Literature Standard 4.

I Speak for the Trees Passage

When I was very young, he was already very old—At least two hundred times he’d orbited the Sun.He was the watchful ___________________ of the city park,Standing stationary guard as children played beneath and decades passed.The ____________ of history was mirrored in his arthritic, gnarled arms.

Comment: This Student Facing Material needs to align with LACC.8.RL.2.4. Rather than maze, use approaches such as directed annotation, text-marking, etc., to inform teachers of student capacity to determine word/phrase meanings as they are used in text as well as analyze impact of the original author’s word choice on meaning and tone, etc..

Task Title Writing RulesGrade Level 3CCSS LACC.3.W.2.5 With guidance and support from

peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Level 2: The student demonstrates a some understanding of using guidance and support from peers and adults to develop and strengthen writing as needed by planning, revising, and editing.

Misconception/Error Questions for Eliciting Thinking

Instructional Implications

Student identifies the ending rules inconsistently in writing. And/or?Student identifies capitalization errors inconsistently in writing. And/or?Student identifies punctuation errors inconsistently in writing.

Look at the chart/document for ending rules and conventions. “”What rule do we use for __?”

Review the chart/document with students and ask them to restate the rule in their own words. Locate an example in their writing and correct the rule.

RUBRIC

Practice Review of ELA Task

Task Review Assignment • Each Review Candidate will receive an email

containing one ELA task to review.• Review the assigned task using:

– Comments– Track changes

• Return the email as an attachment to Terry Golden by Wednesday, August 7, 2013

Expectations for ELA Task Reviewers

Confidentiality –Task reviewers must not copy, discuss, or disclose in any manner the information or materials used during this training, while reviewing items or after completing the assignment.

Nondisclosure –Task reviewers must maintain the security of the items as well as all documents and materials. Task reviewers will not retain paper or electronic copies of materials after completing the assignment.

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Resources

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Document Use

ELA Task Reviewer PowerPoint Use as a reference after your training event

ELA Formative Assessment Task Checklist

Refer to each item that you review

ELA Repository Resources http://ccelafa.fldoe.org/access/home.do

http://ccelafa.fldoe.org/access/home.do

Thank you!

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Documents

English Language Arts (ELA) Formative Assessment Task Review Reviewer Professional Development