NYC CFN 604 and 609Professional Development | March 2012

Myra R. RoseEducational Consultant | Pearson School Achievement Services

Performance-Based Assessment for Grades 6–8

Outcomes

At the conclusion of this workshop, you will be able to create and evaluate performance-based

assessmentsuse the sample performance tasks in Appendix B as a model for creating performance-based

assessments use student samples in Appendix C as a model to evaluate student work

#5

Agenda

Section 1: A Foundation for Understanding Performance-Based Assessments

Section 2: Performance-Based Assessment Design

Section 3: Performance-Based Assessment Evaluation

Section 4: Implementation of Performance-Based Assessments

Section 5: Review and Closing

#6

A Recap of What We Know About theCommon Core State Standards

• They are aligned with college and work expectations• They are focused and coherent• They are rigorous in content and application of knowledge through

high-order skills• They are intended to build on strengths and lessons of current state

standards• They are internationally benchmarked so that all students are

prepared to succeed in our global economy and society• They are based on evidence and research • They are state-led and coordinated by the National Governors

Association Center for Best Practice and the Council of Chief State School Officers

Activating Background Knowledge: Assessment Snowstorm

Write one fact or idea you have about assessment.Write one question you have about assessment.

A Foundation for Understanding Performance-Based Assessments 1

Section 1 Big Questions

How is assessment changing in response to the Common Core State Standards?

What are performance-based assessments?

#8

Assessment Basics

(Garrison and Ehringhaus 2007)

#8

Formative Assessment Summative Assessment

Purpose To inform both teachers and students about student understanding at a point when timely adjustments can be made

To gauge, at a particular point in time, student learning relative to content standards

Frequency Happens often and throughout instructional process

Periodically, after instruction

Examples • Observation • A rough draft of a paper• Activity designed to allow

student to practice a skill

• State assessments • District benchmark or interim assessments • End-of-unit or chapter tests • End-of-term or semester exams

Impact of CCSS on Assessment

Focus on mastering 21st century skills and college and career readiness skills.

Require schools to align instruction, student practices, and assessment to standards.

PARCC VS. SBAC

PARCC Key Elements

• 40 – 65 questions• Computer-based, with mixed items

type; computer scored• Scores from focused assessments and

end of year test will be combined for an annual accountability score

• Will include a Through course assessment that includes 1 – 3 tasks that assess a few ‘keystone’ standards/topics

• Computer delivered results on the Through Tasks provided within 2 weeks

• Through tasks given at 3 points during the school year, near the end of quarters

SBAC Key Elements

• Measure depth of understanding, research skills and complex analysis

• Includes 40 – 65 questions per content area

• Computer adaptive assessments given during the final weeks of the school year (during the last 12 weeks)

• Multiple item types scored by computer

• Re-take option, as locally determined

• Demonstrates achievement and growth over time on a College and Career ready trajectory

• Scored within 2 weeks

• Tasks for Grades 3 -8:– One ELA and One Math Each year

• Tasks for Grades 9 – 11– Accumulates up to 6 ELA and 5 Math over 3 years

CCSS Assessments

(PARCC 2011; SBAC 2010)

Partnership for the Assessment of Readiness for College of Careers (PARCC)and

SMARTER Balanced Assessment Consortium (SBAC)

Require preparation on the part of schools

Shift from one summative assessment to “sum of assessments”

Require online testing and use of enhanced technology

Propose to measure the rigorous CCSS with complex performance-based assessments

# 9

Performance-Based Assessments

# 9

To determine what you already know about performance-based assessments, complete the activity on page 9 of the Participant Workbook.

Revisit the Section 1 Big Questions

Section 1 Big QuestionsHow is assessment changing in response to the Common Core State Standards?

What are performance-based assessments?

Performance-Based Assessment Design2

Section 2 Big QuestionsWhat are the qualities of an effective performance task?

What steps are involved in the design of performance tasks?

#12

The Qualities of an Effective Performance Task

Students should be active participants.

Intended outcomes should be clear and measure something important.

Students should engage in higher-order thinking to complete the task.

Task should demonstrate mastery of knowledge. 

Sample Performance Task

#12

Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]

(Common Core State Standards Initiative 2010b, 93)

Step One: Identifying the Learning Outcomes

What do you want students to be able to understand or do?

Is this learning outcome measurable?

#13

Step Two: Determine the Essential Elements of the Task

Context ResourcesDemonstration of the

Learning Outcome

#13#13

Step Three: Build the Performance Task

Sample text frame:

You are a [role] in a [description of context]. Given [resources], produce [product or performance] for [audience] in order to [purpose]. Your [product or performance] must [description of standards]. You will have [time] to complete the task.

#14

Revisit the Section 2 Big Questions

Section 2 Big Questions

What are the qualities of an effective performance task?What steps are involved in the design of performance tasks?

Performance-Based Assessment Evaluation3

Section 3 Big Questions

#16

What tools will aid the evaluation process?

How can Appendix C of the CCSS be used as a tool for evaluation?

Evaluation Basics

At the core, what is evaluation really about?

Evaluation Tools: Rubrics

#16

General Specific Holistic Analytical

CCSS Evaluation Example

Review the student sample of writing on page 47–48 of Appendix C, also found in the Participant Workbook on pages 19–21.

#19

Creating a Rubric

#22

4Introduces the topic clearly, previewing what is to follow

3Organizes ideas, concepts, and information into broader categories

3Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples

4Uses appropriate transitions to create cohesion and clarify the relationships among ideas and concepts

Revisit the Section 3 Big Questions

Section 3 Big QuestionsWhat tools will aid the evaluation process?

How can Appendix C of the CCSS be used as a tool for evaluation?

Implementation of Performance-Based Assessments4

Section 4 Big Questions

#24

How will performance tasks be implemented into curriculum?

What instructional considerations should be considered when writing performance tasks?

Local Assessment Work

Using the CCSS for ELA and your curricular materials, develop a performance task or series of performance tasks that you would use for a formative or summative assessment within a unit you teach. Use page 24 of the Participant Workbook to get started.

#24

Peer Evaluation

#25

Instructional Consideration: Student Choice

Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story “Eleven.” [RL.6.6]

(Common Core State Standards Initiative 2010c, 89)

Instructional Consideration: Supporting Struggling Readers and Writers

Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of non-literal language (e.g. “light is the ink we use”) and talking about how it suggests meaning [RL.3.4]

(Common Core State Standards Initiative 2010c, 53)

Revisiting the Section 4 Big Questions

Section 4 Big Questions

How will performance tasks be implemented into curriculum?

What instructional considerations should be considered when writing performance tasks?

Review and Closing 5

Section 5 Big Question

#28

What have you learned during today’s session?

Reflection

#28#28

Outcomes Review

Create and evaluate performance-based assessments.

Use the sample performance tasks in Appendix B as a model for creating performance-based

assessments.

Use student samples in Appendix C as a model to evaluate student work.

Closing

Performance-Based Assessment for Grades 6–12

Myra R. Rose

Date: March 2012

References

Common Core State Standards Initiative. 2010a. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed January 1, 2011. http://www.corestandards.org/the-standards.

———. 2010b. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_A.pdf.

———. 2010c. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix B: Text Exemplars and Sample Performance Tasks.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_B.pdf.

———. 2010d. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C: Samples of Student Writing.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_C.pdf.

Garrison, Catherine, and Michael Ehringhaus. 2007. “Formative and Summative Assessments in the Classroom.” National Middle School Association. Accessed June 28, 2011. http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

Gingrasso, Susan, Tim Krause, Patricia Ploetz, Jasia Steinmetz, Pam Terrell, and Dona Warren. “Performance Tasks.” 2009. Presentation given at the Third Annual Critical Thinking Conference, The University of Wisconsin, Stevens Point, WI, 2009.

McTighe, John. 2010. “Designing Authentic and Engaging Performance Tasks.” Columbia, MD: Jay McTighe. Accessed July 18, 2011. http://contemporaryissuesatrutgers.wikispaces.com/file/view/Develop+Performance+Tasks.pdf

Mueller, Jan. 2011. “Authentic Tasks.” Accessed June 28, 2011. http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm

PARCC (Partnership for Assessment of Readiness for College and Careers). n.d. “Partnership for Assessment of Readiness for College and Careers Race to the Top Assessment Proposal Summary.” Accessed January 1, 2011.

Prince George’s County Public Schools. n.d. “A Process for Designing Performance Assessment Tasks.” Accessed June 28, 2011. http://www.pgcps.org/~elc/designsteps6.html.

Saphier, Jon, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher: Building Your Teaching Skills. Action, MA: Research for Better Teaching.

SBAC (SMARTER Balanced Assessment Consortium). 2010. “Appendix A3-3: Sample Items.” In Race to the Top Assessment Program Application for New Grants.” Submitted by Washington State, on behalf of SMARTER Balanced Assessment Consortium. Accessed February 19, 2001. http://www.k12.wa.us/SMARTER/pubdocs/SBAC_Appendices.pdf.