Rigor and Standards Literacy

Steps to align Assessments

Students need the opportunity to practice with the types of assessment items they will encounter on high-stakes exams.

Teachers should learn to develop and incorporate these types of assessment items into their regular classroom instruction.

Implications for Instructional Practice

Identify nouns and noun phrases to identify key concepts

Step 1

8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Locate verbs to identify key target(s)

Step 2

8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Place the Learning Targets into one – or more – categories

The categories are important in determining the most appropriate assessment type

Determines – to a certain extent– the level of rigor

Step 3

Learning Target CategoriesKnowledgeMastery of substantive subject content where mastery/proficiencyincludes both knowing and understanding it.

ReasoningThe ability to use knowledge and understanding to figure things out and solve problems.

DemonstrationThe development of proficiency in doing something where it is the process that is central to understanding, such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills.

ProductsThe ability to create tangible artifacts, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.

Learning Target Categories

Knowledge Reasoning Demonstration Product

Explain Predict Observe DesignDescribe Infer Perform ProduceIdentify Classify Compose MakeDefine Compare Conduct WriteRecall Summarize Speak Draw

Recognize Analyze Operate RepresentSelect Evaluate Investigate Display

List Generalize Collect Model

Identify characters, settings, and major events in a story

Define words by category Name the author and illustrator of a story

Identify parts of an expression using mathematical terms

Define a coordinate system Recognize opposite signs of numbers

Examples: Knowledge CategoryM

ATH

E

LA

Make logical inferences Analyze the structure of texts Compare and contrast treatments of the same topic Interpret data on a single count or measurement

variable Relate counting to addition and subtraction Explain the reasoning used Summarize numerical data sets

Examples: Reasoning TargetsM

ATH

E

LA

Retell familiar stories, including key details Respond to questions and suggestions from peers Describe the connection between two individuals Tell the number of objects Describe and compare measurable attributes Decompose a fraction into a sum of fractions

Examples: Demonstration TargetsM

ATH

E

LA

Construct viable arguments produce rhyming words Write arguments to support claims in an analysis of

substantive topics Model shapes in the world by building shapes from

components Produce an equivalent sum Develop a probability distribution for a random

variable

Examples: Product TargetsM

ATH

ELA

Assessment Type

SelectedResponse

Constructed Response

PerformanceAssessment

IndividualCommunication

Portfolio Assessment

Learning Target

Knowledge ++ ++ - + ++

Reasoning - ++ + + ++

Demonstration - - ++ + +

Product - + ++ - ++

Matching Assessment Methods and Learning Targets

Describe 3 characteristics of metamorphic rocks Knowledge (simple recall)

Describe the difference between igneous and metamorphic rocks Reasoning (requires cognitive processing to determine

the difference between the two types of rocks)Describe a model that you might use to represent the

relationship that exist within the rock cycle Demonstration (requires deep understanding of the rock

cycle and the determination of how best to represent it)

Verbs in Context

Select a Common Core State Standard Complete Steps 1, 2, and 3

Deconstructing Standards

Identify Target Levels of Rigor

Levels of Rigor: Bloom’s Taxonomy Webb’s Depth of Knowledge Surveys of Enacted Curriculum – Categories

of Cognitive Demand http:www.seconline.org

SEC Cognitive Demand Categories

Level II Level III Level IV

Perform ProceduresDemonstrate

Understanding of Mathematical Ideas

Conjecture, Analyze, Generalize, Prove

Use numbers to count, order or denote

Communicate mathematical ideas

Determine the truth of a mathematical pattern or

proposition

Do computational procedures or algorithms

Use representations to model mathematical

ideasWrite formal or informal

proofs

Follow procedures/instructions

Explain findings and results from data

analysisAnalyze data

Start, Stop, Continue

Next Generation Assessments Involve higher order thinking skills Include Academic and Domain Specific vocabulary Written as multi-step tasks rather than question Include innovative computer technologies

Sample Assessment Items

Innovative

Computer-based

Multiple Steps

Real-world examples

Traditional scatter plot item

Grade 8

innovative scatter plot item

Grade 8

Selected Response Innovations

If an item costs 50 cents how much more money would you need?

Your mother sends you in to the store to buy something she wants.

She tells you that the item costs somewhere between 1 cent and 99 cents.

You only have pennies, nickels, dimes and quarters in the money jar.

What is the least number of coins you can take with you to make change without going over $1.00?

Traditional U.S. Problem

Which fraction is closer to 1: 4/5 or 5/4 ?

Same Problem with SMP integration

Which number is closer to 1: 4/5 or 5/4? Using a number line, explain why this is so.

(Daro, Feb 2011)

Standards for Mathematical Practice in a Classroom

54

Elementary ELAQuestion Stem

User Interface

InstructionsStimulus Student

Response

Dr. Castigo is a dentist whose patients often ask for his recommendations regarding chewing gum. He decides to make an informational poster for his office by pulling two positive research findings and two statements of caution from a research summary. Read the research report on the left and drag-and-drop the most appropriate pieces of information to Dr. Castigo’s poster.

Instructions are contained in the question stem.

Research summary is on the left. Poster with blank spaces for statements on the right. Poster states: Is Chewing Gum Good or Bad for your Teeth? If you enjoy gum, here’s some good news…___. But don’t forget about these cautionary words…___.

Drag and drop sentences from the research summary text area to the blank spaces in the poster.

PARCC WEBSITE◦ http://www.parcconline.org

SMARTER BALANCED ASSESSMENT CONSORTIUM WEBSITE◦ http://www.k12.wa.us/smarter

INSIDE MATHEMATICS◦ http://www.insidemathematics.org/index.php/home

NAEP RELEASED ITEMS (INNOVATIVE ITEM TYPES)◦ http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx

MATHEMATICS STANDARDS PROGRESSIONS◦ http://ime.math.arizona.edu/progressions/

ELA SAMPLE PERFORMANCE TASKS (ARKANSAS DEPARMENT OF EDUCATION)◦ http://arkansased.org/educators/pdf/curriculum/ccss_sample_infor

mational_042211.pdf◦ http://arkansased.org/educators/pdf/curriculum/ccss_sample_storie

s_042811.pdf

CCSS assessment resources

Start, Stop, Continue