District Implementation and Aligned to the Common Core

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Dec 14, 2013 (3 years and 10 months ago)

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District Implementation of
Assessments Aligned to
Common Core

Elaine Barkan

e
laine.barkan@email.sparcc.org

Dana Weber

dana.weber@email.sparcc.org



Learning Targets:


Participants will gain a working understanding
of the new assessments and resources
available.


Participants will learn to determine if
formative and summative assessments are
aligned to the CCSS.







Summative Assessment Components

9

End
-
of
-
Year

Assessment


Innovative, computer
-
based items


Performance
-
Based

Assessment (PBA)


Extended tasks


Applications of concepts
and skills

9


Performance
-
Based Assessment (PBA)
administered as close to the end of the school
year as possible. The ELA/literacy PBA will focus
on writing effectively when analyzing text. The
mathematics PBA will focus on applying skills,
concepts, and understandings to solve multi
-
step
problems requiring abstract reasoning, precision,
perseverance, and strategic use of tools



End
-
of
-
Year Assessment (EOY)
administered after
approx. 90% of the school year. The ELA/literacy
EOY will focus on reading comprehension. The
math EOY will be comprised of innovative,
machine
-
scorable

items

10

Technology Guidelines for PARCC

Version 1.0, April 2012


Desktops, laptops, netbooks (Windows, Mac, Chrome, Linux),
thin client, and tablets (
iPad
, Windows, and Android) will be
compatible devices provided they are configured to meet the
established hardware, operating system, and networking
specifications
-

and are able to be “locked down”
.


*NEW* “ Lock
down”will

be available for
ipads

2 & 3 (not 1).

Hardware

Processor

1.0
GHz

RAM

1 GB

Storage

1 GB

Resolution

1024x768

Screen
Size

10” Class

Operating

Systems

Mac 10.7

Windows
7

Linux

(Ubuntu
11.10;


Fedora 16)

Apple
iOS

Android
4.0


Instructional Supports and Tools


Support
implementation of the CCSS
; support development of
assessment blueprints; provide

guidance
to state, district
-

and
school
-
level curriculum leaders in the development of aligned
instructional materials


Released November 9, 2011; Re
-
Release late June; Final in
August.

www.parcconline.org/parcc
-
content
-
frameworks


Model
Content
Frameworks

Model
Instructional
Units

11

Model
Instructional
Units


Provide educators with examples of ways to
implement the CCSS
in schools; allow for the development and
sharing of ideas
for
instructional implementation of the CCSS; encourage
development of additional
PARCC tools


Expected
Spring 2013

Professional
Learning
Modules

Supports
and Tools
(continued)


Develop professional development modules focused on
assessments to help teachers, school and district leaders,
and testing coordinators
understand the new assessment
system
and
use of the data


Expected
Fall 2013

Professional
Development
Modules

12


One
-
stop shop for PARCC resources; provide
an
online
warehouse for all PARCC tools and
resources as well as other
instructional material being developed by PARCC states and
districts and national organizations


Expected
Spring 2013

Partnership
Resource
Center


Develop models of innovative, online
-
delivered items and
rich performance tasks proposed for use in the PARCC
assessments.


Expected
Summer 2012

Item and Task
Prototypes

TURN & TALK


Have you seen the Model Content
Frameworks?


Do you find them useful?


Questions?


Concerns?


Do you know

o
f any resources

worth sharing?





Claims Driving Design: ELA/Literacy

Students are on
-
track or ready for college and careers

Students read and comprehend a
range of sufficiently complex texts
independently

Reading
Literature

Reading
Informational
Text

Vocabulary
Interpretation
and Use

Students write
effectively when using
and/or analyzing
sources.

Written
Expression

Conventions
and
Knowledge
of Language

Students
build and
present
knowledge
through
research and
the
integration,
comparison,
and synthesis
of ideas.

16

ELA/Literacy Task Types

17


ELA/Literacy


PBA
: Prose Constructed Response (PCR)


EOY
: Evidence
-
Based Selected Response (EBSR)


EOY
: Technology Enhanced Constructed Response (TECR)

Students
solve problems
involving the major
content
*

for their grade
level with connections to
practices

Students
solve problems
involving the additional
and supporting content
*

for their grade level with
connections to practices

Students
express
mathematical reasoning
by constructing
mathematical arguments
and critiques

Students solve real world
problems engaging
particularly in the
modeling practice

Student
demonstrate
fluency
in areas set forth
in the Standards for
Content in grades 3
-
6

Claims Driving Design: Mathematics

Students are on
-
track or ready for college and careers

18

*See PARCC Model Content Frameworks for details


Mathematics


Type I (PBA and EOY):
Machine
scorable
, focusing on major content
and/or fluency. Could be practice forward.


Type II (PBA):

Hand scored (or machine scored if innovative); focused
on expressing reasoning.


Type III (PBA):
Hand scored (or machine scored if innovative);
focused on modeling/application.

Mathematics Task Types

19

Logical Next Steps


Assessment


Resources &
Teaching Strategies

How do our assessment practices align with the
Common
Core State Standards
?


Intent


Student Behaviors


Grade Level Focus


If “Yes” to all three
=“Authentic
Assessment”


If “No”, revise or
replace with better
aligned alternatives

Trevor (Grade Two)


K: What do you do when
you’re done reading?


T: You take a test.


K: How do you know if you did
it right?


T: You
hafta

get 4 out of 5 or 5
out of 5 to pass.


K: Then what?


T: If we earn 50, we get
McDonald's!


K: Could I pass the test?


T: No! You didn’t read the
book!

Mrs.
Rusmisel’s

Class

The Standard: Authenticity Check!

A Formative Instructional Practice


Grade 2 ELA, Reading Standards, Literature


“Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.”


Does this assessment “align”?


Intent


Student behavior(s)


Grade level focus

Another Assessment Example

Gettysburg Address

Prompt: Analyze Lincoln’s
use of (1) repetition, (2)
contrast, and (3) balanced
phrasing, using examples of
each from the text, &
explore their contributions
to the overall effect of the
speech. . . Think SOAPS:
Speaker, Occasion,
Audience, Purpose,
Subject.

Ms.
Ruddy’s

Class

The Correlating Standard:


ELA, Grade 11 Speaking & Listening


“Evaluate a speaker’s point of view, reasoning,
use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word
choice, points of emphasis, and tone used.”


Authentic Assessment?

How “Authentic” Are Your Assessments?

(Formative and/or Summative)


Not so much . . .





Better . . .


Fill
-
in, matching, MC



Sentence completion


Copy definitions




Write a sentence using..


Oral reading




Prove your answer from





the text by reading


Isolated phonic drills



Use context and word
part




knowledge to guess






meanings



Text
-
based answer



Original re
-
phrasing




How things have changed!

Pre
-
21
st

C
entury

Facts & Skills

Connected Content

Applied Learning

Facts & Skills


Connected Content


Applied Learning


Now!

Why? The Information Explosion!

How long did/does it take to double human knowledge
(unique information available to be known)?


1 C.E. to 1500 C.E. (1500 years)


1500 to 1750 (250 years)


1750 to 1900 (150 years)


1900 to 1950 (50 years)


1950 to 1970 (every 5 years)


1970 to 2000 (every 3 years)


Since 2000 (every 18 months)


By 2020, projected to double every 72 days!

Sources: Georges
Anderla
,
Organization for Economic Cooperation and Development
(OECD)
Alvin
Tofler
,
Future Shock
, John
Naisbitt
,
Megatrends, &
Kevin Kelly
,
Technium:The

Speed of Information.


When designing/revising assessments:


What does the standard say, mean, and look
like in terms of student behavior and real
-
life
applications? (Authentic)


What form could the assessment take to be
engaging for my students? (Interesting)


What elements of content are really worth
remembering from this chapter, unit, project,
etc.? (Memorable)

Want to see a sample?



ELA Sample SR Item Sample Item ID:

ELA.08.SR.1.XXXXX.1.022.docx


Students can read closely and analytically to comprehend a range of increasingly complex literary and informational
texts.



Grade:

08



Claim:

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and
informational texts.



Assessment Target:

1. KEY DETAILS: Identify explicit textual evidence to support inferences made or conclusions
drawn



Standard(s):

RL
-
1, RL
-
3



Difficulty:

Medium



Item Type:

Selected Responses



Score Points:

0, 1



Key:

As in his
cubhood

he had been made to feel his smallness and puniness on the day he first came in from
the Wild to the village of Grey Beaver, so now, in his full
-
grown stature and pride of strength, he was made to feel small
and puny.



Stimulus/Passage(s): From Jack London’s
White Fang, “
The Southland,” Part 5, Chapter 2


How this item/task contributes to the “sufficient evidence” for this claim:

When students read and analyze two
literary excerpts, one modern and the other classical, students will be able to examine the theme of a main character
being controlled by gods and detect similarities and differences in that portrayal across texts.



Target
-
specific attributes (e.g., accessibility issues): Requires students to read grade
-
level texts and use a mouse to
select text in a passage.



What the student will see . . .


All this was the manifestation of power.
Through it all, behind it all, was man,
governing and controlling, expressing himself,
as of old, by his mastery over matter.

It was
colossal, stunning. White Fang was awed. Fear
sat upon him.
As in his
cubhood

he had been
made to feel his smallness and puniness on
the day he first came in from the Wild to the
village of Grey Beaver, so now, in his full
-
grown stature and pride of strength, he was
made to feel small and puny.
And there were
so many gods! He was made dizzy by the
swarming of them.
The thunder of the streets
smote upon his ears.
He was bewildered by
the tremendous and endless rush and
movement of things.
As never before, he felt
his dependence on the master, close at whose
heels he followed, no matter what happened
never losing sight of him.
But White Fang was
to have no more than a nightmare vision .




RIGHT SIDE OF SCREEN:


Look at the underlined sentences on the
left. Click on the sentence that implies
that the way White Fang appears to the
outside world is not the way he feels to
himself.


Click in the box below to paste the
sentence there.



TURN & TALK


“Ah Hah” thoughts?


Questions?


Concerns?



What if our RESOURCES don’t align with the new
Common Core State Standards?


Selective Use


Supplement


Replacement

“Teaching resources
support

the work we
do; they do not


and should not


define

the work we do.”

How do you answer this question?

Q: What are you teaching next week?

“We’re looking at how watershed issues
impact our
local water supply.”

Q: What are
you

teaching next week?

“Chapter 8.”

Selective Use

Textbooks available in the room,
and used as needed for reference.

Not enough books?

Ms.
VanDuinen

has students
write journal responses to text
-
based prompts and questions.

Supplemental Resources

Music
-
on
-
a
-
Cart?

Even an “App” for your phone!


Resources


www.corestandards.org



Common Core site


www.parcconline.org



PARCC Assessment site


Partnership for Assessment of College and


Career


www.ode.state.oh.us



ODE’s
site


www.doe.in.gov



Indiana Dept. of Ed***


http
://
indianadoe.buildyourowncurriculum.com/Public/
course_search.aspx

***


Vocabulary aligned to the CCSS K
-
4


www.engageny.org



New York Dept. of Ed***


http://ohiorc.org/

-

resources aligned to CCSS





So, now we know


Consider intent, student behaviors (verbs used),
and grade level focus in designing/selecting
assessments, resources, and teaching strategies.


We probably have (or have access to) all we need.


Additional sources are, and will be, available for
replacement resources.


We cannot add on without first cleaning house.


This process will take several years.

Possible Next Steps


Assessment “Audit” (see handout)


Resource Review: Clean House!


Technology Tune
-
Up


Specific Strategies by Subject Area (not just
Math & ELA!)


References


Center for College and Career Readiness


Common Core
Institute


Ohio
Department of
Education


Partnership of Assessment for Readiness of
College and Career (PARCC)