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Thomas Suarez
• TED Talk
Mathematics Performance Task
Planting Tulips1. Classroom Activity 2. Student Task 3. Task Specifications 4. Scoring Rubric
• Smarter Balanced Task, 2013
Classroom Activity
• Performance task span different parts of the assessment system (summative, interim, and as part of the digital library of resources)
• Ideas for teachers:– Bring in actual bulbs– Show video on planting bulbs– Demonstrate how to measure them– Create a planter with tape on the floor
Classroom Activity
• Set the context:– School to build planters– They’ve been selected to select the design of
planter and what to plant – What to plant– Discuss different plants, show bulbs
Classroom Activity
• Measurement– What tool to use
• Calculations– 2-inch bulb width x 3 = 6 inches of space between
the bulbs – 2-inch bulb width + 6 inches between bulbs = total
space of 8 inches for each bulb
Students work in pairs to complete the table
Performance Task
• Students will decide the shape of the planters and how many tulips to plant in each
What are the implications for instruction?
Task Specifications
• Domains: – Operations and Algebraic Thinking; – Number and Operations—Fractions;
Measurement and Data
Assessment Targets
• Claim 1 Target I: Problem Solving with measurement
• Claim 3 Target E: Distinguish correct logic or reasoning from that which is flawed
• Claim 3, Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures
Assessment Targets
• Claim 2, Target D: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flowcharts, or formulas).
• Claim 2, Target B: Select and use appropriate tools strategically.
• Claim 2, Target A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.
Assessment Targets
• Claim 3, Target A: Test propositions or conjectures with specific examples.
• Claim 3, Target D: Use the technique of breaking an argument into cases.
Purpose of Task
• The purpose of this task is to assess student’s ability to problem solve with fractions in the context of area/space.
English Language Arts and Literacy
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
Task What to Do What to Submit
1 Find 3–5 texts on the theme of moral courage. Take notes on those texts.
One page of notes per text, saved electronically
2 Synthesize what you have learned from the texts about moral courage into an essay on the topic. Cite specific examples.
1,000-word essay, saved electronically
3 Research and write about a historical figure or a person you know who exhibited moral courage.
A 3- to 5-page script for a monologue or a storyboard for a presentation
4 Write a brief reflection about what you learned from these tasks.
250- to 500-word reflection
Multi-Task Performance Assessment Summary Table
Buzz Words
• Claims• Targets/Evidence Statements • Evidence Centered Design• Common Core Assessment
Buzz Word Breakdown
• Claims– Broad Statements– Connected to Targets and evidence
(assessment results)
• Targets/Evidence Statements – Supports a claim– Standards are grouped
Buzz Word Breakdown• Evidence Centered Design
– Claims Targets Assessment Evidence Results (student test results)
• Common Core Assessment– Performance Task– Item Types– EOY and optional interim– College and career ready– Evidence of progress toward target mastery
Documentation Examination
Revision
Documentation
Examination
RevisionDocumentation
ExaminationRevision
DocumentationExaminationRevision
Always a Work in Progress!
Test Prototype
Taking the Test
What do students need to know?What do students need to be able to do?
Know Able to do
Smarter Balanced Practice Test
http://www.smarterbalanced.org/pilot-test/
Session #44
Performance Task Resources
Literacy Design Collaborativehttp://www.literacydesigncollaborative.orgMathematics Design Collaborativehttp://www.mygropgenius.org/mathematics/
The Partnership for Assessment of Readiness for
College and Careers
PARCC States
Smarter Balanced States
Similarities and Differences
• 3 Assessment Item Types• 3 ELA Claims: Reading,
Writing, Research– Speaking/ Evidence
Statements support ELA Claims
• Grade Levels Assessed: 3-8th; 9-11th
• Standard, fixed test forms
• 6 Assessment Item Types• 4 ELA Claims: Reading,
Writing, Speaking/Listening, Research
• Targets support ELA Claims• Grade Levels Assessed: 3-
8th, 11th
• Adaptive Technology
Similarities and Differences
• Performance Task: Administered in early Spring
• Summative Assessment used as EOY
• Evidence Centered Design Model
• Performance Task: Administered as one component of EOY Summative Assessment in late Spring
• Evidence Centered Design Model
PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11
• End-of-Year • Assessment
• Innovative, computer-based items
•Required
• Performance-Based
• Assessment (PBA)
• Extended tasks• Applications of concepts and skills
• Required
• Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
•Non-summative
• Speaking And Listening• Assessment
• Locally scored• Non-summative, required
• 2 Optional Assessments/Flexible Administration
• Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards
•Potentially summative
41
A Balanced Assessment System
School Year Last 12 weeks of the year*
DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.
ELA/Literacy and Mathematics, Grades 3-8 and High School
Computer AdaptiveAssessment and
Performance Tasks
Computer AdaptiveAssessment and
Performance Tasks
Scope, sequence, number and timing of interim assessments locally determined
*Time windows may be adjusted based on results from the research agenda and final implementation decisions.
Performance Tasks
• ELA/literacy• Mathematics
Computer Adaptive
Assessment• ELA/literacy• Mathematics
Optional InterimAssessment
Optional InterimAssessment
Re-take option available
Summative Assessment for Accountability
