ELA/Literacy in History/Social Studies, Science, and Technical Subjects

ESUHSD CCSS Summer Institute June 8, 2012

Preparing for CCSS Assessments: Performance-based Tasks

AgendaTimeline/Kinds of CCSS AssessmentsFeatures of Performance TasksImplications for Teaching, Learning, and Professional Development

CCSS Timeline

California CCSS Roll-out Plan

2011-12

2012-13

2013-14

2014-15

CCSS Timeline

California CCSS Roll-out Plan

2011-12 Awareness

2012-13

2013-14

2014-15

CCSS Timeline

California CCSS Roll-out Plan

2011-12 Awareness

2012-13 Awareness/ Transition

2013-14

2014-15

CCSS Timeline

California CCSS Roll-out Plan

2011-12 Awareness

2012-13 Awareness/ Transition

2013-14 Transition/ Implementation

2014-15

CCSS Timeline

California CCSS Roll-out Plan

2011-12 Awareness

2012-13 Awareness/ Transition

2013-14 Transition/ Implementation

2014-15 Implementation Assessment

9

28 SBAC States, 44% of K-12 students

Smarter Balanced Assessment Consortium (SBAC)

a state-led consortium working to develop next-generation assessments aligned with CCSS that accurately measure student progress toward college- and career-readiness.

ELA / Literacy Strands

21st Century Literacy

ELA / Literacy Strands

Assessment

Claim #1 Claim #2 Claim #3 Claim #4

Content Specifications – ELA/Literacy: 4 Major Claims

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

Claim #2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4 – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Measurement Instruments related to Reading, Research, Audio, Visual Stimuli

SR—Selected Responseone Claim (think, reason, integrate knowledge/skill)

CR—Constructed Responseone Claim (occasionally two), rubric-scored

PT—Performance Taskmultiple Claims (analysis, evaluation, evidence),

rubric-scored

TE—Technology Enhanced

Performance Tasks

Structure of Performance Task

Sample Summative Performance Assessments

Students will be provided with a stimulus (e.g., a reading or oral, visual, quantitative, or media source) with a question to respond to. Students will have time to prepare and then offer a short summary, explanation, or analysis. Student responses will be audio or video taped and scored externally.

Sample Summative Performance Assessments

Students will deliver a research-based presentation to be scored locally by teachers. Classroom-based performance tasks will provide the occasions to address the conversational and collaborative aspects of the Speaking and Listening standards (particularly standard 1 across all grades).

Sample Summative Performance Assessments

Middle and high school students may be asked to listen to political media messages in order to summarize, detect bias, or identify differing points of view or common themes; use a simulation that requires following certain procedures to accomplish a task; or listen to / view a short lecture and then integrate information from documents related to the lecture in order to answer comprehension and analysis questions.

Sample Performance Task –Grade 9

Purpose of Performance Tasks (SBAC)

Purpose of Performance Tasks (SBAC)

Performance tasks challenge students to apply their knowledge and skills to respond to real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items.

Our Performance Task!

Learning ObjectiveParticipants will identify and communicate 3-5 implications of performance-based learning in a 90-second presentation to their peers.

Language ObjectiveParticipants will accurately use three of the following words/phrases in their presentations: performance task, performance assessment, real world, apply, Common Core, literacy, timeline, 21st Century, college and career.

TASK

CARD

Your Assignment: You have 90 seconds to deliver an engaging, inspiring presentation to your targeted audience on the virtues of performance-based learning.

Steps1.Form subject-alike OR cross-subject groups of 6.2.Volunteer facilitator reads the task card to group members, and ensures everyone’s understanding of the task AND audience.3.Make a plan to ensure you’ll meet the deadline.

DeliveryBe prepared to present in 30 minutes!

AssessmentAudience Applause!Well, and see Task Card

A 30 Minute Performance Task!

Performance Presentations

Performance Tasks

•Extended projects demonstrate real-world writing and analytical skills

•May include online research, group projects, presentations

•Require 1-2 class periods to complete •Included in both interim and summative assessments •Applicable in all grades being assessed •Evaluated by teachers using consistent scoring rubrics

A 30 Minute Performance Task

Directions The Situation: As a member of ESUHSD’s Dream Team, you have been learning about the Common Core State Standards in order to help your school roll out CCSS over the next two years. Now, you and your team are ready to inspire students about the virtues of performance-based learning. The Task: You have been given 90 seconds to convince your students that performance-based tasks and learning activities are both engaging AND will prepare them for success in college and career. How will you deliver your presentation in a way that is persuasive and inspiring? Steps:

1. To assist you, a sample “student performance task” has been given to your group. As a group, read and understand the performance task (2 mins).

2. Next, analyze the literacy demands in the performance task. Split your group into

2 teams, and perform the following (5 mins).

a. Team A identifies one standard each from two CCSS strands that would support students in successfully completing the sample performance task.

b. Team B identifies key learning experiences students should have prior to

engaging in the performance task.

3. As a group, distill 3-5 engaging reasons that students will enjoy and benefit from performance-based learning (5 mins).

4. Collaboratively prepare your group’s 90 second presentation (10 mins).

Optional: Use visual or supplementary materials if they will enhance your presentation. Product/Outcome: A 90 second presentation using any text type. Use at least 3 of the following words/phrases in your presentation: performance task, performance assessment, real world, apply, Common core, literacy, timeline, 21st Century, college and career. Audience: Students in Your School Assessment Criteria: content (includes similarities/differences; key point in message is clear); originality (convincing, persuasive or inspiring); process (evidence of collaboration); audience awareness.

Good luck!

Table Talk

What do you notice about the features of the performance task assignments?

how it is sequenced literacy demands

Real-world Scenario relevantauthentic purpose and audienceconnected to curriculum complex, higher-order thinking

Description of Task brief yet engagingprocedures/steps to complete task are included Performance-based: students use/apply knowledge,

concepts and skills

Clear Scoring Criteria/RubricAligned to standards, tasks, and prior learning experiencesIncludes opportunity for reflection

Performance Assessments Written and/or Oral

• Opinion (K-5); Argumentative (6-12)• Informative/Explanatory • Narrative

Authentic, and measure complex thinking: analysis, synthesis, critical thinking

Require student use of research, multimedia & informational text across content areas

Often involve collaboration

35 minutes – 2 hours in length

Resources

Smarter Balanced Assessment Consortium (SBAC)http://www.smarterbalanced.org/ 

CCSS Appendix Bhttp://www.corestandards.org/assets/Appendix_B.pdf 

CCSS California Department of Educationhttp://www.cde.ca.gov/ci/cc/

ResourcesOther State Departments of Education CCSS New York State Education Departmenthttp://www.p12.nysed.gov/ciai/common_core_standards/toolkit.html

 CCSS Kentuckyhttp://www.jefferson.k12.ky.us/departments/gheens/Curriculum%20Maps/Literacy%20Middle/KCAS%20Curriculum%20Map%20-%206th%20Grade%20-%20Weeks%201-6.pdf

 CCSS Oregonhttp://www.ode.state.or.us/search/page/?=3356

ResourcesPerformance Task Templates SBAC Draft ELA Performance Task Template for CCSShttp://www.hawaiiboe.net/Meetings/Notices/Documents/08-16-11%20SAC/CCSS%202%20ELA%20task.pdf

 Performance Task Templatehttp://files.solution-tree.com/pdfs/Reproducibles_BA/performancetasktemplate.pdf

 Questions to Create a Performance Taskhttp://nanunet.lhric.org/PerformanceTasks/perftempqa.htm

Resources

Designing Performance Tasks Excellent Article—a must read!http://www.mikemcmahon.info/collaboratedesign.pdf

Authors: Jay McTighe and Marcella Emberger.Citations: Rick Stiggins, Grant Wiggins Assessment Gurus

ResourcesGoogle Search – Key Terms Performance taskPerformance assessmentAuthentic assessmentEnglish Language ArtsLanguage ArtsSampleExample

Online Resources

Scavenger Hunt!