Performance Level Performance Level DescriptorsDescriptors

Mount Diablo Unified School DistrictMount Diablo Unified School DistrictDepartment of Student Achievement and School SupportDepartment of Student Achievement and School Support

September 2011September 2011

What AreWhat Are Performance Level Descriptors? Performance Level Descriptors?

PLDsPLDs

Performance Level Descriptors are narrative Performance Level Descriptors are narrative descriptions of student performance descriptions of student performance representative of each proficiency (e.g., below representative of each proficiency (e.g., below basic, basic, proficient, advanced)basic, basic, proficient, advanced)

These performance level descriptors describe the These performance level descriptors describe the content and processes that a student at a given content and processes that a student at a given proficiency would be expected to know, proficiency would be expected to know, demonstrate, or perform. demonstrate, or perform.

AdvancedAdvanced In addition to exhibiting proficient In addition to exhibiting proficient performance, in-depth inferences and performance, in-depth inferences and applications are demonstrated.applications are demonstrated.

ProficientProficient No major errors or omissions regarding any No major errors or omissions regarding any of the information and/or processes (of the information and/or processes (simple simple or complexor complex) that were explicitly taught.) that were explicitly taught.

BasicBasic No major errors or omissions regarding the No major errors or omissions regarding the simplersimpler details and processes BUT major details and processes BUT major errors or omissions regarding the more errors or omissions regarding the more complex ideas and processes.complex ideas and processes.

Below BasicBelow Basic With With helphelp, a partial knowledge of some of the , a partial knowledge of some of the simpler and complex ideas and processes.simpler and complex ideas and processes.

Proficiency Performance Level Descriptors

California’s PLDsCalifornia’s PLDs

In HumRRO DocumentIn HumRRO Document

Proficiencies are defined by score ranges on Proficiencies are defined by score ranges on an assessment tied to how test results are an assessment tied to how test results are used. used.

Descriptors of the knowledge and skills Descriptors of the knowledge and skills associated with different proficiencies are associated with different proficiencies are provided.provided.

The performance level descriptors developed The performance level descriptors developed here are here are empirically based descriptions of empirically based descriptions of what students at each proficiency know and what students at each proficiency know and what they are able to do. what they are able to do.

It is critical, however, that teachers It is critical, however, that teachers understand that the skills listed are only understand that the skills listed are only examplesexamples of what students at each level of what students at each level need to know and be able to do and not a need to know and be able to do and not a comprehensive list. comprehensive list.

Some Examples fromSome Examples from

Our WorkOur Work

Create Performance Create Performance Level Descriptors for Level Descriptors for

the Essential the Essential Standards we have Standards we have

selected.selected.

As We Begin…As We Begin…1.1. Select an Essential Standard. Select an Essential Standard.

2.2. Define what Proficient Define what Proficient performance looks like for that performance looks like for that standard.standard.

3.3. Define what Basic and Define what Basic and Advanced performance would Advanced performance would look like for that standard.look like for that standard.

AdvancedAdvanced In addition to exhibiting proficient In addition to exhibiting proficient performance, in-depth inferences and performance, in-depth inferences and applications are demonstrated.applications are demonstrated.

ProficientProficient No major errors or omissions regarding any No major errors or omissions regarding any of the information and/or processes (of the information and/or processes (simple simple or complexor complex) that were explicitly taught.) that were explicitly taught.

BasicBasic No major errors or omissions regarding the No major errors or omissions regarding the simplersimpler details and processes BUT major details and processes BUT major errors or omissions regarding the more errors or omissions regarding the more complex ideas and processes.complex ideas and processes.

Below BasicBelow Basic With With helphelp, a partial knowledge of some of the , a partial knowledge of some of the simpler and complex ideas and processes.simpler and complex ideas and processes.

Our Guiding Definitions

Important to ConsiderImportant to Consider

Levels are not simple, discrete categories. Levels are not simple, discrete categories. There is a continuum of performance There is a continuum of performance within each level. Students who are just within each level. Students who are just barely proficient are somewhat less likely barely proficient are somewhat less likely to answer a given question correctly than to answer a given question correctly than students who have almost reached the students who have almost reached the advanced level. Nonetheless, averaging advanced level. Nonetheless, averaging across the range covered by each across the range covered by each achievement level provides a clear and achievement level provides a clear and reasonable summary of results for reasonable summary of results for students at that level. students at that level.

Degree of Proficiency on a ContinuumDegree of Proficiency on a Continuum

Below Basic Basic Proficient Advanced

Barely Basic

Upper Basic

Barely Proficient

Upper Proficient

Ways of Showing ProgressWays of Showing Progress

Extent

very limited limited (unqualified) extensive

Depth of Knowledge

recognize understand apply evaluate

Frequency

rarely infrequently usually always

Consistency

inconsistently usually consistently

In SummaryIn SummaryPLDs are NOT a substitute for the Content PLDs are NOT a substitute for the Content

Standards.Standards.PLDs are NOT a substitute for more PLDs are NOT a substitute for more

detailed diagnosis by the teacher.detailed diagnosis by the teacher.PLDs illustrate what students at each PLDs illustrate what students at each

proficiency know and can do. proficiency know and can do. PLDs communicate to parents & students PLDs communicate to parents & students

what students can do and what they need what students can do and what they need to be able to do to reach the next level. to be able to do to reach the next level.

Calibration ActivityCalibration Activity

The CST sample questions, at The CST sample questions, at www.starsamplequestions.org are tied are tied to a particular proficiency. Items were selected to illustrate what a to a particular proficiency. Items were selected to illustrate what a majority of students at a performance level could answer correctly.majority of students at a performance level could answer correctly.

For example, if the question is a Proficient Sample, that indicates that For example, if the question is a Proficient Sample, that indicates that most of the students who achieved an overall “Proficient” score most of the students who achieved an overall “Proficient” score were able to answer that particular question correctly. Less than half were able to answer that particular question correctly. Less than half of the students with an overall “Basic” score could not answer it of the students with an overall “Basic” score could not answer it correctly. In other words, that question typifies what a “Proficient” correctly. In other words, that question typifies what a “Proficient” student knows and can do. student knows and can do.

33rdrd Grade GradeMeasurement & Geometry 1.3Measurement & Geometry 1.3

Find the perimeter of a Find the perimeter of a polygon with integer polygon with integer

sidessides

Proficient

Basic

Below Basic

Not all sides are labeled

All sides are labeled

Complex Figure

All sides labeled

Not complex

Small numbers

Prime Number: a positive integer that is not divisible without remainder by any integer except itself and 1, with 1 often excluded:

Examples: 2, 3, 5, 7, 11

Prime Factorization: the process of breaking a number into its prime numbers

Example: 12 = 2² x 3

4 3

2 2 3

Prime Factorization

5³Base Number

Exponent

=5 x 5 x 5 =125

Common Mistake:

5³ = 5 x 3 = 15

5th Grade

Number Sense 1.4

Determine the prime factors of all numbers through 50 and write the

numbers as the product of their prime factors by using exponents

to show multiples of a factor.

Proficient

Basic

Advanced

Uses one exponent

Showing multiples of a factor

Uses two exponents

CA Standard:

Content Area: Mathematics

Score

Strand:

Standard:

Grade:

4(Advanced)

In addition to Proficient, in-depth inferences or applications that go beyond what was taught. For example, the student may:

Score3

(Proficient)

The student will:

The student exhibits no major errors or gaps in the learning goal (simple and complex processes).

Score2

(Basic)

The student will:

The student exhibits no major errors or gaps in the simpler details and processes.

Score1

(Below Basic)With help, a partial understanding of the learning goal.

Performance Level Descriptor

factor numbers up to 50 using one exponent

Number Sense

Determine prime factors of numbers up to 50 using exponents to show multiples of a factor

5th

NS 1.4

factor numbers up to 50 using more than one exponent

•factor numbers up to 50 with no exponents•demonstrate understanding that exponents represent multiples of a factor

An Advanced student will be able to answer:What is the prime factorization of 36?What is the prime factorization of 72?

A Proficient student will be able to answer:What is the prime factorization of 45?What is the prime factorization of 12?

A Basic student will be able to answer:What is the prime factorization of 15?5³ = (answer: 5 x 5 x 5)