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Thomas Suarez

Thomas Suarez. TED Talk. Mathematics Performance Task. Planting Tulips Classroom Activity Student Task Task Specifications Scoring Rubric Smarter Balanced Task, 2013. Classroom Activity.

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Thomas Suarez

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  1. Thomas Suarez • TED Talk

  2. Mathematics Performance Task Planting Tulips • Classroom Activity • Student Task • Task Specifications • Scoring Rubric • Smarter Balanced Task, 2013

  3. 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

  4. 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

  5. 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

  6. Students work in pairs to complete the table

  7. Performance Task • Students will decide the shape of the planters and how many tulips to plant in each

  8. What are the implications for instruction?

  9. Task Specifications • Domains: • Operations and Algebraic Thinking; • Number and Operations—Fractions; Measurement and Data

  10. 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

  11. 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.

  12. 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.

  13. 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.

  14. English Language Arts and Literacy

  15. 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

  16. Multi-Task Performance Assessment Summary Table

  17. Buzz Words • Claims • Targets/Evidence Statements • Evidence Centered Design • Common Core Assessment

  18. Buzz Word Breakdown • Claims • Broad Statements • Connected to Targets and evidence (assessment results) • Targets/Evidence Statements • Supports a claim • Standards are grouped

  19. 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

  20. Revision Examination Documentation Revision Examination Documentation Revision Examination Documentation Revision Examination Documentation Always a Work in Progress!

  21. Test Prototype

  22. Taking the Test What do students need to know? What do students need to be able to do? Know Able to do

  23. Smarter Balanced Practice Test http://www.smarterbalanced.org/pilot-test/

  24. Session #44

  25. Performance Task Resources Literacy Design Collaborative http://www.literacydesigncollaborative.org Mathematics Design Collaborative http://www.mygropgenius.org/mathematics/

  26. The Partnership for Assessment of Readiness for College and Careers

  27. PARCC States

  28. Smarter Balanced States

  29. 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

  30. 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

  31. PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 • 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • 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

  32. A Balanced Assessment System ELA/Literacy and Mathematics, Grades 3-8 and High School • 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. • Summative Assessment for Accountability • Optional Interim • Assessment • Optional Interim • Assessment • Performance Tasks • ELA/literacy • Mathematics • Computer Adaptive Assessment • ELA/literacy • Mathematics • Computer Adaptive • Assessment and • Performance Tasks • Computer Adaptive • Assessment and • Performance Tasks • Scope, sequence, number and timing of interim assessments locally determined • Re-take option available • *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

  33. Sue Gendron sgendron@leadered.com

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