Wagner In-service September 21, 2012

1. Wagner In-serviceSeptember 21, 2012 What Do Good Assessment Questions Look and Sound Like? Karen Taylor ktaylor@tie.net Lucy Atwood latwood@tie.net

2. We’re Back! Lucy Atwood; latwood@tie.net Karen Taylor: ktaylor@tie.net

3. Norms Revisited Listen with engagement Honor each other’s thinking, comments, and private think time Everyone has a voice during group activities Participation is expected Limit side conversation Take care of your needs Turn cell phones off or vibrate

4. Outcomes During our time together participants will: Increase understanding of developing quality assessment tasks and questions. Develop and evaluate questions and tasks that provide students with the appropriate rigor to be successful on quarterly and CCSS assessments.

5. Review Webb Levels Level 1 – recall Level 2 – skills/concepts Level 3 – abstract Level 4 – analysis/extended thinking

6. SMARTER BALANCED Tasks • Tasks will be presented as: • selected response, • short constructed response, • extended constructed response, • technology enhanced, and • performance tasks

7. How do you write rigorous assessment questions? • At your table, brainstorm ideas about what it takes to write rigorous questions. • Be thinking of your criteria as we move forward through the day.

8. Process • Identify first quarter standards/clusters and materials; • Identify the KUD’s for those standards; • Identify the level(s) of your standard(s); • Based on that level, what question(s) would you ask to determine student’s proficiency?

9. Let’s try it! • Mathematics – 3.NBT.1 • ELA – RL.3.2 Using the Assessment Development Process Graphic Organizer, let’s begin the process.

10. Elementary Mathematics • Identify the standards/cluster 3.NBT - Use place value understanding and properties of operations to perform multi-digit arithmetic. • Use place value understanding to round whole numbers to the nearest 10 or 100. • Materials – Grade level text materials, and Illustrative Mathematics Project.

11. Elementary Mathematics • Identify the Know, Understand, and Do • Go to http://sdccteachers.k12.sd.us/

12. Elementary Mathematics • Identify the Webb Level of your standard Also use Karin Hess’ Applying Webb’s Depth of Knowledge Levels handouts for Math and ELA to determine level of standard.

13. Elementary Mathematics • What question(s) would you ask to meet that Webb level to determine student’s proficiency?

14. Constructed Response Math When rounding to the nearest ten: a. What is the smallest whole number that will round to 50? b. What is the largest whole number that will round to 50? c. How many different whole numbers will round to 50? Explain your answers.

15. Constructed Response Math (cont.) When rounding to the nearest hundred: d. What is the smallest whole number that will round to 500? e. What is the largest whole number that will round to 500? f. How many different whole numbers will round to 500? Explain your answers.

16. Selected Response

17. Elementary ELA • Identify the standard(s) RL.3.2 Recount stories, including fables and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.

18. Elementary ELA • Identify the Know, Understand, and Do • Go to http://sdccteachers.k12.sd.us/

19. Elementary ELA • Identify the Webb Level of your standard Also use Karin Hess’ Applying Webb’s Depth of Knowledge Levels handouts for Math and ELA to determine level of standard.

20. Elementary ELA • What question(s) would you ask to meet that Webb level to determine student’s proficiency?

21. Constructed Response ELA The Shepherd’s Boy and the Wolf A shepherd’s boy was tending his flock near a village and thought it would be great fun to trick the villagers by pretending that a wolf was attacking the sheep so he shouted out, “Wolf! Wolf!” and when the people came running up he laughed at them because they believed him. He did this more than once and every time the villagers found they had been tricked for there was not wolf at all. At last a wolf really did come and the boy cried, “Wolf! Wolf!” as loud as he could but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy and the wolf attacked the sheep.

22. Constructed Response ELA In a few sentences, explain what lesson the reader can learn from The Shepherd’s Boy. Use details from the story to support your response.

23. Selected Response ELA Amelia Earhart Flies Across the Atlantic In 1928, Amelia Earhart received a phone call that would change her life. She was invited to become the first woman passenger to cross the Atlantic Ocean in a plane. "The idea of just going as 'extra weight' did not appeal to me at all," she said, but she accepted the offer nonetheless. On June 17, after several delays due to bad weather, Amelia Earhart flew in a plane named Friendship with co-pilots Wilmer "Bill" Stultz and Louis "Slim" Gordon. The plane landed at Burry Port, South Wales, with just a small amount of fuel left.

24. Selected Response ELA Amelia said, “The idea of just going as ‘extra weight’ did not appeal to me at all.” What does the phrase ‘extra weight’ refer to? • Her fame as an international pilot • Her role as a passenger on the plane • Her understanding of how heavy she was • Her awareness of how she was making history

25. Assessment Development GO

26. You try it! • At your grade levels, choose one content area. • Work through the process and develop 2-3 rigorous questions. • Use the rubric/checklist to determine the quality of your questions.

27. Work Time

28. Review • Post on chart paper, • Whole group review – sticky notes (positive, question, rubric scale) • Whole group: • discuss process, • questions still have, • Small group • make revisions • continue developing questions until you have 8-10 questions

29. Final Group Share • What questions do you still have? • What still needs to be done and how will you accomplish this?

30. Exit Card • What are your next steps as a team towards developing your formative and quarterly assessments?

31. Let’s try it! • Mathematics – A-SSE.2 and A-SSE.4 • RL.11–12.1 and RL.11–12.2 Using the Assessment Develop-mentProcess Graphic Organizer, let’s begin the process.

32. High School Mathematics • Identify the standards/cluster • A-SSE, Seeing structure in expressions: Interpret the structure of expressions 2. Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2– (y2)2,thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2+ y2). • Write expressions in equivalent forms to solve problems 4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. • Materials – Grade level text materials,

33. High School Mathematics • Identify the Know, Understand, and Do • Go to http://sdccteachers.k12.sd.us/

34. High School Mathematics • Identify the Webb Level of your standard Also use Karin Hess’ Applying Webb’s Depth of Knowledge Levels handouts for Math and ELA to determine level of standard.

35. High School Mathematics • What question(s) would you ask to meet that Webb level to determine student’s proficiency?

36. Constructed Response Math Constructed Response A bank customer wants to get a loan. This customer wants to pay $150 per month for 36 months on this loan and not make a down payment. The bank will charge this customer an annualinterest rate of 8% or 9% compounded monthly. The following equation can be used to determine the maximum amount of the loan.

37. Constructed Response Math (cont.) Part A: What effect would the 1% change in annual interest rate have on Ap, and by what specific amount? Show all work necessary to justify your response. Part B: An annual interest rate of 8% will be charged to the customer. Based on this annual interest rate, what effect would increasing n to 48 months instead of 36 months have on Ap, and by what specific amount? Show all work necessary to justify your response.

38. Selected Response Given: (x + 4)2 – (x – 2)(x + 4) Select all the expressions below that are equivalent to the given expression. A 24 B 2(x + 4) C -2(x – 12) D 6(x + 4) E (x + 4) – (x – 2) F (x + 4) [(x + 4) – (x – 2)]

39. High School ELA • Identify the standards/cluster RL.11–12.1 and RL.11–12.2 • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • Determine a theme or central idea of a text and analyze in detail its development over the course of the text.

40. High School ELA • Identify the Know, Understand, and Do • Go to http://sdccteachers.k12.sd.us/ RL. 11-12.1

41. High School ELA • Identify the Know, Understand, and Do • Go to http://sdccteachers.k12.sd.us/ RL. 11-12.2

42. High School ELA • Identify the Webb Level of your standard Also use Karin Hess’ Applying Webb’s Depth of Knowledge Levels handouts for Math and ELA to determine level of standard.

43. Constructed Response ELA Passage 1 The following excerpt comes from a speech written in 1872 by women’s rights pioneer Susan B. Anthony. Anthony was arrested after attempting to vote in the 1872 presidential election. After her conviction Anthony wrote this speech to make a constitutional argument for giving women the right to vote. (See handout) Passage 2 The following excerpt comes from the Second Treatise of Government by John Locke, published in 1690. (See handout) Identify the main idea of each passage and explain how Lock’s treatise supports Anthony’s argument.

44. Selected Response ELA Compassion is defined as: sympathy for the suffering of others, often including a desire to help. In paragraph 4 of “Compassion and the World,” H. H. the Fourteenth Dalai Lama states that the “key to a happier and more successful work is the growth of compassion.”

45. Selected Response ELA Select the actions from the passage that are examples of “growth of compassion.” • Having a need for love • Viewing others as a brother or sister • Meeting a new face • Dressing differently than others • Treating others as an old friend • Lacking a specific ideology