Empowering SS Teachers for Smarter Balanced Assessment

1. Empowering SS Teachers for Smarter Balanced Assessment In Person Day 1

2. Welcome! • Introductions (Here and Off Site) • Our Work Together • Goals of the Project • Turn and Talk – “What do you hope to leave this year-long training equipped with?”

3. Audit Activity • Step 1: Look at the “statements” on tables around the room. Grab 3-4 statements that you believe is covered in your grade level content. • Step 2: in groups: ID the different skills and tasks that students have to complete from the statements chosen. • Step 3: Post your items on one of the three pieces of chart paper in the back of the room. “Piece of Cake”, “Student here or there”, “A General Struggle” • What does the data we have just collected tell us.

4. The Top Questions So Far… • (ALL) What test begins in 2014-15.   • (ALL) How will that 2014-15 assessment test our GLCE/HSCE? • (SS) Isn't it just an ELA test? • (SS) How will the new SS Standards come into play? • (SS) That primary source is not a part of my content for grade X. Why are my kids going to be tested on something I don’t teach? • (ALL) So the MEAP, MME, and ACT are going away? • (SS) Aren’t we preparing too soon, given we don't know how SS will be addressed in the future? • What else???

5. Pre-Break Activity • You are being given a sample SBAC item, as well as a brief description of the four levels of DOK • Quickly look at your performance task as well as the handout, and rank where you believe the task falls in terms of DOK. Give a sentence or two explanation of why you selected the level you did. • Report out

6. Learning Targets • "I can recall what Webb's DOK is." • "I can recall critical characteristics of each of the four DOK levels" • “I can explain the attributes of each of Webb's DOK levels"

7. Think Complexity! • With your elbow partner • Identify what you would consider to be a complex Social Studies task for students to complete. (For example: Students critically read about how a bill becomes a law, then translates it into different words to make sense of it within their own frame of reference) • Include why you think it would be complex • Be prepared to share • 10 Minutes

8. To make sure items on our assessment match the depth of knowledge in our standards.

9. Cognitive Demand • Thekind and level of thinking required of students to successfully engage with and solve a task • Ways in which students interact with content "I can recall what Webb's DOK is."

10. Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matchesthe assessment items (required under NCLB) Toensurethat teachers are teaching to a level that will promote student achievement "I can recall what Webb's DOK is."

11. DOK is NOT... • a taxonomy (Bloom’s) • the same as difficulty • about using “verbs” "I can recall what Webb's DOK is."

12. It’s NOT about the verb... The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required. "I can recall what Webb's DOK is."

13. Verbs are not always used appropriately... • Words like explain or analyze have to be considered in context. • “Explain to me where you live” does not raise the DOK of a simple rote response. • Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting. "I can recall what Webb's DOK is."

14. DOK is about what follows the verb... What comes after the verb is more important than the verb itself. Analyze the accuracy /placement of the steps in the flowchart of “How a Bill Becomes A Law” The student can be taught the process by which a bill becomes a law but it doesn’t provide the evidence that they can explain each step "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

15. Same Verb—Three Different DOK Levels Level 1 Describe Jean-Jacques Rousseau’s views on the nature of man Level 2 Describe how Jean Jacques Rousseau’s views on the nature of man compare to Charles Montesquieu’s views Level 3 Describe how Jean-Jacques Rousseau views on man might have influenced the formation of the Constitution and provide specific evidence on which you base your conclusions "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

16. Same Verb – Three Different DOK Levels • Level 1Describe a core ideal of American society • Level 2 Describe how peoples’ point of view may differ on a core ideal of American Society • Level 3 Describe how peoples’ misconceptions about American Core ideals causes conflict over the role of government in American Society

17. Same Verb – Three Different DOK Levels • Level 1 Describe why people need a government in Michigan • Level 2 Describe evidence that supports the State of Michigan Government is based on the principle of representative government • Level 3 Describe a way that the State of Michigan government could be more representative of the people and why it is the best way

18. Same Verb – Three Different DOK levels • DOK 1 - Describe the progression of the water level of the Nile River over the course of a year. (Requires basic recall of monthly levels/timing of annual flood) • DOK 2 - Describe how the progression of the water level of the Nile River affects Egypt’s agricultural cycle. (Requires the understanding of a cause/effect relationship between water levels and farming requirements) • DOK 3 - Describe how the progression of the water level of the Nile River affected the completion of the pyramids. (Requires analysis of interrelationships between the agricultural cycle and shifts in the Egyptian workforce)

19. DOK is about intended outcome, not difficulty • DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. • For example: Students could recall the date of the signing of the Declaration of Independence • Students could also recall the parties involved in signing the Declaration of Independence • Students could also recall the opposition to the signing of the Declaration of Independence. "I can recall what Webb's DOK is.” "I can recall critical characteristics of each of the four DOK levels”

20. DOK is not about difficulty... • Difficulty is a reference to how many students answer a question correctly. • “How many of you know the definition of exaggerate?” • DOK 1 – recall • If all of you know the definition, this question is an easy question. • “How many of you know the definition of prescient?” • DOK 1 – recall • If most of you do not know the definition, this question is a difficult question. "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

21. DOK is about complexity • The type of thinking and application of intended student learning outcome determines the DOK level. • Every CCSS has been assigned a DOK level SBAC • Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome. "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

22. Quick Quiz 1) What is the relationship of verbs and Depth of Knowledge? 2) What is the difference between difficulty and complexity? "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

23. Why are we studying DOK? • Provides a scale of cognitive demand (thinking) with whichto align standards with assessments • Defines the “ceiling” or highest DOK level for a CCSS • Guides item development for SBAC "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

24. Webb’s Four Levels of Cognitive Complexity • Level 1: Recall and Reproduction of Information • Level 2: Basic Reasoning (Skills & Concepts) • Level 3: Strategic Thinking/Complex Reasoning • Level 4: Extended Thinking/Reasoning “I can explain the attributes of each of Webb's DOK levels"

25. AB Each Teach • Group #1 – Read and summarize Level 1 and 2 Webb DOK • Group #2 – Read and summarize Level 3 and 4 • Partner A reads one level; partner B reads the other level; Teach one another and generalize each level with supporting text • Be prepared to report out

26. Level 1 – Recall and Reproduction • List/generate ideas for writing or research • Recall, recognize, or locate basic facts, ideas, principles, concepts • Identify/describe key figures, places, or events in a particular context • Write a simple sentence • Select appropriate words to use in context when meaning is evident • Identify or s=describe characters, setting, plot, problem solution • Describe or explain: who, what where, when • Apply spelling, grammar, punctuation, conventions rules in writing • Use structures(pre/suffix) or relationships (synonym) to determine word meaning. Use resources to edit/revise • Identify specific information contained in maps, charts, tables, graphs, or diagrams. • Brainstorm ideas, concepts, or perspectives related to a topic “I can explain the attributes of each of Web's DOK levels"

27. Level 2 – Skills and Concepts • Determine or recognize main idea/generalizations • Take and organize notes around common ideas/topics • Summarize ideas/events • Make basic inferences or logical predictions from text • Explain the relationships/cause-effect • Write paragraph using a basic structure or template • Edit final draft for mechanics and conventions • Use context clues to determine meaning • Use text features to find information • Analyze a paragraph for simple organizational structure • Determine fiction/nonfiction: fact/opinion • Describe purpose of text features • Identify use of literary devices “I can explain the attributes of each of Web's DOK levels"

28. Level 3 –Strategic Thinking/Reasoning • Write a full composition using varied sentence types and structures to meet purposes • Explain, generalize, or connect ideas using supporting evidence • Make inferences about theme or author’s purpose • Edit final draft for meaning/progression of ideas • Apply a concept in other/new contexts • Support ideas with examples, citations, details, elaboration, quotations, text references • Analyze an essay • Compare information within or across text passages • Analyze interrelationships among text elements, situations, events or ideas • Analyze use of literary devices • Synthesize information within one source or text • Develop a model for a complex situation • Cite evidence and develop a logical argument for concepts • Make and support generalizations, using text evidence “I can explain the attributes of each of Web's DOK levels"

29. Level 4 – Extended Thinking • Write a full composition demonstrating synthesis and analysis of complex ideas. • Compare multiple works by same author, across time periods, genres, etc. • Define and illustrate common social, historical, economic, or geographical themes and how they interrelate. • Analyze multiple works by the same author, across time periods, genres. • Analyze complex/abstract themes. • Synthesize information across multiple sources or texts. • Given a situation/problem, research, define, and describe the situation/problem and provide alternate solutions • Gather, analyze, and evaluate information to draw conclusions • Evaluate relevancy, accuracy, completeness of information from multiple sources. “I can explain the attributes of each of Web's DOK levels"

30. Pre Lunch Check In: • What questions, comments, or concerns might you have about the content covered this morning? • Ticket Out the Door…Do you still agree with the DOK level you assigned to the sample prompt this morning? Provide justification for your answer.

31. Lunch Time: • Be back at 12:45!

32. Welcome Back! • Log in to Edmodo and respond to the following prompt: • How does our increased knowledge of DOK affect our collaborative group work for this project? • How will my understanding of DOK help me teach more effectively?

33. Directions for Practice Activity • You are about to see several statements without a DOK level assigned. • FIRST: Individually, rank each statement. • SECOND: Take a moment to discuss each statement in your table groups. • THIRD: We will discuss as a whole group.

34. Practice 1 4 2 3 2 • Describe the physical features of a place . • Specify a problem, identify solution paths, solve the problem and report the results. • Explain cause-effect of historical events . • Analyze or evaluate the effectiveness of literary elements (plot, setting, conflict, point-of-view…). • Identify and summarize the major events, problem, solution, conflicts in a literary text.

35. 1 4 4 2 2 • Locate or recall facts found in text . • Gather, analyze, organize and interpret data from multiple (print and non-print sources) to draft a reasoned report . • Analyze and explain multiple perspectives or issues within or across time periods or events . • Compare desert and tropical areas . • Identify and summarize the major events, problem, solution, conflict in a literary text .

36. Learning Targets • I can describe what an assessment target is • I can explain how an assessment target is created • I can explain the components of assessment item development. • I can identify the key components of SBAC selected response items • I can identify the key components of SBAC constructed response items • I can identify the key components of SBAC performance tasks

37. What is an Assessment Target • An assessment target is a compilation of pieces of standards that have been synthesized. • The assessment targets describe the expectations of what will be assessed by the items and tasks I can describe what an assessment target is I can explain how an assessment target is created

38. Assessment Targets • 8: LANGUAGE & VOCABULARY USE: Accurately use language and vocabulary (including academic- and domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. • Use the list of CCRS at your table. Identify which CCRS align to this assessment target. I can explain how an assessment target is created

39. Afternoon Group Work • You will be breaking up (momentarily) into 3 groups: Upper elementary (3-5), Middle School (6-8), High School (9-12) • Using the handout provided, in your groups highlight where you see the “critical characteristics” of each prompt in action. • Reporting out will take place after break. • I can explain the components of assessment item development. • I can identify the key components of SBAC selected response items • I can identify the key components of SBAC constructed response items • I can identify the key components of SBAC performance tasks

40. Debriefing • Each site: • Next steps: October’s work