Analyzing Reading Standards for Assessment Planning

1. 2014 New Mexico Assessment Conference: Assessment Best Practices to Drive InstructionPresented by Angie LaBountyDAY ONE: July 28, 20143:15-4:45 PM Analyzing Reading Standards for AssessmentPlanning

2. Workshop Goals • I understand the shifts in thinking regarding assessment design with PARCC. • I know how to determine what mastery/proficiency looks like and how to ensure consistency on my team or in my building. • I can create or modify existing test items to ensure the appropriate level of rigor. • Tweet away! @angielabounty

3. Paul Bambrick-Santoyo, Driven by Data “Standards are meaningless until you define how you will assess them.”

4. Points to Ponder… How do you currently assess students in the area of reading? What percentage of evidence you gather from students would you consider to be summative? Formative? How do you use the results?

5. Question #2 How Will We Know if Students are Learning?

6. Assessment occupies such a central position in good teaching because we cannot predict what students will learn, no matter how we design our teaching. This is why assessment is THE central process in instruction. Students do not learn what we teach. If they did, we would not need to keep gradebooks. We could, instead, simply record what we have taught. ~Dylan Wiliam, Embedded Formative Assessment, 2011

7. Points to Ponder Assessment can no longer be about whether a student’s response is simply right or wrong. We must, instead, have assessment data that tells us to what level the student knows the material…which then helps me know what to do next to help them learn more. Briefly discuss…what does this mean for your work? What would this mean for students?

8. PARCC’s Fundamental Advance PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. www.parcconline.org

9. PARCC’s Core Commitments to ELA/Literacy Assessment Quality • Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.  • Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality. • Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. • Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. www.parcconline.org

10. What Are the Shifts at the Heart of PARCC Design (and the Standards)? • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction. www.parcconline.org

11. The CCSS Shifts Build Toward College and Career Readiness for All Students www.parcconline.org

12. Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts. . . www.parcconline.org

13. Shift 1: Regular practice with complex text and its academic language • PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. • PARCC rewards careful, close reading rather than racing through passages. • PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts. www.parcconline.org

14. Shift 2: Reading and writing grounded in evidencefrom text, literary and informational • PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items). • PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). • PARCC requires writing to sources rather than writing to de-contextualized expository prompts. • PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. www.parcconline.org

15. Shift 3: Building knowledge through content rich nonfiction • PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. • PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. www.parcconline.org

16. Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment! So. . . Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are: • Reading Standard One (Use of Evidence) • Reading Standard Ten (Complex Texts) www.parcconline.org

17. 3 Innovative Item Types That Showcase Students’Command of Evidence with Complex Texts • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS. • Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). • Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment. www.parcconline.org

18. End-of-Year Assessment (Grade 3): “How Animals Live” www.parcconline.org

19. Understanding the End-of-Year Assessment • Students will be given several passages to read closely. • EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction. • Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context. www.parcconline.org

20. Texts Worth Reading? • Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts). • Quality: This is an example of a science passage from a third-grade textbook. • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3. www.parcconline.org

21. Questions Worth Answering? On the following pages there is one Evidence-Based Selected-Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts. www.parcconline.org

22. Grade 3 Evidence-Based Selected-Response Item #1 Part A What is one main idea of “How Animals Live?” • There are many types of animals on the planet. • Animals need water to live. • There are many ways to sort different animals.* • Animals begin their life cycles in different forms. Part B Which sentence from the article best supports the answer to Part A? “Animals get oxygen from air or water.” "Animals can be grouped by their traits.”* "Worms are invertebrates.” "All animals grow and change over time.” "Almost all animals need water, food, oxygen, and shelter to live." www.parcconline.org

23. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.3.1 (evidence). • RI.3.2 (main idea). • RI.3.10 (complex text). • While this is an example of a less complex item—one where the main idea and details to support it are explicit and readily found—students must provide evidence for the accuracy of their answer in Part B, illustrating one of the key shifts: use of textual evidence. www.parcconline.org

24. Grade 3 Technology-Enhanced Constructed-Response Item Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” www.parcconline.org

25. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.3.1 (use of evidence). • RI.3.3 (relationship between events). • RI.3.10 (complex texts). • Reflects the key shift of building knowledge from informational text: • students must apply their understanding of the text to complete the graphic. • requires explicit references to the text as the basis for the answers rather than simply guessing. • Whereas traditional items might have asked students to “fill in one blank” on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entiresequence of the life cycle because none of the steps are ordered for them. www.parcconline.org

26. 1. Cite specific textual evidence. Standards 2-9 10. Read complex texts.

27. Let’s Practice – We Do  • Find your “ELA/Literacy: Grade 3” Packet • Turn to page 5 and read the questions that coincide with the first story, “Johnny Chuck Finds the Best Thing in the World”. • Review the question stems with a table buddy. What are common characteristics? How are they similar to/different from the type of questioning you currently use with your students?

28. Cognitive Rigor and Depth of Knowledge (DOK) • Level 1: Recall and Reproduction Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. • Level 2: Basic Skills and Concepts Requires the engagement of some mental processing beyond a recall of information. • Level 3: Strategic Thinking and Reasoning Requires reasoning, planning, using evidence, and explanations of thinking. • Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

30. Why Depth of Knowledge? Focuses on complexity of content standards in order to successfully complete an assessment or task. The outcome (product) is the focus of the depth of understanding.

32. Bill Daggett: ICLE Rigor and Relevence Framework Retrieved from: http://www.leadered.com/pdf/Rigor_Relevance_Framework_2014.pdf

33. Remember… Assessment can no longer be about whether a student’s response is simply right or wrong. We must, instead, have assessment data that tells us to what level the student knows the material…which then helps me know what to do next to help them learn more.

34. Let’s Practice – You All Do  • Choose a text passage from your respective grade level band. • TASK 1 (10 minutes): • Individually read your text. Stop and jot as you go. • Begin answering the questions or responding to the tasks that coincide with your text.

35. Let’s Practice – You All Do  • TASK 2 (15 minutes): • Share your responses with another colleague or two who read the same text. • Discuss the evidence you used from the text to respond. • Find the “PARCC Sample Items and Tasks Review” sheet in the back of your handout. • Discuss the first three questions and record key ideas you hear or dialogue around.

36. Let’s Practice – You All Do  • TASK 3 (10 minutes) • Points to Ponder… • Where would my students succeed? • Where would my students stumble? • How does my grade level build before or from the rigor of this task? • TASK 4 (10 minutes) • Share-out with the large group. • Succeed? Stumble? • Next step?

37. Let’s Wrap It Up – All Together • Important Points Worth Remembering • Questions we still have moving forward

38. Workshop Goals – Revisited • I know how to unpack standards and determine to what level students need to understand the content represented in the standard. • I recognize the importance of collaboratively working with my colleagues to unpack and prioritize the standards in order to determine the most essential content to be monitored. • I understand what a learning progression is – and what it isn’t – in order to ensure accurate depth of knowledge for students. • I recognize that teachers need better professional development to enhance their expertise and I commit to creating structures in my school or district that both support their learning and allow me to learn alongside them.

39. Thank You! alabounty@isd622.org @angielabounty