Setting the Stage

1. Setting the Stage It Begins with the Measurable Outcome

2. The Measurable Outcome is the foundation of the portfolio process! • The Measurable Outcome is always based on an entry point in the Resource Guide. • Others may be approved by the Department, as requested. • Teacher selects an entry point that • addresses the strand/domain required for a student in that grade; AND • reflects the student’s needs and level of achievement. • Add criteria for mastery to the selected entry point to create a Measurable Outcome. • Percent accuracy and percent independence Massachusetts Department of Elementary and Secondary Education

3. Scorers’ Comments on PFF Related to Measurable Outcome • At least 8 brief descriptions on the data chart did not address the skill listed in the measurable outcome. • At least 2 pieces of primary evidence did not address the skill listed in the measurable outcome. • Skill(s) listed in the measurable outcome were not addressed on at least 8 different dates. • Skill(s) listed in the measurable outcome were not addressed on at least 2 pieces of primary evidence. Massachusetts Department of Elementary and Secondary Education

4. Activities must align with the Measurable Outcome: ELAReading For example: “Answer comprehension questions…” appears in two different ELA strands: • ELAREADING: LITERATURE Answer comprehension questions based on a literary text. • ELAREADING: INFORMATIONAL TEXT Answer comprehension questions based on an informational text. • Be sure to assess either Informational or Literary text for ELA Reading—they may not be combined. • If unsure, refer to ELAReading handout on flash drive. Massachusetts Department of Elementary and Secondary Education

5. ELAReading: Informational Text “…answer comprehension questions to demonstrate understanding of an informational text…” Do both samples address the Measurable Outcome? Read National Geographic for Kids, “5 Reasons Why Bald Eagles are Best.” Answer the following questions. Massachusetts Department of Elementary and Secondary Education

6. Do these brief descriptions address “…answer comprehension questions in an informational text…?” • After reading an article in “News 2 You” about The Lego Batman Movie, Joe answered comprehension questions orally. Literary or Informational? • After Charlotte’s Web, chapter 4, was read aloud to the class, Joe answered comprehension questions on a computer. Literary or Informational? • Joe and a peer partner read The Magic School Bus: Lost in the Solar System together. Then Joe answered comprehension questions about the solar system on a worksheet. Literary or Informational? • Joe read Cats and Dogs at Night from Reading A to Z to a class volunteer and answered comprehension questions orally. Literary orInformational? Massachusetts Department of Elementary and Secondary Education

7. Activities aligned with the Measurable Outcome: Mathematics For example: “Plotting points in the first quadrant...” appears in two different Mathematics domains: • NUMBER SYSTEM: “Plot points in the first quadrant of a coordinate grid.” • RATIOS AND PROPORTIONAL RELATIONSHIPS: “Plot equivalent ratios as ordered pairs in the first quadrant of a coordinate plane.” • Read the entry point carefully! • “…equivalent ratios…” is essential to the meaning of the standard and cannot be modified. Massachusetts Department of Elementary and Secondary Education

8. Number System: which sample shows “…plot points in the first quadrant of a coordinate grid?” SAMPLE B SAMPLE A Massachusetts Department of Elementary and Secondary Education

9. Ratios and Proportional Relationships:Which sample shows “…plot equivalent ratios as ordered pairs in the first quadrant of a coordinate plane….?” SAMPLE B SAMPLE A Massachusetts Department of Elementary and Secondary Education

10. Number and Operations-Base 10:“…solve one-step equations using multiplication…” SAMPLE A: • 5 x 7 =35 • 9 x 6=54 • 7 x 7=49 • 0 x 2 =0 SAMPLE B: Which sample documents the measurable outcome? 3 x 2 6 6 x 2 12 3 x 7 21 9 x 3 27 Massachusetts Department of Elementary and Secondary Education

11. Read Entry Points Carefully Review the verb linked to the skill (e.g., describe, identify, match, etc.) The entry point or access skill you select is the skill to be assessed Massachusetts Department of Elementary and Secondary Education

12. Okay to express a Measurable Outcome or Brief Description using a synonym of the verb listed in the entry point • Review your brief descriptions. • Do they include the same (or synonymous) verb as the measurable outcome? • Identify: Label, name, point • Sort: Categorize, organize, classify • Match: Correspond, same as, similar to, equal to • Describe: Explain, give details, portray, express • Compare: Contrast, list similarities and/or differences, describe characteristics on a list, table, or Venn diagram, distinguish between

13. “Illustrate the concept of multiplication…” Which of the following brief descriptions documents this measurable outcome? • “Student completed a solve-and-color worksheet of multiplication facts.” • “Student drew arrays on the white board to show how a multiplication problems could be solved.” • “Student circled groups of shapes on a worksheet to solve simple multiplication problems. Grade was based on showing appropriate sized groups.” • “On the computer, the student matched arrays to the multiplication problem they represent.” Massachusetts Department of Elementary and Secondary Education

14. Recap • Carefully review and choose the entry point. • Verify that the activities (and brief descriptions) address the content in the strand or domain being assessed. • Make sure the brief descriptions and the evidence clearly reflect the skill(s) listed in the measurable outcome. • Assess what you said you are going to assess! • Requirements for the ELAWriting strand are different. The next presentation will address those. Massachusetts Department of Elementary and Secondary Education