Performance-Based Assessment for English Language Arts: Grades K–5

1. Performance-Based Assessment for English Language Arts: Grades K–5 CFN 609 and 604Professional Development | March 2012 Myra R. RoseEducational Consultant | Pearson School Achievement Services

2. Outcomes #4 At the conclusion of this workshop, you will be able to create and evaluate performance-based assessments use the sample performance tasks in Appendix B as a model for creating performance-based assessments use student samples in Appendix C as a model to evaluate student work

3. Agenda #5 Section 1: A Foundation for Understanding Performance-Based Assessment Section 2: Performance-Based Assessment Design Section 3: Performance-Based Assessment Evaluation Section 4: Implementation of Performance-Based Assessments Section 5: Review and Closing

4. A Recap of What We Know About theCommon Core State Standards • They are aligned with college and work expectations • They are focused and coherent • They are rigorous in content and application of knowledge through high-order skills • They are intended to build on strengths and lessons of current state standards • They are internationally benchmarked so that all students are prepared to succeed in our global economy and society • They are based on evidence and research • They are state-led and coordinated by the National Governors Association Center for Best Practice and the Council of Chief State School Officers

5. Activating Background Knowledge: Assessment Snowstorm Write one fact or idea you have about assessment. Write one question you have about assessment.

6. A Foundation for Understanding Performance-Based Assessment #6 1 Section 1 Big Questions How is assessment changing in response to the Common Core State Standards? What are performance-based assessments?

7. Assessment Basics #6 (Garrison and Ehringhaus 2007)

8. Impact of Common Core State Standards (CCSS) on Assessment Focus on mastering twenty-first century proficiencies and college and career readiness Require schools to align instruction, student practices, and assessment to standards

9. PARCC VS. SBAC PARCC Key Elements SBAC Key Elements Measure depth of understanding, research skills and complex analysis Includes 40 – 65 questions per content area Computer adaptive assessments given during the final weeks of the school year (during the last 12 weeks) Multiple item types scored by computer Re-take option, as locally determined Demonstrates achievement and growth over time on a College and Career ready trajectory Scored within 2 weeks Tasks for Grades 3 -8: One ELA and One Math Each year Tasks for Grades 9 – 11 Accumulates up to 6 ELA and 5 Math over 3 years • 40 – 65 questions • Computer-based, with mixed items type; computer scored • Scores from focused assessments and end of year test will be combined for an annual accountability score • Will include a Through course assessment that includes 1 – 3 tasks that assess a few ‘keystone’ standards/topics • Computer delivered results on the Through Tasks provided within 2 weeks • Through tasks given at 3 points during the school year, near the end of quarters

10. CCSS Assessments #7 (PARCC 2010; SBAC 2011)

11. Performance-Based Assessments To determine what you already know about performance-based assessments, complete the activity on page 8 of the Participant Workbook. #8

12. Revisit the Section 1 Big Questions Section 1 Big Questions How is assessment changing in response to the Common Core State Standards? What are performance-based assessments?

13. Performance-Based Assessment Design #9 2 Section 2 Big Questions What are the qualities of an effective performance task? What steps are involved in the design of performance tasks?

14. Qualities of an Effective Performance Task • Students should be active participants. • Intended outcomes should be clear and measure something important. • Students should engage in higher-order thinking to complete the task. • Task should demonstrate mastery of knowledge.

15. Sample Performance Task #9 Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins and Robert Page’s What Do You Do With a Tail Like This? [RI.K.4] (Common Core State Standards Initiative 2010c, 36)

16. Sample Performance Task # 12 Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8] (Common Core State Standards Initiative 2010c, 76)

17. Step One: Identifying the Learning Outcomes #10 What do you want students to be able to understand or do? Is this learning outcome measurable?

18. Step Two: Determine the Essential Elements of the Task #10

19. Step Three: Build the Performance Task Sample text frame: You are a [role] in a [description of context]. Given [resources], produce [product or performance] for [audience] in order to [purpose]. Your [product or performance] must [description of standards]. You will have [time] to complete the task. #11 (Prince George’s County Public Schools 2011)

20. Revisit the Section 2 Big Questions Section 2 Big Questions What are the qualities of an effective performance task? What steps are involved in the design of performance tasks?

21. Performance-Based Assessment Evaluation #12 3 Section 3 Big Questions What tools will aid the evaluation process? How can Appendix C of the CCSS be used as a tool for evaluation?

22. Evaluation Basics At the core, what is evaluation really about?

23. Evaluation Tools: Rubrics #12-15

24. CCSS Evaluation Example #16-17 Review the student sample of writing on page 11 of Appendix C, also found in the Participant Workbook on page 16.

25. CCSS Evaluation Example # 19-21 Review the student sample of writing on page 25 of Appendix C, also found in the Participant Workbook on pages 19–21.

26. Creating a Rubric #17-18

27. Creating a Rubric # 21

28. Revisit the Section 3 Big Questions Section 3 Big Questions What tools will aid the evaluation process? How can Appendix C of the CCSS be used as a tool for evaluation?

29. Implementation of Performance-Based Assessments #19 4 Section 4 Big Questions How will performance tasks be implemented into curriculum? What instructional considerations should be considered when writing performance tasks?

30. Local Assessment Work Using the CCSS for ELA and your curricular materials, develop a performance task or series of performance tasks that you would use for a formative or summative assessment within a unit you teach. Use page 19 of the Participant Workbook to get started. #19

31. Peer Evaluation #20

32. Incorporating Student Choice Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5] (Common Core State Standards Initiative 2010b, 36)

33. Supporting Struggling Readers and Writers Students read fables and folktales from diverse cultures that represent various origin tales, such as Rudyard Kipling’s “How the Camel Got His Hump” and Natalie Babbitt’s The Search for Delicious, and paraphrase their central message, lesson, or moral. [RL.2.2] (Common Core State Standards Initiative 2010b, 53)

34. Instructional Consideration: Supporting Struggling Readers and Writers Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases inthe poem, particularly focusing on identifying his use of non-literal language (e.g. “light is the ink we use”) and talking about how it suggests meaning [RL.3.4] (Common Core State Standards Initiative 2010c, 53)

35. Revisiting the Section 4 Big Questions Section 4 Big Questions How will performance tasks be implemented into curriculum? What instructional considerations should be considered when writing performance tasks?

36. Review and Closing #21 5 Section 5 Big Question What have you learned during today’s session?

37. Reflection #21 What is one goal you would like to accomplish in the next month regarding performance-based assessments? What is one goal you would like to accomplish in the next year regarding performance-based assessments? How will incorporating performance-based assessments change your instruction?

38. Outcomes Review Create and evaluate performance-based assessments. Use the sample performance tasks in Appendix B as a model for creating performance-based assessments. Use student samples in Appendix C as a model to evaluate student work.

39. Pearson Professional Development pearsonpd.com

40. Closing Performance-Based Assessment for English Language Arts: Grades K–2 Myra R. Rose Date: March 2012

41. References Common Core State Standards Initiative. 2010a. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed January 1, 2011. http://www.corestandards.org/the-standards. ———. 2010b. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_A.pdf. ———. 2010c. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix B: Text Exemplars and Sample Performance Tasks.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_B.pdf. ———. 2010d. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C: Samples of Student Writing.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_C.pdf. Garrison, Catherine, and Michael Ehringhaus. 2007. “Formative and Summative Assessments in the Classroom.” National Middle School Association. Accessed June 28, 2011. http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx Gingrasso, Susan, Tim Krause, Patricia Ploetz, Jasia Steinmetz, Pam Terrell, and Dona Warren. 2009. “Performance Tasks.” The Center for Academic Excellence and Student Engagement at the University of Wisconsin–Stevens Point, for the 3rd Annual Critical Thinking Conference. Accessed July 24, 2011. http://www.uwsp.edu/admin/acadAffairs/caese/sites/Events/Conferences/PerformanceTasksRev.pdf. McTighe, John. 2010. “Designing Authentic and Engaging Performance Tasks.” Columbia, MD: Jay McTighe. Accessed July 18, 2011. http://contemporaryissuesatrutgers.wikispaces.com/file/view/Develop+Performance+Tasks.pdf Mueller, Jan. 2011. “Authentic Tasks.” Accessed June 28, 2011. http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm PARCC (Partnership for Assessment of Readiness for College and Careers). n.d. “Partnership for Assessment of Readiness for College and Careers Race to the Top Assessment Proposal Summary.” Accessed January 1, 2011. Prince George’s County Public Schools. 2011. Accessed June 28, 2011. http://www.pgcps.org/~elc/designsteps6.html Saphier, Jon, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher: Building Your Teaching Skills. Acton, MA: Research for Better Teaching. SBAC (SMARTER Balanced Assessment Consortium). 2010. “Appendix A3-3: Sample Items.” In Race to the Top Assessment Program Application for New Grants.” Submitted by Washington State, on behalf of SMARTER Balanced Assessment Consortium. Accessed February 19, 2001. http://www.k12.wa.us/SMARTER/pubdocs/SBAC_Appendices.pdf.