Performance Tasks: An Integrated Approach to Assessing the Common Core

1. Performance Tasks: An Integrated Approach to Assessing the Common Core Facilitator Sara Overby Coordinating Teacher for Secondary Literacy soverby@wcpss.net https://wcpssenglish.pbworks.com

2. Smarter Balanced Assessment Consortium Who? A state-led consortium which is developing assessments aligned to the Common Core State Standards What? Selected-response = multiple choice Technology-enhanced items = computer-based non-traditional response type, such as editing text or drawing an object. Constructed-response items = students produce a text or numerical response Performance tasks = a 120-minute reading and writing project-based task Why Important? NC plans to use these assessments instead of EOCs and MSLs

3. CCSS for Reading (Grades 9-10)Related to Performance Tasks History/Social Studies • Citestrong and thorough textual evidence to supportanalysis of what the text says explicitly as well as inferences drawn from the text. • Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • Determinean author’s point of view or purposein a text and analyze how an author uses rhetoric to advance that point of view or purpose. Citespecific textual evidence to supportanalysis of primary and secondary sources, attending to such features as the date and origin of the information. Determine the central ideas or information of aprimary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Compare the point of view of two or more authors for how they treat the same or similar topics, including whichdetailstheyinclude and emphasize in their respective accounts. English Language Arts

4. CCSS for Reading (Grades 9-10)Related to Performance Tasks History/Social Studies English Language Arts Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Assess the extent to which the reasoning and evidencein a text support the author’s claims. Compare and contrasttreatments of the same topic in several primary and secondary sources. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexityband independently and proficiently. Analyzevarious accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Delineate and evaluate the argumentand specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Analyze seminal U.S. documents… including how they address related themes and concepts. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently….

5. CCSS for Writing (Grades 9-10)Related to Performance Tasks History/Social Studies English Language Arts • Write arguments focused on discipline-specific content. aIntroduceprecise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organizationthat establishesclear relationships among the claim(s), counterclaims, reasons, and evidence. bDevelopclaim(s) and counterclaims fairly, supplyingdata and evidence for each while pointing out the strengths and limitationsof both claim(s) and counterclaims in a discipline-appropriate formand in a manner that anticipates the audience’s knowledge level and concerns. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. bDevelopclaim(s) and counterclaims fairly, supplyingevidencefor each while pointing out thestrengths and limitations of both in a manner thatanticipates the audience’s knowledge level and concerns.

6. CCSS for Writing (Grades 9-10)Related to Performance Tasks History/Social Studies English Language Arts Write arguments focused on discipline-specific content. c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. dEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. eProvide a concluding statement or section that follows from or supports the argument presented. • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. cUsewords, phrases, and clauses to link the major sectionsof the text, create cohesion, andclarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. dEstablish and maintain a formal style andobjective tone while attending to the norms and conventions of the discipline in which they are writing. eProvide a concluding statement or section that follows from and supports the argument presented.

7. Smarter Balanced Assessment Consortium What? Performance tasks = a 120-minute reading and writing project-based task Where to find? https://wcpssenglish.com http://www.smarterbalanced.org Sample Performance Task: Nuclear Power: Friend or Foe? http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf

8. Examine the Sample Performance Task • What do you notice? • How are teachers at your school already giving students the learning experiences they need to become successful on Performance Tasks? • What kinds of deep learning experiences do teachers at your school need to start offering students ?

9. DOK Strategic and Extended Thinking (Levels 3 and 4) • Project-based Learning (PBL) • 5E’s Instructional Model (Engage, Explore, Explain, Extend, Evaluate) • Habits of Mind (Covey’s 7 Principles; Costa and Kallick’s 12 Habits; IB Learner Profile, other Mind Habits lists) • Revised Bloom’s Taxonomy (Higher Order Thinking Skills) • ACT Writing Test • SAT Writing Test Overlaps for deep concept learning

10. Real-world “messy problem” • of complex significance • that crosses over content areas • and can be solved in a variety of ways. • Requires problem-solvers to research real-world complex text • from multiple perspectives • and to produce a tangible product such as a written argument • to a real-world audience who has the expertise and influence to implement the writer’srecommendations. Create Your Own! _________________________ 11:10-12:00 _________________________ Integrated Humanities Planning