Exploring Performance Tasks Presentation - CAASPP (CA Dept of ...

Exploring Performance Tasks Presentation - CAASPP (CA Dept of ...

Exploring Performance Tasks TOM TORLAKSON State Superintendent of Public Instruction Learning Goals Participants will understand the purpose, content, format, use, and contribution of Performance Tasks (PTs) to teaching and learning; how creating and administering PTs can support the formative assessment process in the classroom to improve student

learning; how PTs can contribute to instructional practices; how assessment can serve as a tool to promote learning. 2 Success Criteria Participants can describe the essential characteristics of the Smarter Balanced PTs; articulate how PTs can support the formative assessment

process in the classroom to improve student learning; explain how PTs relate to good instructional practices. 3 Discussion Topic What does an assessment system need to include if it is designed to promote highquality teaching and student learning? 4

Assessment System Features Assessments that are models of good instruction. Assessments that allow teachers to provide targeted feedback for students. Assessments that require students to develop responses rather than selecting answers. Rubrics with clear information about the expectations so students know what to strive for in their responses. 5

Assessment System Features (2) Rigorous assessments that integrate skills and require students to think to respond and provide solutions. Resources to help teachers know how to adjust teaching and make assessments accessible for all students. Give teachers a role in scoring so they can better understand the expectations and how to teach the skills measured on the assessment. 6

Performance Tasks in the Smarter Balanced System Teachers and Schools have information and tools to improve teaching and learning Summative Assessments Digital Library Interim Assessments 7

Performance Tasks Smarter Balanced Summative Assessments (English language arts/literacy [ELA] and mathematics)

Smarter Balanced Interim Assessments (ELA and mathematics) Smarter Balanced practice tests (ELA and mathematics) California Science Test (CAST) California Alternate Assessment (CAA) for Science Note: Range of PTs are available through the Smarter Balanced Digital Library. 8 Reflection Aside from the PTs on the summative assessments, what is

your experience with PTs? How have you used PTs in your LEA? What was the last PT that was reviewed or administered to students in your LEA? Why was this PT selected? 9 What Is a Performance Task? Extended activities that measure a students ability to

integrate knowledge and skills across multiple standardsa key component of college and career readiness. Better measures of capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected or constructed-response items. 10

Performance Tasks: Characteristics General Guidelines for the Development of Performance Tasks (pages 2 and 3) of Smarter Balanced Performance Task Specifications. Carefully review the essential characteristics of PTs. Talk to your neighbor about what you consider to be the most important ideas reflected in this list of characteristics.

11 PT Block Party Use the essential characteristics of PTs and apply them to the PT at your table. How well does the PT meet each of these characteristics? To what claims is this PT aligned? Would you use this PT? What changes, if any, would you make to the PT? Why? Answer these questions individually and

then discuss as a group. Be prepared to share . 12 Performance Task Facts PTs are common in high-achieving countries which have relied on tasks that require students to analyze, apply, and write extensively. In states with PTs in their assessment system, teachers

assigned more writing and mathematical problem solving. PTs encourage teacher use of instructional strategies that promote reasoning, problem solving, communication, research, and writing. 13 Performance Task Facts (2) PTs have a positive influence on student learning as measured

by traditional standardized tests as well as more complex measures. PTs are not given just to generate a score, but to support the formative assessment process. PTs used in the classroom can provide information about student learning (thinking and reasoning) while it is happening (formative assessment process). 14

Smarter Balanced Performance Task Resources ELA PT Item Specifications http://www.smarterbalanced.org/assessments/development/ 15 Smarter Balanced Performance Task Resources (2) ELA PT Item Specifications for Explanatory Writing (grade 6)

http://www.smarterbalanced.org/assessments/development/ Claims, targets, and standards alignment Evidence required (e.g., Student will analyze information within and among multiple sources of information.) Allowable item types with models/examples (i.e., short answer items, machine-scored items, and explanatory full write). 16

Exploring Item Specifications 17 Smarter Balanced Performance Task Resources (3) ELA PT Item Specifications http://www.smarterbalanced.org/assessments/development/ Performance Task Writing Rubric for each genre Elaboration Training Materials

Full Write Scoring Guide Performance Task Conventions Scoring Chart 18 Smarter Balanced Performance Task Resources (4) ELA PT Item Specifications for Explanatory Writing (grade 6) http://www.smarterbalanced.org/assessments/development/ The task provides two short answer items and one machinescored item focused on Claim 4, Targets 2, 3, and 4, and one Claim 2 Target 4 explanatory full write.

The three Claim 4 items should build toward the full write by increasing the students interaction with the sources in preparation for addressing the research demands of the full write. 19 Smarter Balanced Performance Task Resources (5) Mathematics PT Item Specifications http://www.smarterbalanced.org/assessments/development/ Key features, gatekeeper criteria, and criteria descriptors, with questions, to guide the development and review of

Performance Tasks. Task type considerations (plan and design; evaluate and recommend; and analysis and theory). 20 Smarter Balanced Performance Task Resources (6) Mathematics PT Item Specifications http:/ /www.smarterbalanced.org/assessments/development/ A mathematics PT elicits evidence of students ability to bring

it all together to develop a solution plan to the central challenge of the task. It elicits evidence of Claims 2, 3, and 4. For grades three through seven, the PT should consist of a set of four to six items, and for grades eight and above, the PT consists of a set of three to five items. Items may be worth up to four points. Scoring guides allow for partial credit. 21 Definition of Performance Assessments

It is not multiple-choice testing. Rather than choosing among options, students must construct an answer, produce a product, or perform an activity. It can include a variety of activities, from completing a sentence with a few words (short-answer), to writing a thorough analysis (essay), to conducting and analyzing a laboratory investigation (hands-on), to delivering an oral presentation. Measure students thinking and reasoning skills and ability to apply knowledge to realistic, meaningful problems. 22

Types of Performance Assessments Performance assessments can take different forms and include curriculum-embedded assessments and projects that can take up to a full semester to complete. PTs are one type of performance assessment. Smarter Balanced PTs are stand-alone, on-demand, standardized performance assessments designed to take up to 120 minutes to complete.

23 Types of Performance Tasks (2) Source: Comparing Types of Performance Assessments was authored by the Stanford Center for Assessment, Learning, & Equity (SCALE). https:// www.theholler.org/wp-content/uploads/rtMedia/groups/73/2

016/12/Stanford-PARB-Briefing-Packet.pdf 24 Discussion Use the sample PT at your table, and categorize it according to the table shown on the previous slide. What type of performance assessment is this? How well does the assessment meet each of the qualities in the category? How might you revise the assessment?

25 Accessibility Resources Consider the CAASPP System accessibility resources (https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp). Integrate accessibility resources into the administration of PTs, and into classroom instruction and assessment practices. Ensure consistency in the use of accessibility resources across all assessment experiences for identified students.

Remember that identified students should experience these resources throughout the year. 26 Performance Tasks: Rubrics and Scoring Consider Smarter Balanced Summative and Interim Assessment rubrics and scoring guidelines. Build in time for teachers to develop or adapt rubrics and score classroom-based PTs. Build in time for teachers to discuss the results of their

scoring and determine instructional needs. Remember, too, that interim assessment PTs are hand scored locally. 27 Resources Understanding Proficiency: Learning from Student Work https://understandingproficiency.wested.org/ Performance Assessment Resource Bank https://www.performanceassessmentresourcebank.org/ Smarter Balanced Performance Task Specifications

http://www.smarterbalanced.org/assessments/development/ 28 Resources (2) Smarter Balanced Digital Library https://www.smarterbalancedlibrary.org/ Free. Access provided by your district CAASPP coordinator or through self registration. My Digital Chalkboard http://www.mydigitalchalkboard.org Free. Registration required.

29 Resources (3) National Assessment of Educational Progress (NAEP) Questions Tool http://nces.ed.gov/nationsreportcard/itmrlsx/ Achieve the Core http://www.achievethecore.org 30

Resources (4) Developing Performance Tasks https://www.youtube.com/watch?v=suPcQg4UyPQ Silicon Valley Mathematics Initiative (SVMI) http://www.svmimac.org/ 31 Possible Next Steps Begin to build a common understanding of the features of high-quality PTs.

Begin to develop a local community of teachers committed to using PTs to inform instruction and develop student knowledge and skills. Begin to identify ways to build in the time for teachers to develop or adapt PTs; develop or adapt rubrics and scoring guides; score PT items; and have collaborative conversations about the results and instructional needs. 32 Planning and Implementation

33 Thank You! Posted by the California Department of Education | February 2018 34

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