Make and take assessments feb 18

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Make and take assessments feb 18

  1. 1. February 18, 2014 Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccreas.org
  2. 2. Types of Assessments Close and Critical Reading Strategies Practice Create Assessments
  3. 3. Performance Tasks (PT) Selected-Response Items (SR) ConstructedResponse Items (CR) •Focus on reading, writing, speaking and listening, and research. •Measure depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research. •May take place over time. •Traditionally known as Multiple Choice. •Include a stimulus and stem followed by three to five options (students select one). •Students select the best answer. •Assess targets and claims that are of greater complexity. •Ask students to develop answers without suggested answer choices. Technologyenhanced Items/Tasks (TE) •Provide evidence that could not be as reliably obtained from traditional SRs and CRs. •May stand alone or may be used as part of the Performance Task and/or ConstructedResponse items. •Examplesreordering text, selecting and changing text, selecting text, and selecting from dropdown menus. 3
  4. 4. Determine topic Select text(s) to read Identify close reading strategy to use Identify discussion model to use Create assessment • Constructed Response • Performance Task
  5. 5. •Take a moment to determine what close reading means to you. •Discuss with a partner.
  6. 6. See strategies handout We will be focusing on “Mark up the text”
  7. 7. 1. Post-it Notes (Text Complexity Raising Rigor in Reading by Douglas Fisher, Nancy Frey, and Diane Lapp) 2. Guided Highlighted Reading (Guided 3. Other Close Reading Strategies Highlighted Reading by Elaine M. Weber, Barbara A. Nelson and Cynthia Lynn Schofield)
  8. 8. Independent reading of the text is supported through a series of instructional moves including: setting the purpose, teacher modeling, guided instruction, group work, and independent tasks.
  9. 9.  Set Purpose: To engage students in a close reading of an excerpt from an informational book on the history of the development of “Post-it Notes.” ◦ Purpose is to discover how a familiar office product was initially thought to be a failure and to trace its development as a useful item.  Strategy Handout
  10. 10. Invite students to read it first to themselves Have them write on a sticky note any words or phrases they do not know. Also have students take notes on sticky notes listing major events. Give extra support to those students you know will need it during independent reading. This will need to be modeled the first time you do it.
  11. 11. After students have finished reading, have them turn and talk to their partner to describe one surprising fact that they learned about the invention of Post-it Notes. Write your amazing fact on a sticky note to be used in the discussion. To start, use this language frame: “I was amazed to learn that _________!”
  12. 12. Take notes or record an anchor chart listing the amazing facts the students share. Recorded responses will be used to determine what will be modeled. Record unfamiliar or unclear words or phrases and how they attempted to understand them.
  13. 13. Explain to students that you will read parts of the text together, and from time to time, you will explain your thinking to them. Start by orienting the students to the correct part of the text you wish to address: For example, in Paragraphs 7 and 8: • “Fry used some to coat his markers.” After finishing the shared reading, transition students to a discussion using a series of textdependent questions.
  14. 14. Keep in mind that the purpose of textdependent questions are to prompt rereading, encourage the use of textual evidence to support answers, and deepen comprehension. Initial questions should be designed to highlight the explicit meaning of the text. However, do not stop there, but progress toward more challenging questions.
  15. 15. 1. Post-it Notes began as an idea that didn’t work but then became a very useful product. Using evidence from the text, describe the sequence of events that led to this invention? 2. The author tells you twice when Spencer Silver first invented the adhesive that would be used in the Post-it Notes. The first time is in the fourth paragraph, when she tells us it was 1970. Then, she tells us the same information again later in a different way. How did you figure out the answer? 3. Do you believe the author has a positive or a negative view of Post-it Notes and its inventors? What words or phrases lead you to believe that? 4. What were some of the qualities of the inventors that you can infer from this text? What passages helped you draw these conclusions?
  16. 16.     Students gather their Post-it Notes to use for a journal or essay writing activity. Prompt: What does it take to be an inventor? Students will write a short summary of the invention of Post-it Notes. Students will identify at least two characteristics of inventors, using at least two quotations from the text.
  17. 17.  What were some of the qualities of inventors?
  18. 18.   https://www.teachingchannel.org/videos/enh ance-student-note-taking (5th grade Brewer) https://www.teachingchannel.org/videos/stu dent-annotated-reading-strategy (9th grade)
  19. 19.        Integrate knowledge and skills Measure understanding, research skills, analysis, and the ability to provide relevant evidence Require student to plan, write, revise, and edit Reflect a real-world task Demonstrate knowledge and skills Allow for multiple points of view Feasible for classroom environment
  20. 20. Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.  Components of a Performance Task  Stimulus Readings  Video clips  Audio clips  Graphs, charts, other visuals   Research topic/issue/ problem  Information Processing Research questions Product/Performance  Essay, report, story, script   Comprehension questions  Simulated Internet search  etc.  etc.  Speech with/without graphics, other media Responses to embedded constructed response questions. etc.
  21. 21.   Part 1: Student reads research sources and responds to prompts (Claim 1 or 4) Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)
  22. 22.  Maximum Time Requirements for Performance Tasks – Grade 3–8: • 105 minutes total Part 1: 35 min. Part 2: 70 min. – High School: • 120 minutes total Part 1: 35-45 min. Part 2: 75-85 min.
  23. 23.  How your essay will be scored: The people scoring your essay will be assigning scores for: ◦ Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims ◦ Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay ◦ Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information ◦ Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose ◦ Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling
  24. 24.  Constructed Response Items ◦ Address assessment targets and claims that are of greater complexity ◦ Require more analytical thinking and reasoning
  25. 25. The Shepherd’s Boy and the Wolf The Shepherd’s Boy and the Wolf flock near a village, and thought it A Shepherd's Boy was tending his would be great fun to trick the villagers by pretending that a Wolf A Shepherd's Boy was tending his flock near a village, andand when was attacking the sheep: so he shouted out, "Wolf! Wolf!" thought it would be great up he laughed at them because they the people came running fun to trick the villagers by pretending that a Wolf was attacking more than once, and every time the believed him. He did this the sheep: so he shouted out, "Wolf! Wolf!" and whenthey people came running there was no Wolfthem At villagers found the had been tricked, for up he laughed at at all. because they believed him. He did this more than once, and every last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud time the villagersthe people were so used to hearing him was no as he could: but found they had been tricked, for there call that Wolf at all.no notice Wolf really did come,And so no one came to help they took At last a of his cries for help. and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to the boy, and the Wolf attacked the sheep. hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the In a few sentences, explain what lesson the reader can learn from sheep. the shepherd’s boy. Use details from the story to support your response. In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. STIMULUS STEM
  26. 26. Grade: 7 Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target 7. LANGUAGE USE: Interpret impact or intent of figurative language use (e.g., alliteration, onomatopoeia, imagery), literary devices (e.g., flashback, foreshadowing), or connotative meanings of words and phrases used in context and their impact on reader interpretation DOK: 2 The Fox and the Goat DOES NOT ALIGN NOT COMPLEX A Fox fell into a well, and though it was not very deep, he found that he could not get out again. After he had been in the well a long time, a thirsty Goat came by. The Goat thought the Fox had gone down to drink, so he asked if the water was good. "The finest in the whole country," said the crafty Fox, "jump in and try it. There is more than enough for both of us." TOO EASY The thirsty Goat immediately jumped in and began to drink. The Fox just as quickly jumped on the Goat's back. Then he leaped from the tip of the Goat's horns out of the well. The foolish Goat now saw what he had gotten into. He begged the Fox to help him out. What does the word crafty suggest about the Fox? POOR CR WORDING
  27. 27. Grade: 7 Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target 11. REASONING & EVIDENCE: Use supporting evidence to justify interpretations of information presented or how it is integrated (author’s reasoning; interactions among events, concepts, people, or development of ideas) DOK: 3 What is Mold? PROPER ALIGNMENT APPROPRIATE COMPLEXITY Mold is the common name for many kinds of tiny organisms called fungi. There are thousands of types of molds that can be found indoors and outdoors. Different molds grow in colonies. They live on dead organisms such as decaying plants and animals. They can also live on wood, brick, stone, food, fabric and books. Some molds even thrive on living organisms as parasites! Spores from mold growth can pose health risks. Some people are very sensitive to mold. Molds may cause a runny nose or itchy, watery eyes. Or mold may cause major concerns such as difficulty breathing, asthma attacks, infections, fever and major skin irritations. The best way to reduce and prevent mold growth is to control moisture. It is important to keep humidity levels low. It is important to reduce excess moisture that molds need to grow. People should repair leaks, completely remove any existing mold growth, and ventilate rooms that are prone to damp conditions. Outside, molds may grow in damp, shaded areas. People who are sensitive to molds should avoid such places. Explain why people who live in moist climates work harder to prevent mold than people who live in dry climates. Include details from the passage about how they prevent mold. PROPER CR WORDING
  28. 28.  Benefits ◦ Answered quickly ◦ Assess a large range of content on one test ◦ Inexpensive to score ◦ Results collected quickly  Limitations ◦ Limited ability to reveal a student’s reasoning process ◦ Difficult to assess higher-order thinking skills
  29. 29.   With a partner, use “The Road Not Taken” as a reading resource to develop a Constructed Response or Performance task from. Remember the process: Determine topic Select text(s) to read Identify close reading strategy to use Identify discussion model to use Create assessment • Constructed Response • Performance Task
  30. 30. Is text driven and meaning-based Focuses students on the context of text Guides students to read for one reading purpose at a time Invites and guides students to revisit the text more than once Guides students to return to the same text for multiple purposes Targets the acquisition of skills needed for close and critical reading Builds fluency and stamina in readers Uses multiple senses: visual, auditory, and kinesthetic
  31. 31. 1. Select Text 2. Determine Purpose 3. Number the paragraphs or lines 4. Write prompts
  32. 32. 1. Read the Preamble of the United States Constitution 2. Highlight as directed (p 74) 3. Review other activities (p 7581) 4. What discussion of this content might take place? (turn and talk)
  33. 33.  With a partner, create a Constructed Response or Performance Task Question for The Preamble of the United States Constitution Text
  34. 34. Citing Textual Evidence (Video) CCSS Bookmarks (Handout) Cognitive Reading Strategies (Mosaic of Thought) Three Ways to Discuss Text (Article) Jigsaw (video)
  35. 35.  https://www.teachingchannel.org/videos/tea ching-about-textual-evidence (Grade 6)
  36. 36.   http://www.criticalreading.com/ways_to_read .htm#linka article https://www.teachingchannel.org/videos/jigs aw-method (8th grade jigsaw activity 2 min.)
  37. 37.  ReadWell Unit of Study:
  38. 38.  http://sccresa.org/downloads/writewell_gr6/ writing_pre-test_20130809_140027_74.pdf
  39. 39. http://dese.mo.gov/divimprove/assess/docum ents/asmt-sbac-ela-gr7-sample-items.pdf
  40. 40. 1. Identify materials to be used (reading texts, basal, science books, blogs, videos, etc.) 2. Identify main objective (claim and target) you would like the students to learn about; be sure evidence from the materials can be easily collected to support student learning. 3. Be sure prior knowledge has been supported for students’ ability to take notes, construct essay responses, previous strategies modeled, etc. 4. Develop explicit prompt for student response. 5. Write clear directions. 6. Take Performance Task through ELA Test Blueprint
  41. 41.  At your group, select a picture book on the table to practice creating a constructed response or performance task using the template:
  42. 42.       Form grade level groups. Select materials to use. Begin writing assessments. Be sure to use the blueprint. Share final assessments with me to post for all: evans.jennifer@sccresa.org Have Fun!

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