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Badger exam 2015 -performance task module
- 2. Introduction
- 3. • This training module answers the following questions: – What is a performance task? – What is a Classroom Activity? – What does a performance task in mathematics or English language arts/literacy look like? PERFORMANCE TASK
- 7. PERFORMANCE TASK (PT) • Portion of the test that requires students to answer a set of complex questions centered on a common topic or problem.
- 8. • Administered online; • Helps ensure test items are more accessible; and • Allows students to respond in ways that are different from how they might respond or access paper-and-pencil tests. PERFORMANCE TASK
- 9. • Measures how well a student can integrate knowledge and skills across multiple claims and targets – Claim: Broad evidence-based statements about what students know and can do as demonstrated by their performance on the assessment – Target: Connects the Common Core State Standards to evidence that will be collected from the assessment PERFORMANCE TASK
- 10. KNOWLEDGE + SKILLS PERFORMANCE TASK
- 12. What is a performance task? Introduction to Performance Tasks • Measures capacities such as depth of understanding, research and writing skills, and/or complex analysis with relevant evidence, and • Designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher- order thinking skills to explore and analyze a complex, real-world scenario. Mathematics ELA Expectations
- 14. Mathematics Mathematics performance tasks require students to integrate skills across multiple domains, clusters, and standards of the Common Core State Standards to demonstrate their ability to use their math knowledge to solve real-world problems. Mathematics ELA Expectations What is a performance task?
- 15. What is a performance task? ELA In ELA, performance tasks require students to integrate research and writing to inform/explain, to narrate, or to support an opinion/argument for a designated audience. Mathematics Expectations ELA
- 16. What is a performance task? • Student is expected to work more extensively with the test materials, such as: – informational sources, – research articles, or – tables of data. Mathematics ELA Expectations
- 18. Technology of the Future Let’s work together! I have an idea! What do you guys think? CLASSROOM ACTIVITY
- 20. The Online Test Administration Manual includes a section about accessibility features and defines accessibility options that may be implemented during the Classroom Activity for students with disabilities and English learners. Classroom Activity Guidance for Needs-Specific Accessibility Options CLASSROOM ACTIVITY
- 21. • Takes place before students engage in the performance task; • Is administered separately for both ELA and mathematics; • Is the same activity for the entire class; and • Is not scored. CLASSROOM ACTIVITY
- 22. • Designed to be completed in approximately thirty minutes; • In a group setting by a certified teacher or other instructional staff; • No more than three days before the student takes the online task; • ELA — Classroom Activity should be on a different day than the performance task; and • No information should be added or provided outside the directions and information provided. CLASSROOM ACTIVITY— Administration
- 23. • Schedule a make-up session. • Provide students the opportunity to interact with the teacher and other students. • Provide students with an experience similar to that of their peers. CLASSROOM ACTIVITY — Absent Students
- 24. Now it’s time to try it myself! Technology of the Future CLASSROOM ACTIVITY
- 26. To review these and other examples in more detail, please visit the Smarter Balanced Practice Tests. PERFORMANCE TASK
- 27. Before the ELA Performance Task: Classroom Activity ELA Classroom Activity Technology of the Future ELA Performance Task Robots
- 28. Before the ELA Performance Task: Classroom Activity Students are given information: In this Classroom Activity, students look at images of some examples of outdated technology and read a brief description about each of them.
- 29. Before the ELA Performance Task: Classroom Activity Discussion: Then they talk about what they have read with classmates in a structured discussion.
- 30. Classroom Activity Individually Administered Performance Task Within 3 days PERFORMANCE TASK
- 31. ELA Performance Task — After the Classroom Activity • Students work independently without discussion on different secure tasks. • There are two parts to the individually administered ELA task: – Part 1 — Research – Part 2 — Writing • Administer the two parts in two sessions. What happens next:
- 32. ELA Performance Task — After the Classroom Activity • In Part 1, students are given a set of two or more sources to be used on both parts of the test. • Information may be in the form of informational or argumentative articles, research articles, charts, or other sources. What happens next:
- 33. ELA Performance Task — After the Classroom Activity In this example, students access research articles from several sources about the same topic — in this case, what real robots can do. Notes can be taken on paper or on the computer. Example:
- 34. ELA Performance Task Questions ELA Performance Task Question Examples The ELA task then requires the student to answer research questions about the sources.
- 35. ELA Performance Task Questions Example Question 1 1) The student is asked to explain appropriate evidence from a variety of sources.
- 36. ELA Performance Task Questions Example Question 2 2) The student is asked to explain evidence that supports the given statement.
- 38. When writing your story, find ways to use information and details from the sources to improve it.
- 41. Before the Math Performance Task: Classroom Activity Mathematics Classroom Activity Food Baskets Mathematics Performance Task Example
- 42. Mathematics Performance Task Facilitator Directs Students: In the Classroom Activity for this performance task, the teacher or facilitator leads the students through an activity that familiarizes them with the context in which a food basket would be used and how individual foods are selected for inclusion based on certain nutritional requirements or needs.
- 43. Mathematics Performance Task — After the Classroom Activity After completing the Classroom Activity, students are then ready to begin the individual component of the performance task. What happens next:
- 44. Mathematics Performance Task — After the Classroom Activity The individually administered component of the mathematics performance task has a stimulus that provides information for the student to use in the task. More information is given:
- 45. Math Performance Task Questions The student has the opportunity to use the tools to help complete the task.
- 46. Mathematics Performance Task Questions The set of questions in the mathematics performance task is designed to give students a coherent picture of how mathematics is used to plan and make decisions in the real world.
- 48. Day 1 Day 2 Day 3 Day 4 Day 5 Classroom Activity PTCAT ADMINISTRATION SEQUENCE
- 49. ADMINISTRATION SEQUENCE Day 1 Day 2 Day 3 Day 4 ELA ELA Classroom Activity ELA Part 1 ELA Part 2 Day 7 Day 8 Day 9 Math Math Classroom Activity Math PT PT PTCAT CAT CA CA • ELA PT—2 sessions • Math PT—1 session Administer the performance task within three days of the Classroom Activity.
- 50. PERFORMANCE TASKS Performance Task Classroom Activity Continue and complete, but report as an irregularity.
- 51. ADMINISTRATION SEQUENCE AND TIMING Outlines the number and duration of: • Sessions • Breaks • Total assessment
- 53. You might want to take a few notes on the information in the next few slides. PERFORMANCE TASK
- 55. • There are no pause rules for the performance task. • Students can take breaks during the administration of the performance task but will be automatically logged out after twenty minutes in a paused state or thirty minutes of inactivity. • For mathematics, students can access the same items after a break. • For ELA, students have access to the items within either Part 1 or Part 2. PERFORMANCE TASK — Pausing
- 56. PERFORMANCE TASK Tools Global Notes — ELA • Used only for the ELA PT (not math); • Global notes is an embedded universal tool; • Notes are retained from Part 1 to Part 2 – A student taking Part 2 of the ELA PT may refer back to the notes even though the student is not able to go back to the research questions in Part 1; and • Preferred mode for note taking.
- 57. PERFORMANCE TASK Tools Scratch Paper — ELA • Students may choose to use scratch paper to make notes in ELA. • Collect scratch paper at completion of Part 1 of the ELA performance task and store securely until Part 2. • After administration, all scratch paper must be securely destroyed in adherence to test security procedures.
- 58. • Scratch paper must be available to all students taking the math assessment. Graph paper is required in 6th grade and above. • If the mathematics performance task is administered over more than one test session, Test Administrators must retain scratch paper and graph paper between test sessions. • Scratch paper and graph paper may not be retained between test sessions for the CAT portion. • Following the conclusion of the mathematics PT, scratch paper and graph paper must be collected and securely destroyed to maintain test security. PERFORMANCE TASK Tools — Scratch Paper and Graph Paper — MATH
- 59. • A calculator is required for students in 6th grade and above. • Calculator is an embedded universal tool within the test delivery system. PERFORMANCE TASK Mathematics — Calculator
- 60. For more information, please visit: www.smarterbalanced.org
Editor's Notes
- Performance Task Overview
- This training module provides an introduction to performance tasks by answering the following questions: What is a performance task? What is a Classroom Activity? What does a performance task in mathematics or English language arts/literacy look like?
- This presentation is a general overview of the performance task. Test Administrators and classroom teachers who administer the performance task and its related Classroom Activity should be sure to review the additional information provided in the Online Test Administration Manual. This information provides greater detail about where to obtain the Classroom Activity, how to administer it, and how to plan for the performance task event within the Smarter Balanced test administration process.
- As you know, a Smarter Balanced assessment consists of three components: a CAT portion of the test, a Classroom Activity, and a performance task.
- A performance task, also referred to as a PT, is a portion of the test that requires students to answer a set of complex questions that are centered on a common topic or problem. There is one performance task per content area on the summative assessment.
- The Smarter Balanced assessment is administered primarily as an online assessment on the computer, which helps ensure test items are more accessible. Online assessments allow students to respond in ways that are different from how they might respond or access the paper-and-pencil tests.
- The performance task is intended to measure how well a student can integrate knowledge and skills across multiple claims and targets.
- The ability to integrate knowledge and skills across multiple claims and targets is a very important part of being college- and career-ready.
- A performance task is made up of two components: a Classroom Activity and an individually administered, computer-generated task.
- As its name suggests, a performance task measures capacities such as depth of understanding, research and writing skills, and/or complex analysis with relevant evidence. It is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario.
- When students enter college or begin a career, they are often confronted with tasks that require them to seek information, analyze that information, determine which information is needed and which is not, and then evaluate and/or synthesize that information. Problems in the world do not come to us neatly packaged and ready to solve. Performance tasks are intended to measure a student’s ability to grapple with these scenarios.
- In mathematics, the performance tasks require students to integrate skills across multiple domains, clusters, and standards of the Common Core State Standards to demonstrate their ability to use their math knowledge to solve real-world problems.
- In ELA, performance tasks require students to integrate research and writing to inform/explain, to narrate, or to support an opinion/argument for a designated audience.
- In a performance task, a student is expected to work more extensively with the test materials, such as informational sources, research articles, or tables of data, in ways that closely mirror the kinds of tasks students would be expected to do in the real world.
- The Classroom Activity is a short, teacher-led activity designed to provide students with the opportunity to discuss contextual information and key terms and/or ideas on the topic they will encounter in the individually administered performance task. These activities are not intended to cover the content of the performance task. The Classroom Activity ensures that all students have a common understanding of the contextual elements of a performance task topic or theme.
- The Classroom Activity provides context-setting information so that all students, regardless of their backgrounds and experiences, are able to access and demonstrate understanding of the content of the performance task.
- The Online Test Administration Manual includes a section about accessibility features and defines accessibility options that may be implemented during the Classroom Activity for students with disabilities and English learners.
- The non-secure Classroom Activity takes place before the student engages in the performance task on the test. There is one Classroom Activity per performance task topic. Each class will be assigned the same Classroom Activity. Each student should have a Classroom Activity administered for ELA and a Classroom Activity administered for mathematics. The Classroom Activity is not scored, but it is an important prerequisite for the performance task to ensure that students are not at a disadvantage in demonstrating the skills the task intends to assess.
- The Classroom Activity is designed to be completed in approximately thirty minutes. It should be administered by a certified teacher, or other instructional staff, in a group setting, where possible, to allow students an opportunity to interact with their teachers during the activity. The Classroom Activity should be administered no more than three days before the student takes the performance task test and should be administered only once to a student. It is recommended that the ELA Classroom Activity not be administered on the same day as the performance task. No information should be added or delivered outside the directions and information provided.
- In the event that a student is absent on the day of the Classroom Activity, a make-up session must be scheduled. Although the Classroom Activity may be recorded, the make-up session should provide students with an experience similar to that of their peers. For example, where possible, the make-up session should provide students the opportunity to interact with the teacher and other students.
- Though students participate in the Classroom Activity together and it’s not scored, the individually administered performance task that follows is part of the student’s overall score. While taking the performance task, like any other part of the test, students cannot talk to each other, and all students must provide their own responses.
- Let’s look at a performance task example for English language arts/literacy and mathematics. Examples such as these can be found on the Smarter Balanced Practice Test.
- We will start with an ELA example.
- In this Classroom Activity, students review information about outdated technology.
- Then they talk about what they have read with classmates in a structured discussion.
- Within three days of participating in the Classroom Activity, students take the individually administered performance task.
- At this point, the students work independently, without discussion, on different secure tasks related to the Classroom Activity. There are two parts to the individually administered ELA PT: Part 1 is Research and Part 2 is Writing (sometimes referred to as the “full-write”). It is recommended that these two parts be administered in two sessions.
- In Part 1, students are given a set of two or more sources to be used on both parts of the test. This information may be in the form of informational or argumentative articles, research articles, charts, or other sources.
- In this example, students access research articles from several sources about the same topic — in this case, what real robots can do. They may take notes on paper or on the computer.
- The ELA task then requires the student to answer research questions about the sources.
- 1) The student is asked to explain appropriate evidence from a variety of sources.
- 2) The student is asked to explain evidence that supports the given statement.
- In the final part of the ELA online task, students are asked to respond to a writing assignment using the full-write process: drafting, revising, and editing.
- The writing assignment, or full-write assignment as it is sometimes called, is designed so students use information from the sources presented previously in the performance task. They use these sources when writing their multi-paragraph essays, articles, reports, or narratives. In the ELA performance task, sources and global notes from Part 1 are available in Part 2 so students may refer to the sources and their global notes even though they are not able to return to the research questions in Part 1.
- The online system provides many common word-processing tools such as an embedded dictionary and thesaurus, bold, italics, underlining, copy, paste, and spell check to assist the student with the writing assignment.
- The mathematics performance task looks very similar to the ELA performance task.
- In the Classroom Activity for this performance task, the teacher or facilitator leads the students through an activity that familiarizes them with the context in which a food basket would be used and how individual foods are selected for inclusion based on certain nutritional requirements or needs.
- After completing the Classroom Activity, students are then ready to begin the individual component of the performance task.
- The individually administered component of the mathematics performance task has a stimulus that provides information for the student to use in the task.
- In this sample task, the student has the opportunity to use the tools to help complete the task.
- The set of questions in the mathematics performance task is designed to give students a coherent picture of how mathematics is used to plan and make decisions in the real world.
- Smarter Balanced recommends the following sequence: 1) Students take the computer adaptive test (CAT), then the Classroom Activity, and then the performance task. 2) Once a student starts either portion of the assessment, he or she completes that portion of the test before moving on to the next portion. 3) It is recommended that the CAT portion of the test be administered first, followed by the performance task. In all instances, the Classroom Activity MUST be administered prior to the performance task and the performance task must be completed within 10 days of starting the task.
- Here’s a sample order of administration for both the ELA and mathematics performance tasks. The ELA performance task should start with the Classroom Activity, and then, within three days, the performance task should be administered. The ELA performance task should be administered over two sessions (Part 1 and Part 2). The performance task should not be administered on the same day as the Classroom Activity. The mathematics performance task requires a Classroom Activity first, and then, within three days, the performance task should be administered. The mathematics PT requires one test session at minimum, but may, in some instances, be administered over multiple sessions.
- There may be an instance when the performance task is inadvertently administered prior to the student(s) being exposed to the Classroom Activity. If this happens, the student(s) should continue with and complete the performance task. The Test Administrator must report this occurrence as a testing irregularity. Further directions about testing irregularities can be found in the TAM.
- The Online Test Administration Manual includes tables of recommended sequences for ELA and mathematics. The tables provide estimated average times for students to complete the Smarter Balanced assessments and outlines the number and duration of sessions, breaks, total duration of the assessment, and additional resources for the mathematics and ELA CAT items, Classroom Activities, and performance tasks.
- There are some other important details to know about performance tasks, so please take note of the following information.
- Performance tasks expire after ten calendar days once initiated by the student.
- There are no pause rules for the performance task. Students can take breaks during the administration of the performance task but will be automatically logged out after twenty minutes in a paused state or thirty minutes of inactivity. The mathematics PT is presented on a single screen. Following a break, students have access to the same items in the mathematics task. For ELA, after taking a break, students will have access to only those items within the part of the task they were working on (Part 1 or Part 2) prior to the break.
- During the ELA PT, the notes on the embedded universal tool, Global Notes, are retained from Part 1 to Part 2 so that the student may go back to the notes even though he or she is not able to go back to the research questions in Part 1. Embedded Global Notes is the preferred mode for note taking. Global Notes is not available for the mathematics PT.
- To ensure that students using scratch paper for notes have the same allowance as students using the online notes, TAs should collect students’ scratch paper at the completion of Part 1 of the ELA PT and securely store the paper for students’ use during Part 2 of the ELA PT.
- Scratch paper must be made available to all students taking the math assessment. Graph paper is required for students in 6th grade and above. If the mathematics performance task is administered over more than one test session, Test Administrators should retain scratch paper and graph paper between test sessions. Scratch paper and graph paper may not be retained between test sessions for the CAT portion. Following the conclusion of the mathematics PT, all scratch paper and graph paper must be collected and securely destroyed to maintain test security.
- A calculator is required for students in grade 6 and above taking the mathematics performance task. This is an embedded universal tool available through the online test delivery system.
- For more information, please visit: www.smarterbalanced.org