Designing Common Core Assessments LILAC 2013

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  • http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
  • http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
  • http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
  • http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
  • http://www.p12.nysed.gov/assessment/common-core-sample-questions/
  • http://www.p12.nysed.gov/assessment/common-core-sample-questions/
  • Designing Common Core Assessments LILAC 2013

    1. 1. Designing Common Core Assessments LILAC/NRC Conference April 5, 2013 Love K. Foy
    2. 2. Goals for the Workshop 10:00 – 10:40 Goals of Common Core in ELA Formative and Summative Assessments PARCC and NYSED Assessment Samples Designing Leveled Multiple Choice Questions 10:40 – 11:00 Using Data from Assessments  Using the Lexmark Scanner to Compile Data
    3. 3. Common Core Standards Goals of Common Core in ELA: Complexity: The standards require regular practice with complex text and its academic language Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational Knowledge: The standards require building knowledge through content rich non-fiction -http://www.parcconline.org/samples/item-task-prototypes
    4. 4.  Assessment: Assessment should reflect the learning agreed upon in the curriculum (which is informed by the CCS). Once the curriculum units of study are established, teachers should use the standards as a guide to creating summative assessments that reflect the implicit and explicit understandings of the unit of study. Common Core Standards How should the standards inform assessment?
    5. 5.  Assessment: When summative assessments are agreed upon, teachers can discuss specific content choices that will best support their learning outcomes, and craft individual formative assessments based on the day-to-day feedback they get from students. Common Core Standards How should the standards inform assessment?
    6. 6.  Formative Assessment: Assessment for learning. How will the teacher monitor students’ understandings? -group discussions -whole class discussions -quizzes and tests -draft writing assignments -general homework and classwork activities Common Core Standards How should the standards inform assessment?
    7. 7.  Summative Assessment: Assessment of learning. How will students demonstrate their understandings? -On-demand writing or final draft writing pieces -Multiple choice tests/exams -Projects (multi-media presentations) Common Core Standards How should the standards inform assessment?
    8. 8. PARCC Assessments PARCC: Partnership for Assessment of Readiness for College and Careers A consortium of 23 states (plus the U.S. Virgin Islands) working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. http://www.parcconline.org/about-parcc
    9. 9. PARCC Assessments New York State is not yet totally vested; teachers are encouraged to primarily focus on the Common Core shifts as PARCC and NYSED work together to determine if PARCC is a suitable parallel to New York State’s current assessment model and New York State’s ability to administer online assessments.
    10. 10. PARCC Assessments PARCC assessment prototypes are built with Common Core in mind. Although NYS may not use them specifically, they are valuable in how they connect assessment to Common Core philosophy.
    11. 11. PARCC Assessments Each grade level has four tasks: Literary Analysis Task Narrative Task Research Simulation Task End-of-Year Assessment
    12. 12. PARCC Assessments Literary Analysis: The Literature Task plays an important role in honing students’ ability to read complex text closely, a skill that research reveals as the most significant factor differentiating college-ready from non-college-ready readers. This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
    13. 13. PARCC Assessments Narrative: The Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes, or objects. http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
    14. 14. PARCC Assessments Research Simulation: The Research Simulation Task is an assessment component worthy of student preparation because it asks students to exercise the career- and college- readiness skills of observation, deduction, and proper use and evaluation of evidence across text types. In this task, students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being an anchor text that introduces the topic. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays. http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
    15. 15. PARCC Assessments End-of-Year Assessment: On the end-of-year assessment, students have the opportunity to demonstrate their ability to read and comprehend complex informational and literary texts. Questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in more thorough comprehension of the concepts. http://www.parcconline.org/samples/english-language- artsliteracy/grade-6-elaliteracy
    16. 16. Designing a Leveled Multiple Choice Assessment  Decide how it will be used (as a formative or a summative assessment)  Decide whether it will be a content or skill transfer assessment (Will it assess knowledge of the literature studied in class or will it assess reading comprehension?)
    17. 17. Designing a Leveled Multiple Choice Assessment  Decide the total number of questions (fewer questions translates to higher stakes) and whether a curve will be applied.  Determine how many level 1 (knowledge and recall), level 2 (inference and analysis), and level 3 (synthesis and evaluation) questions it will contain.
    18. 18. NYSED Sample Assessments ELA Questions: Interpret the way standards are conceptualized in each question. Consider the instructional changes that will need to occur in your classroom. Analyze the reading comprehension, argumentation, and marshaling of evidence called for in the constructed response questions. Pay attention to the text-based distractors in each multiple- choice question. http://www.p12.nysed.gov/assessment/common-core-sample-questions/
    19. 19. NYSED Sample Assessments ELA Questions: Don’t limit the amount of writing your students do in the classroom. Don’t assume that the lined space provided for constructed response indicates the amount of writing students should provide to respond to the question. Don’t assume that the sample questions represent a mini-version of future state assessments. http://www.p12.nysed.gov/assessment/common-core-sample-questions/
    20. 20. Level One Questions  Assess basic knowledge and recall  Have answers that are explicit and located directly in the text  Do not require inference or analysis skills  May require the ability to retell what is in the text or communicate the chronology of events in the text
    21. 21. Level Two Questions  Assess inference and analysis skills  Have answers that are implicitly stated in the text  Require the use of context to determine the answer  May require the use of prior knowledge to determine answers: knowledge of vocabulary; knowledge of writing techniques such as symbolism, satire, or metaphor; and knowledge of writing elements such as tone, conflict, or point of view
    22. 22. Level Three Questions  Assess synthesis and evaluation skills  Have answers that are implicitly stated in the text  Require the use of context to determine the answer  May require the use of prior knowledge  May ask students to compare/contrast multiple texts  May ask students to make a judgment about a writer’s purpose based on elements and techniques used in the text
    23. 23. Sample Level One Question TEXT: All QUIET ON THE WESTERN FRONT (excerpt) What is the actual setting of this passage? A) A hospital B) A torture-chamber C) A shelter
    24. 24. Sample Level Two Question TEXT: All QUIET ON THE WESTERN FRONT (excerpt) As used in line 16 of the passage, the word shattered most closely means: A)spread out B) traumatized C) tired
    25. 25. Sample Level Two Question TEXT: All QUIET ON THE WESTERN FRONT (excerpt) Which line best supports the central idea of the passage? A)A hospital alone shows what war is. (line 24) B)Here a man realizes for the first time how many places a man can get hit. (lines 5 and 6) C)How senseless is everything that can ever be written, done or thought, when such things are possible. (lines 20 and 21)
    26. 26. Sample Level Three Question TEXT: All QUIET ON THE WESTERN FRONT (excerpt) The author’s attitude in writing this text could be construed as: A) Indifference B) Sorrow C)Empathy
    27. 27. Sample Level Three Question TEXT: All QUIET ON THE WESTERN FRONT (excerpt) In lines 18-20, why does the author repeat the phrase “hundreds of thousands”? A) To provide a full count of all the hospitalized men. B) To show that the war involves other countries besides his own. C) To illustrate the devastation and human toll of war.
    28. 28. A Process for Designing Level 2 and Level 3 Questions  Review the chosen text  Establish the genre (narrative, persuasive, informative/expository)  Establish the main/central idea  Highlight the sentences/lines that helped identify the main/central idea or any other key ideas and details  Create questions that ask students to do the same: use direct lines from the text in your questions
    29. 29. A Process for Designing Level 2 and Level 3 Questions Identify other important aspects of the text, such as academic vocabulary; transition sentences; author bias/loaded words and phrases; and use of writing techniques such as symbolism, irony, or metaphor.
    30. 30. A Process for Designing Level 2 and Level 3 Questions  Examine how the author uses writing elements such as point of view or tone, or writing techniques such as repetition or symbolism to communicate his/her message.  Write questions that ask students to identify one of three things: -The element or technique itself -The information gained from the author’s use of the element or technique -How the use of the element or technique affects the message
    31. 31. A Process for Designing Level 2 and Level 3 Questions Review the following text: “When It’s Too Late to Warn Iran,” by Doug Marlette With a partner, develop a level 1, level 2, and level 3 question. Please be prepared to share with your colleagues.
    32. 32. When It’s Too Late To Warn Iran This cartoon appears in the September 25, 2006 print edition of U.S. News & World Report, and in the textbook, America Now: Short Readings from Recent Periodicals (ninth edition).
    33. 33. Sample Level One Question TEXT: WHEN IT’S TOO LATE TO WARN IRAN What prominent building is featured in this cartoon? A) The United Nations B) The Pentagon C) The Capitol
    34. 34. Sample Level Two Question TEXT: WHEN IT’S TOO LATE TO WARN IRAN The cartoon implies that the speaker A) does not realize he is the victim of an attack B) is pursuing war C) is hesitant to take action against a perceived threat
    35. 35. Sample Level Three Question TEXT: WHEN IT’S TOO LATE TO WARN IRAN The events in this 2006 cartoon reflect what current political debate? A) Cuts to funding for the Department of Defense B) U.N. sanctions against Iran C) The war on terrorism
    36. 36. Lexmark Data Reports  Review class and individual student performance by standard  Item analysis of the questions you create to monitor performance over time. This allows you to assess the effectiveness of the questions for review and refinement (if the assessment is district-wide and used annually.
    37. 37. Lexmark Data Reports
    38. 38. Lexmark Data Reports
    39. 39. Lexmark Data Reports
    40. 40. Lexmark Data Reports
    41. 41. Questions/Comments?

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