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Common Core State Standards: Assessing Our Progress

Common Core State Standards: Assessing Our Progress. LCMS Lutheran Administrators Conference July 29, 2013 Jefferson City, MO. Classroom Assessments. Align assessments to the skills laid out in the Common Core State Standards Understanding by Design (Wiggins) – backwards planning.

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Common Core State Standards: Assessing Our Progress

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  1. Common Core State Standards:Assessing Our Progress LCMS Lutheran Administrators Conference July 29, 2013 Jefferson City, MO

  2. Classroom Assessments Align assessments to the skills laid out in the Common Core State Standards Understanding by Design (Wiggins) – backwards planning. “Unpack” the standard(s) – evaluate using Bloom’s or Depth of Knowledge model Begin with what “student needs to be able to do” Decide what type of summative assessment will measure how well they are able to do it What types of instruction/activities will provide student with what they need in order to be able to do it Consider formative assessments to be used during the instructional process

  3. 6 Essential Strategies for ELA StandardsFrom “The Core Six: Essential Strategies for Achieving Excellence with the Common Core” (2012, ASCD publication) Reading for Meaning (before, during, after) Compare and Contrast (similarities and differences) Inductive Learning (inferences, citing text) Circle of Knowledge (oral communication) Write to Learn (argument, informative, narrative) Vocabulary’s CODE (direct vocabulary instruction)

  4. State Assessments – PARCC(Partnership for the Assessment of Readiness for College and Careers) Alabama Arizona Arkansas Colorado District of Columbia Florida Georgia Illinois Indiana Kentucky Louisiana Maryland Massachusetts Mississippi New Jersey New Mexico New York North Dakota Ohio Oklahoma Pennsylvania Rhode Island Tennessee

  5. State Assessments – SBAC(Smarter Balanced consortium) Alabama California Connecticut Delaware Hawaii Idaho Iowa Kansas Maine Michigan Missouri Montana Nevada New Hampshire North Carolina North Dakota Oregon Pennsylvania South Carolina South Dakota Vermont Washington West Virginia Wisconsin Wyoming

  6. Timeline Spring 2013 Limited pilot test Spring 2014 Larger field test Spring 2015 Fully implemented

  7. Major Shifts Most assessments done on computer (or other device) and return results within two weeks Assessments will feature complex, multipart tasks Including doing electronic searches, selecting credible sources, developing a written argument supported by evidence from those sources Solving applied math problems that require using modern technology tools Assessments will require students to comprehend and analyze texts across all content areas that are at a higher level of complexity

  8. Similarities between PARCC and SBAC Summative Assessments: Online assessments for grades 3 – 8 and 11 in ELA and math Mixed item types – selected response, constructed response, technology-enhanced, and complex performance tasks Two required components given during final weeks of year Window to administer assessments 8 – 12 weeks Electronic and human scoring with results within 2 weeks Measure full range of standards on a performance continuum Cost to state for student approximately $20

  9. Key Similarities Between PARCC and SBAC Other Assessments, Resources, and Tools: Optional interim assessments (Grades 3 – 8 and 9 – 11) Professional development modules Formative items and tasks for classroom use Model curricular and instructional units Online reporting Digital library for sharing resources

  10. Key Differences Between PARCC and SBAC PARCC Fixed form computer assessment Optional diagnostic and midyear assessments Optional K – 2 assessment Required speaking/listening assessment (Grades 3–8, 11) • SBAC • Adaptive computer assessment (3 years of paper/pencil option) • Retake option for end-of-year component • Optional interim assessments (Grades 3 – 12) will be computer adaptive and will include multiple item types

  11. Technology Requirements Windows 7 preferred (although Windows XP should work) 1 GB internal memory for computers Visual display of 9.5+ inches with 1024 x 768 resolution Yearly installation of secure browsers 5 – 10 Kbps of bandwidth per student 1 to 7 computer ratio Can be accessed on tablets

  12. Additional Assessments Expect to see the Science assessment approximately 1 – 2 years after the ELA and Math assessments in 2015 Expect to see the Social Studies assessment approximately 1 – 2 years after the Science assessment

  13. ELA Assessment Sample QuestionsSelected Response and Constructed Response Students first read a short story (3-4 paragraphs) about a child spending time with her grandmother. Then they answer the following questions: 1. What does Sophia learn about her grandmother? 2. How does the grandmother feel about the country she was born in? Underline at least two sentences in the story that support your answer. 3. The grandmother uses the word “impart” in line 37. Use surrounding text clues to determine the meaning of the word “impart” and select the best definition from the 5 choices below.

  14. ELA Assessment Sample QuestionsPerformance Task (120+ minutes) – Grade 8 Penny Argumentative Performance Task Issue: In recent years, there has been heated debate emerging about one aspect of the United States monetary system. This particular debate is not about what we should do to solve the multi-trillion dollar national debt or to fix the recent problems on Wall Street. Surprisingly, it is about whether we should keep producing and using pennies.

  15. Penny Argumentative Performance Task continued… This issue is one of the topics of your school’s yearly mock (something meant to look like the real thing) Congressional Session for all 8th graders. You have been appointed as the lead for the subcommittee on financial issues, and you need to research the arguments for and against keeping the penny. As a part of your research, you have found 4 sources.

  16. Penny Argumentative Performance Task continued… After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully to gain the information you will need to answer the questions and write an argumentative essay. In Part 2, you will write an argumentative essay on a topic related to the sources.

  17. Penny Argumentative Performance Task continued… Directions: You will now examine several sources. Take notes because you may want to refer to your notes while writing your argumentative essay. You can re-examine any of the sources as often as you like. Research Questions: After examining the research sources, use the remaining time in Part 1 to answer 3 questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the research sources you have read and viewed, which should help you write your argumentative essay. You may click on the appropriate buttons to refer to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them.

  18. Penny Argumentative Performance Task continued… Sources: #1 – Article from the National Review – against making pennies #2 – Article from a coin collectors’ website – pro-penny #3 – Letter to editor from Prairie News Register – against making pennies #4 – Article from Washington Middle School Chronicle – pro-penny

  19. Penny Argumentative Performance Task continued… Part 1 Task 1 – Provide 3 arguments from the sources you just read that support the position that the penny should be preserved. Be sure to include the title or the number of the source for each argument you provide. Task 2 – Now provide 3 arguments from the sources that support the position that the penny should be eliminated. Be sure to include the title or the number of the source for each argument you provide. Task 3 – One of the areas of dispute in the argument about whether to keep or get rid of the penny is what will happen to the price of goods. The sources answer this question differently. Part A – Identify one piece of support and the source for the support for the following view: Prices will not go up because of the elimination of the penny. Part B – Identify one piece of support and the source for the support for the following view: Prices will go up because of the elimination of the penny.

  20. Penny Argumentative Performance Task continued… Part 2 Choose one of the following two arguments and write a 4 paragraph argumentative essay supporting your position. Include an introduction, supporting paragraphs, and a conclusion. “The United States should eliminate the penny.” “The United States should noteliminate the penny.”

  21. Math Assessment Sample QuestionsSelected Response and Constructed Response (Grade 6) Drag each expression into the correct column. 2.36 + 3.06 1.80 x 3 2.16 + 3.36 9.53 – 4.11 2.71 x 2 8.01 – 2.69

  22. Bill wants to run a total of 4000 meters in 5 days. The table shows how far he runs each day for 4 days. Each lap is 400 meters. How many laps should he run on Friday? Drag numbers into the box to show your answer. The box can hold up to two drag elements.

  23. A landscape designer is planning the layout of trees in a park. There are two types of trees: elm and pine. There should be at least 16 total trees but no more than 30. The ratio of elm trees to pine trees will be 3:2. Drag trees anywhere to the model to show a possible number of each type of tree. Playground Parking Lot

  24. Math Assessment Sample QuestionsPerformance Task (140+ minutes) – Grade 11 Thermometer Crickets Performance Task Step 1 – Teacher “sets the context” by holding a discussion about crickets chirping and then sets the stage by sharing some basic information on crickets. Students review a “cricket fun fact” sheet in groups. Then the small groups answer 4 questions about crickets: Only male crickets chirp. Why do they chirp? Crickets chirp primarily at night. Why? Male crickets rub their wings (not their legs), to chirp. How do crickets make sounds with their wings? Crickets will not chirp at temperatures below 40 degrees Fahrenheit or above 100 degrees Fahrenheit. Why? Teacher ensures that all groups have the correct answers to the above questions.

  25. Thermometer Cricket Performance Task Step 2 – Teacher shows students a table below, orients students to the table and has the students calculate the averages for each row. The correct answers are discussed with the whole class. Number of Chirps Data Condition of Cricket

  26. Thermometer Cricket Performance Task Step 3 – Students are given the following table:

  27. Thermometer Cricket Performance Task Student Tasks: Task #1 – Using the data table, create a scatter plot of the temperature and number of chirps per minute for snowy tree crickets. Explain the patterns you observe on the graph. Task #2 – Estimate the “line of best fit” for the data points on the graph and graph this line. Write an equation to represent the line. Write an interpretation of the slope of your equation in terms of the context of chirping rates and temperature. Task #3 – Describe how well your mathematical model fits the given observation data on cricket chirps and temperature using correlation coefficients, R², and/or plots of residuals.

  28. Thermometer Cricket Performance Task Student Tasks (continued): Task #4 – Students are given some information about Dolbear’s law which is an equation that calculates the relationship between the number of chirps per minute of a snowy tree cricket and temperature. Plot the line that represents Dolbear’s law on your same graph. What are the differences between this model and the one you developed earlier. Include discussion on slopes and y-intercepts in your answer. Interpret what these differences mean in the context of chirping rates and temperature.

  29. Thermometer Cricket Performance Task Student Tasks (continued): Task #5 – Explain the differences between the results of Dolbear’s formula and what you see in the observation data for determining the temperature depending on the number of times a cricket chirps. Support your conclusion using four data points. Why do you think these differences occur?

  30. Resources www.k12center.org www.michiganassessmentconsortium.org www.smarterbalanced.org www.parcconline.org http://educationnorthwest.org

  31. Lisa H. Meyers, Ed.D. Valley Lutheran High School 3560 McCarty Rd. Saginaw, MI 48603 989-790-1676 ext. 12 lmeyers@vlhs.com

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