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Rowland Unified School District. Aligning RUSD Checkpoints to the Rigor of the Common Core State Standards Spring, 2013 Brian Huff and Amy Grigsby. Welcome. Introduction: School, grade level. Movie Title Analogy

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rowland unified school district

Rowland Unified School District

Aligning RUSD Checkpoints to the Rigor of the Common Core State Standards

Spring, 2013

Brian Huff and Amy Grigsby

slide2

Welcome

Introduction: School, grade level

Movie Title Analogy

Relate any movie title or story line to your experience with checkpoints this year.

intended outcomes

Intended Outcomes

Develop an understanding of the Smarter Balanced Assessment Consortium (SBAC)

Understand RUSD’s transition plan to SBAC

Update 2013-2014 Checkpoints to include some components of SBAC

slide4

Smarter Balanced Assessment Consortium (SBAC)

  • 27 states representing 43% of K-12 students
  • 21 governing, 6 advisory states
using computer adaptive technology for assessments
Using Computer Adaptive Technology for Assessments

Shorter test length

Increased precision

  • Provides accurate measurements of student growth over time

Faster results

  • Turnaround in weeks compared to months today

Tailored to student ability

  • Fewer questions compared to fixed form tests

Greater security

Mature technology

  • Item difficulty based on student responses
  • Larger item banks mean that not all students receive the same questions
  • GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)
the smarter balanced assessment system
The Smarter Balanced Assessment System

Comprehensive Assessment System

Optional Interim assessment system —

no stakes

Summative assessment for accountability

English Language Arts/Literacy and Mathematics, Grades 3 – 8 and High School*

Last 12 weeks of year**

DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

INTERIM ASSESSMENT

INTERIM ASSESSMENT

  • PERFORMANCE TASKS
  • ELA / Literacy
  • Math

COMPUTER ADAPTIVE ASSESSMENT

ELA/Literacy & Math

Computer Adaptive Assessment and Performance Tasks

Computer Adaptive Assessment and Performance Tasks

Scope, sequence, number, and timing of interim assessments locally determined

Re-take option available

Source: ETS – K12 Center

* Summative and interim assessments for grades 3 – 8 and 11, with additional supporting assessments for grades 9 and 10.

** Time windows may be adjusted based on results from the research agenda and final implementation decisions.

sbac student demo

SBAC Student Demo

Student Demo Link

sbac pilot practice test
SBAC Pilot Practice Test

http://sbac.portal.airast.org

  • Select blue box = "Training Test"
  • Select "Student"
  • Select "Training Test"
  • Click "Sign In" 
  • Select a grade from the drop down menu and then click on "yes"
  • Select either the ELA or Math assessment
  • Click "Select
  • Click "Yes, Start My Test"
  • Click "Begin Test Now"
sbac components

SBAC Components

Selected-response

Technology Enhanced

Constructed-response

Extended constructed-response

Performance Tasks

selected response
Selected Response
  • Used to cover a broad range of content.
  • Assess defined problems with limited solutions
  • Should take relatively little time to answer
  • Efficient to score
technology enhanced
Technology Enhanced
  • Drag and drop
  • Graphing tools
  • Animated prompts
constructed response
Constructed Response
  • Complex thinking skills, comparison and contrast, cause and effect, patterns, conflicting points of view, categorizing, summarizing, interpreting information
  • Time required is 5 to 10 minutes.
  • Scored using a rubric
  • Scoring training and calibration will occur
extended response
Extended Response
  • Assess knowledge and skills not easily accessed with selected response or constructed response (e.g., oral presentations, exhibitions, product development, extended written response).
  • Students are often asked to justify answers.
  • Require 10-20 minutes to complete.
  • Require careful scorer training and calibration.
performance task items
Performance Task Items
  • Collections of questions and real-world tasks connected to a single theme or scenario:
    • A student may be presented with reading material on a given topic, and asked questions about the reading
    • That may be followed by reading on the same topic, but from a different perspective, with questions on that reading, plus some compare/contrast questions
    • Finally, the student may be provided additional readings on the same, or an associated topic, and asked to take a position or provide an argument
    • Each performance task could take place across more than one sitting of 45-60 minutes each
slide20

Grade 5

Mathematics

Performance

Task

New York

City Department

of Education

rusd transition plan aligning local assessments to the rigor of common core state standards

RUSD Transition Plan: Aligning local assessments to the rigor of Common Core State Standards

sample performance task

Sample Performance Task

MAT.08.PT.4.MYPET.A415

sbac language

SBAC Language

Claims

Assessment Targets

Depth of Knowledge

group discussion
Group discussion

Which DOK level would you assign to the Grade 8 performance task you just experienced?

Why?

what is depth of knowledge dok
What is Depth of Knowledge (DOK)?
  • A scale of cognitive demand (thinking) to align standards with assessments
  • Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
slide31

Four Levels of Cognitive Complexity

  • Level 1: Recall and Reproduction
  • Level 2: Skills & Concepts
  • Level 3: Strategic Thinking
  • Level 4: Extended Thinking
dok level 1 recall and reproduction
DOK Level 1: Recall and Reproduction
  • Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure
  • Answering a Level 1 item can involve following a simple, well-known procedure or formula
recall reproduction dok level 1 examples
Recall/Reproduction: DOK Level 1 Examples
  • Calculations
  • Determine the perimeter or area of
  • rectangles given a drawing or labels
skills concepts dok level 2
Skills/Concepts: DOK Level 2
  • Includes the engagement of some mental processing beyond recalling or reproducing a response
  • Items require students to make some decisions as to how to approach the question or problem
  • Actions imply more than one mental or cognitive process/step
skills concepts dok 2 examples
Skills/Concepts: DOK 2 Examples
  • Classify plane and three dimensional figures
  • Graphing linear equations
  • Solving word problems
strategic thinking dok level 3
Strategic Thinking: DOK Level 3
  • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning
  • The cognitive demands are complex and abstract
  • An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3
strategic thinking dok level 3 examples
Strategic Thinking: DOK Level 3 Examples
  • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer
extended thinking dok level 4
Extended Thinking: DOK Level 4
  • Requires high cognitive demand and is very complex
  • Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved
  • Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time
extended thinking dok 4 examples
Extended Thinking: DOK 4 Examples
  • Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report
a word of caution verbs are not always used appropriately dok is about what follows the verb
A Word of Caution Verbs are not always used appropriately... DOK is about what follows the verb...

What comes after the verb is more important than the verb itself.

same verb three different dok levels
Same Verb—Three Different DOK Levels

DOK 1-Describe three characteristics of two quadrilaterals. (Requires simple recall)

DOK 2-Describethe difference between convex and concave polygons. (Requires cognitive processing to determine the differences in the two polygon types)

DOK 3-Describea model that you might use to represent the relationships that exist within the set of polygons. (Requires deep understanding of polygons and a determination of how best to represent it)

dok is not
DOK is NOT...
  • a taxonomy (Bloom’s)
  • the same as difficulty
  • about using “verbs”
dok is about what follows the verb
DOK is about what follows the verb...

What comes after the verb is more important than the verb itself.

“Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.”

The student who has been taught the rule for using commas is merely using the rule.

same verb three different dok levels1
Same Verb—Three Different DOK Levels

DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

dok is not about difficulty dok is about intended outcome
DOK is not about difficulty; DOK is about intended outcome.

For Example…

  • Adding is a mental process.
  • Knowing the rule for adding is the intended outcome that influences the DOK.
  • Once someone learns the “rule” of how to add, 4 + 4 is DOK 1 and is also easy.
  • Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more “difficult.”
sbac performance tasks
SBAC Performance Tasks
  • Review the tasks available from SBAC

What support will teachers need to implement these tasks next year? Record main ideas from your group discussion.

2. Identify three extended constructed response items to add to Checkpoints 1,2,3 (to be added when you return in September, 2013)

sbac pilot in rowland unified
SBAC Pilot in Rowland Unified

1,400 California school participating in the scientific pilot in Spring 2013. RUSD sites:

  • Oswalt Elementary, Grades 6 and 7
  • Santana High School, Grades 10 and 11
  • Ybarra Elementary, Grades 7 and 8
sbac pilot initial lessons
SBAC Pilot – Initial Lessons
  • Impact on instruction – shift from testing what students “know” to what students can “do” with that knowledge.
  • Impact on test administration – all testing managed by teacher through online dashboard
  • Impact on technology hardware – smooth pilot with three sites; participating in statewide technology surveys
sbac pilot practice test1
SBAC Pilot Practice Test

http://sbac.portal.airast.org

  • Select blue box = "Training Test"
  • Select "Student"
  • Select "Training Test"
  • Click "Sign In" 
  • Select a grade from the drop down menu and then click on "yes"
  • Select either the ELA or Math assessment
  • Click "Select
  • Click "Yes, Start My Test"
  • Click "Begin Test Now"
sbac quarterly update
SBAC Quarterly Update
  • http://www.smarterbalanced.org
  • Click on the Blue Envelope
  • Enter your email address
  • Select your “role” and “state”
cde bi monthly sbac updates
CDE Bi-monthly SBAC Updates
  • Send a blank email to:

subscribe-sbac@mlist.cde.ca.gov