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PERFORMANCE ASSIGNMENT ELEMENTARY AND MIDDLE SCHOOL LOGISTICS

Los Angeles Unified School District Local District E Instructional Support Services Standards-Based Education Performance Assignment Training Session for Analytic Scoring 2003-04. PERFORMANCE ASSIGNMENT ELEMENTARY AND MIDDLE SCHOOL LOGISTICS. Data Results Changes Testing Schedule

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PERFORMANCE ASSIGNMENT ELEMENTARY AND MIDDLE SCHOOL LOGISTICS

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  1. Los Angeles Unified School DistrictLocal District EInstructional Support ServicesStandards-Based Education Performance Assignment Training Session for Analytic Scoring2003-04

  2. PERFORMANCE ASSIGNMENTELEMENTARY AND MIDDLE SCHOOLLOGISTICS Data Results Changes Testing Schedule Rater Reliability

  3. PERFORMANCE ASSIGNMENTDATA RESULTS • In grades 2-9, scores increased 2% (total students tested = 276,319) • 40% scored proficient or above in English (107,497) • 42% scored proficient or above in Spanish (3,181) • 29% improved their performance level (53,608)

  4. PERFORMANCE ASSIGNMENTDATA RESULTS • Responses from Student and Teacher Questionnaire validate the correlation between students’ opportunity to learn and their Performance Assignment scores. • Positive relationship between higher frequency of quality reading and writing experiences and higher scores. • Students who have less practice with reading and writing score lower.

  5. PERFORMANCE ASSIGNMENT CHANGES FOR 2003-04 • Elementary Grades • Performance Assessment aligns with OC • Third periodic assessment • Middle School • Third periodic assessment • SBACs & Literacy Coaches work together • Analytic scoring replaces holistic scoring

  6. PERFORMANCE ASSIGNMENTTESTING SCHEDULE • Elementary • Third Periodic Assessment • Middle School • Third Periodic Assessment Single Track: February 23-27 Three Track: A March 29 - April 3 B & C January 26-30 Four Track: A & B March 1-5 C & D January 26-30

  7. PERFORMANCE ASSIGNMENTRATER RELIABILITY Target Percentage 2001-02 50-60% 2002-03 55-65% 2003-04 60-70%

  8. PERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLS70-79% RATER AGREEMENT • Allesandro Coop. Learning Magnet (grade 4) • Alta Loma (grade 2) • Arlington Heights (grade 4) • Atwater (grade 3) • Buchanan (grade 3) • Bushnell Way (grade 4) • Clifford (grade 4)

  9. PERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLS70-79% RATER AGREEMENT • Dayton Heights (grade 2) • Fletcher Drive (grades 2 and 3) • Garvanza (grade 3) • Grant (grade 4) • Hobart (grade 3) • Ivanhoe (grade 4) • Micheltorena (grade 4)

  10. PERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLS70-79% RATER AGREEMENT • Monte Vista (grade 5) • Pio Pico (grade 3) • Ramona (grades 2 and 3) • San Pascual (grade 3) • Selma (grade 4) • Wilshire Crest (grade 3) • Wilton Place (grade 3)

  11. PERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLS80-89% RATER AGREEMENT • Atwater (grade 2) • Franklin (grade 3) • Gardner (grade 5) • Grant (grade 3) • Selma (grade 3) • Wilton Place (grade 5)

  12. PERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLS90-100% RATER AGREEMENT • Aragon (grade 2) • Arroyo Seco Museum Sci. Magnet (grade 5) • Cheremoya (grade 4) • Dorris Place (grade 4) • Eagle Rock G/HA Elem. Magnet (grade 3)

  13. PERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLS90-100% RATER AGREEMENT • Micheltorena (grade 3) • Pio Pico (grade 2) • Queen Anne (grades 4 and 5) • Selma (grade 2) Rater Reliability Data from: Use of Periodic Assessments to Promote Literacy Achievement

  14. PERFORMANCE ASSIGNMENTRATER RELIABILITYSECONDARY SCHOOLS • Eagle Rock (gd. 8) 74% • Pio Pico (gd. 7) 58% • Irving (gd. 8) 57% • Burbank (gd. 6) 54% • Burroughs (gd. 8) 51% • LeConte (gd. 6) 51% • King (gd. 6) 50% • Mount Vernon (gd. 7/8) 47%

  15. PERFORMANCE ASSIGNMENTAnalytic Scoring for Elementary

  16. SCORINGHolistic Scoring Procedure which yields a single score based on an overall impression of students performance

  17. SCORINGAnalytic Scoring Procedure which yields multiple scores based on two or more separate scales for evaluating performance on selected dimensions or traits; each trait receives a separate score.

  18. SCORING ANALYTICAL HOLISTIC analyzes separate aspects of student writing looks at the entire writing piece a form of assessment that looks at writing writing is read through for each score captures an overall picture of student’s writing scores are given for each analytic category both use rubrics gives one score both can be indicators for teacher’s next steps uses multiple scales Provides more detailed info for improving instruc- tion and communicating with students a single scale is often more efficient

  19. SCORINGAnalytic Scoring for Unit 3 • Applications (genre) = 45% • Writing Strategies (traits) = 45% • WOELWriting and Oral English Language (Conventions) = 10%

  20. PREPARING FOR A SCORING TRAINING SESSIONScoring Handbook (Part I)Major Responsibilities: • Determine who will attend • Schedule training session • Find appropriate location • Prepare training packets

  21. PREPARING FOR A SCORING TRAINING SESSIONScoring Handbook (Part I)Materials • Training packet (grade level) • Prompt and rubric • Set of anchor and training papers • Scoring Handbook • Assessment form for recording student scores (Literacy Coach)

  22. PREPARING FOR A SCORING TRAINING SESSIONScoring Handbook (Part I)Materials • Training Paper Score Sheet • Rater Agreement Summary Sheet • Calculator • Training Papers Key

  23. PREPARING FOR A SCORING TRAINING SESSIONScoring Handbook (Part I) Time 1.5 to 2.5 hours

  24. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Open Court Writing Unit 1 Scoring Materials Grade 3

  25. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II)Step 1 Read the task (prompt) carefully… Think about the stories you have read in the Friendship Unit and what it is like to be a friend. Write a story about your best friend and tell about a special time or memorable event that you have shared as friends. Be sure to use concrete sensory detailsto describe where you were. Describe what was special to you and your friend and tell why this special time was something you will always remember.

  26. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II)Step 2 Review the rubric for Applications… Working with a partner, carefully read aloud the description of each score point in the rubric. Start with level 3/Proficient. 5 minutes

  27. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II)Step 3 Read and discuss anchor paper focusing only on Applications • Anchor papers represent the lowest performance level • In packet, there are anchor papers for 2, 3, and 4

  28. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II)Step 3 Focusing only on Applications… Read Anchor 3 paper aloud. Briefly discuss the qualities of the paper, referring to each component of the rubric. Describe why it received the score it did. Repeat for Achors 2 and 4. Discuss distinctions in levels referring to the rubric as needed. 10 minutes

  29. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II)Step 4 Repeat the same process from Steps 2 and 3 focusing only on the Writing Strategies category. Step 2 – review the rubric Step 3 – read and discuss anchor papers 10 minutes

  30. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 5 Repeat the same process from Steps 2 and 3 focusing only on the WOEL (Conventions) category. Step 2 – review the rubric Step 3 – read and discuss anchor papers 5 minutes

  31. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6 Score training papers • Training papers already have assigned scores by expert raters • Goal is to obtain at least 70% agreement

  32. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers A. Score Training Paper A Read Training Paper A. Compare each response to the set of anchor papers and rubric criteria for each category. Use the Training Paper Score Sheet (at the bottom of your packet) to record scores. 5 minutes

  33. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers A. Score Training Paper A You should have 3 scores for paper A. Using the Rater Agreement Summary Sheet, record the frequency of each score (Applications, Writing Strategies, Conventions). In each category, circle the highest number. 5 minutes

  34. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers A. Score Training Paper A Overall Score = 2

  35. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers B. Score Training Paper B (use same procedures as before) Read Training Paper B. Compare each response to the set of anchor papers and rubric criteria for each category. Use the Training Paper Score Sheet (at the bottom of your packet) to record scores. 5 minutes

  36. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers B. Score Training Paper B (use same procedures as before) Read Training Paper B. Compare each response to the set of anchor papers and rubric criteria for each category. Use the Training Paper Score Sheet (at the bottom of your packet) to record scores. 5 minutes

  37. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers B. Score Training Paper B Overall Score = 3

  38. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers C. Score Training Paper C & D Score training papers C and D following the same procedures used to score training papers A and B. 5 minutes

  39. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers C. Score Training Paper C & D Training Paper C – Score=3 Training Paper D – Score=2

  40. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 6: Score Training Papers D. Check rater agreement Using the Rater Agreement Summary Sheet, and the sample page WS-4 in your Scoring Handbook, follow the directions to calculate rater agreement. 10 minutes

  41. CONDUCTING A SCORING TRAINING SESSIONScoring Handbook (Part II) Step 7: Student Writing Samples Score student writing samples and record on the Classroom Assessment Summary Form provided by the Literacy Coach.

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