Making Standards Work : Making Standards Work
Presented by
Center for Performance Assessment
www.makingstandardswork.com
(800) 844-6599
Our Learning Objectives : Our Learning Objectives 1. Learn rationale and process for narrowing standards and indicators to the essentials – Power Standards
2. “Unwrap” standards and indicators to identify critical content and skills
3. Identify Big Ideas (key concepts) we want students to remember
Our Learning Objectives : Our Learning Objectives 4. Write Essential Questions to guide instruction and assessment
5. Explore reasons why performance assessments are so powerful for improving student learning
6. Design performance assessment tasks matched to Essential Questions
Our Learning Objectives : Our Learning Objectives 7. Look for interdisciplinary connections
8. Write Engaging Scenarios to motivate students
9. See compelling research that supports writing and performance assessment
10. Create task-specific scoring guides to measure student proficiency on performance tasks
Learning Objectives : Learning Objectives The learning objectives will appear again as they relate to the specific parts of the handout
All 10 learning objectives will be accomplished by the conclusion of the Making Standards Work seminar
Handout Organization : Handout Organization Five sections, each one with PowerPoint and related supporting documents:
Introduction
Power Standards
“Unwrapping” Standards
Performance Tasks and Engaging Scenarios
Scoring Guides (Rubrics)
Agenda : Agenda Day One:
Introduction to Making Standards Work
Part 1: Power Standards
Part 2: “Unwrapping” Standards
Day Two:
Part 3: Performance Tasks and Engaging Scenarios
Day Three:
Part 4: Scoring Guides (Rubrics)
What You Will Leave With : What You Will Leave With Intellectual understanding AND experiential understanding
First drafts of “unwrapped” standards-based performance assessments
Resources to support using performance assessments in your instructional program
When Learning Something New : When Learning Something New New information must be integrated with existing understanding
Paradigm shifts can be uncomfortable
Takes time to assimilate new information in ways that make sense
A process of understanding, not an event!
Norms for Professional Meetings : Norms for Professional Meetings Courtesy toward others and presenter
Cell phones and pagers in off position
Active listening and participation
Collaboration
Operational Definitions : Operational Definitions What is your current understanding of the following standards-related terms?
Standards
Indicators
Benchmarks, sub-skills, objectives, learning outcomes, proficiencies, etc.
What is your state’s term?
Operational Definitions : Operational Definitions What is your current understanding of the following standards-related terms?
Scoring Guides
Performance Tasks
Performance Assessment
Proficiency
Anchor Papers
Standards Terms and Definitions : Standards Terms and Definitions Academic Content Standards
General statements of what students should know and be able to do
Indicators (Benchmarks, Sub-skills)
Specific learning expectations for particular grade level or grade span
Scoring Guides (Rubrics)
Specific descriptions of proficiency on tasks
Provide evidence that student met standard
How Terms Relate : How Terms Relate Academic Content Standards Indicators
Scoring Guides Fewer in number, general in scope Greater in number, specific to grade Specific descriptions of proficiency Standards don’t make sense without scoring guides!
Standards Terms and Definitions : Standards Terms and Definitions Performance Task
A single evaluation or activity used to determine student progress toward attainment of standard(s) and indicators
Performance Assessment
A collection of related performance tasks that students do to develop their own understanding of concepts and skills found in the standards and indicators
Standards Terms and Definitions : Standards Terms and Definitions Proficiency
The level of performance students must meet to demonstrate attainment of standard(s) and indicators
Anchor Papers
Student-produced work samples at exemplary and proficient levels of performance on the scoring guide
Other Standards Terms and Definitions : Other Standards Terms and Definitions Please refer to Glossary of Standards-based Terms and Performance Assessment Vocabulary
Both lists located in Introduction’s supporting documents, pages 11-15
Performance Assessment Design Steps : Performance Assessment Design Steps 1. Select standard(s) and indicators
2. “Unwrap” those standards and indicators
3. Determine the Big Ideas
4. Write the Essential Questions
5. Plan the performance tasks
6. Find interdisciplinary connections
7. Create the Engaging Scenario
8. Write the scoring guides
Completed Performance Assessment : Completed Performance Assessment Sample of what you will create by the end of this workshop
Please refer to Sample Performance Assessment in Introduction’s supporting documents, pages 16-32
Performance Assessment Scoring Guide : Performance Assessment Scoring Guide Criteria matched to our Performance Assessment model
Use as guideline for completion and evaluation of performance assessments
Please refer to Performance Assessment Scoring Guide in Introduction’s support documents, pages 33-34
Questions and Discussion : Questions and Discussion Any questions regarding the agenda and planned seminar activities?
Part 1: Power Standards : Part 1: Power Standards Narrowing Standards to “The Essentials”
Our Learning Objective : Our Learning Objective 1. Learn rationale and process for narrowing standards and indicators to the essentials – Power Standards
Ever Wondered This? : Ever Wondered This? So many standards, so little time! How can teachers effectively teach and assess them all?
Depth of Understanding Is the Goal : Depth of Understanding Is the Goal Isn’t depth of a fewer number of key concepts preferable to “covering” superficially every concept in the book?
Historically in U.S., curriculum has been “inch deep, mile wide”
Wouldn’t “inch wide, mile deep” better meet student learning needs?
The International Challenge TIMSS : The International Challenge TIMSS Third International Math and Science Study (www.TIMSS.org)
8th Grade
Math – U.S. 28th out of 41
Science – U.S. 17th out of 41
4th Grade – U.S. 2nd
What Happened?
TIMSS Report (New Information Added) : TIMSS Report (New Information Added) Math Topics
US – 78 in 180 days
Japan – 17 in 253 days
Germany – 23 in 220 days
Length of Textbooks
U.S. 4th grade math--530 pages
International math--170 pages
U.S. 4th grade science—397 pages
International science—125 pages
Deciding What to Teach Within Time Allotted : Deciding What to Teach Within Time Allotted “Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” Heidi Hayes Jacobs, 1997
Power Standards : Power Standards All standards and indicators are not equal in importance!
Make room for the essentials!
Narrow the voluminous standards and indicators by distinguishing the “essentials” from the “nice to know”
“Punt the rhombus!”
Example of “Punting” – From 87 Math Standards to 7 : Example of “Punting” – From 87 Math Standards to 7 All four number operations (+ - x / ) with and without calculators
Fractions/decimals/percents
Two-dimensional scale models
Graphs, charts, tables
Estimation and test of reasonability
Illustrate and describe word problems
Properties of rectangles and triangles
But We Have To Do It All! : But We Have To Do It All! The Old Model: State Standards District Curriculum Frantic Coverage of Every Test Objective
The New Model – From Coverage to Focus : The New Model – From Coverage to Focus
State Standards Potential Curriculum and Test Objectives FOCUSED Curriculum and Assessments Power Standards
Critical Conversations : Critical Conversations “What knowledge and skills must this year’s teacher impart to students so that they will enter next year’s class with confidence and a readiness for success?”
Standards Leadership : Standards Leadership A New Vision of Standards:
From a linear and static sequence of subjects to be covered . . .
. . . To a series of concentric circles
The leader’s role: Help the faculty find the Power Standards
Finding the Power Standards : Finding the Power Standards “Power” Standards – Reading Comprehension, Informative Writing, Measurement, Tables/Charts/Graphs Dinosaur Identification Halloween Pumpkins “That reminds me of a story…” Bronzed Lecture Notes My cherished unit Last Year’s Most Obscure Multiple Choice Question
Power Standards Rationale from Dr. Douglas Reeves : Power Standards Rationale from Dr. Douglas Reeves Please refer to Part I support documents, pages 47-50
The Safety Net Curriculum
Power Standards for the Middle Grades
Read and Discuss : Read and Discuss Please take five minutes to read and highlight both articles ALONE
Then take the next five minutes to share with nearby colleagues your insights from the readings
Finally, share out with large group the key points for identifying Power Standards criteria
Guiding Questions for Identifying Power Standards : Guiding Questions for Identifying Power Standards What essential understandings and skills do our students need?
Which standards or indicators can be clustered or incorporated into others?
What do students need for success—in school, in life, and on our high stakes tests?
What endures?
A Process for Identifying the Power Standards : A Process for Identifying the Power Standards Begin with one subject and one grade in state or district standards
Identify “essentials” for that subject and grade based on what students need for success – in school, in life, and on your state’s achievement test(s)
Look for Connections to Tests : Look for Connections to Tests Review testing information guidelines for your state tests and other high accountability assessments
Look for connections between your identified Power Standards and what’s tested
Find Vertical Alignment : Find Vertical Alignment Compare one grade’s selections to the grade above and the grade below within that same grade span
Identify gaps, overlaps, and omissions
Make adjustments as needed in indicators selected to ensure the vertical “flow” within that grade span
Find the Vertical “Flow” : Find the Vertical “Flow” Once Power Standards are identified in one grade span (K-2, 3-5, 6-8, or 9-12), make connections to the other grade spans until you have K-12 “flow” of essentials
These are your Power Standards!
Repeat the process in other subject matter areas
Scheduling the Vertical “Flow” : Scheduling the Vertical “Flow” Sequence list of essential standards and indicators for logical progression or importance within each grade
Schedule those essential standards and indicators by quarter, trimester, or semester
Develop standards-based report card
District Models of Identified Power Standards : District Models of Identified Power Standards Please refer again to Part 1 supporting documents
Newark Unified School District, Newark, California, pages 51-53
Wayne Township, Indianapolis, Indiana, pages 54-59
Questions and Discussion : Questions and Discussion What questions do you have regarding Power Standards?
Part 2: “Unwrapping” Standards : Part 2: “Unwrapping” Standards Identifying essential concepts and skills found in the standards and indicators
Our Learning Objectives : Our Learning Objectives 2. “Unwrap” standards and indicators to identify critical concepts and skills
3. Identify Big Ideas (key concepts) we want students to remember
4. Write Essential Questions to guide instruction and assessment
Standards Terms and Definitions : Standards Terms and Definitions “Unwrapping” – Examining standard and related indicators to determine exactly what students need to:
Know (concepts or content)
Be able to do (skills)
Through particular topic or context (what teachers will use to teach concepts and skills)
Standards Terms and Definitions : Standards Terms and Definitions Concept
An abstract idea that points to a larger set of understandings, (e.g., peace, democracy, culture, power, nationalism, imperialism, war, etc.)
Content
Information students need to know in a given standard, its related indicators, or entire course of study
Standards Terms and Definitions : Standards Terms and Definitions Topic
Lessons and activities used to teach concepts and skills
Context
Circumstances in which a particular event occurs
Background information or structure to help make sense of new information
Standards Terms and Definitions : Standards Terms and Definitions Big Idea
Statement derived from a deep understanding of the concepts or content
An open-ended, enduring idea that can apply to more than one area of study
Standards Terms and Definitions : Standards Terms and Definitions Essential Question
Guiding question to focus instruction and assessment
Open-ended
Cannot be answered with “yes” or “no” or with simple recall of facts
Let’s Go Deeper Into the Standards : Let’s Go Deeper Into the Standards What do students really need to know and be able to do?
Examples of “Unwrapped” Standards : Examples of “Unwrapped” Standards Four grade spans, four content areas
Lower elementary math
Upper elementary science
Middle school history/social science
High school reading
Examples of “Unwrapped” Standards : Examples of “Unwrapped” Standards Please refer to Part 2 supporting documents, pages 75-82
Graphic Organizer Choices : Graphic Organizer Choices Choose whichever type works best for you:
Outline
Bulleted list
Concept map (see next slide)
for graphic organizer software program
Biology “Unwrapped” : Biology “Unwrapped”
“Unwrapping” Standards: Practice Activity : “Unwrapping” Standards: Practice Activity Start with one content area and grade of your choice
Select standards and indicators to teach through performance assessment
Underline important concepts (nouns) and circle important skills (verbs)
Create a graphic organizer for concepts and skills you “unwrap m” on page 83 of supporting documents – 2 sets of worksheets provided
Self-Checking Questions After “Unwrapping” : Self-Checking Questions After “Unwrapping” Are all concepts and skills in selected standards and indicators represented on graphic organizer?
Could you put away the standards and teach confidently from the “unwrapped” version?
Would other educators identify the same concepts and skills if they “unwrapped” the same standards and indicators?
Plan for Sharing Out : Plan for Sharing Out After approximately 30 minutes, design teams will share with whole group:
Which grade level and content area standards they “unwrapped”
Insights they gained
Brief discussion and feedback will follow
Remember Your High School and College Exams? : Remember Your High School and College Exams? How well could you do today?
Thinking Beyond the Facts : Thinking Beyond the Facts “Conceptual understanding requires a higher level, integrative thinking ability that needs to be taught systematically through all levels of schooling. Integrated thinking is the ability to insightfully draw patterns and connections between related facts, ideas, and examples, and to synthesize information at a conceptual level.” Lynn Erickson, 1998
Concept-based Curriculum and Instruction
What IS the Big Idea, Anyway? : What IS the Big Idea, Anyway? The “aha!” realization, discovery, or conclusion students reach on their own after instruction and activities
The key generalizations or enduring understandings students will take with them
Their answers to your Essential Questions!
Why Big Ideas? : Why Big Ideas? Big Ideas “give meaning and importance to facts; transfer value to other topics, fields, and adult life” (Grant Wiggins and Jay McTighe)
Identify larger concepts you want students to wrestle with and understand at a deep level “across time and cultures” (Lynn Erickson)
Why Big Ideas? : Why Big Ideas? Promote in-depth understanding versus memorization of isolated facts
Emphasize common characteristics of unifying concept or theme versus specifics of one topic
Example: features of revolutions in general versus specific facts about one in particular
Attributes of Big Ideas : Attributes of Big Ideas Brevity – 5 to 10 words
Conceptual – cannot be answered factually or with a yes/no statement
Open-ended – no one “right” answer Chalyn Newman, Stanford University
Questions to Help Determine Big Idea : Questions to Help Determine Big Idea Can you apply the Big Idea to more than one instance or area?
Can you look at other grade levels and find similar or recurring themes around which to organize learning?
Will this concept stand “the test of time?”
Will students remember this concept long after they leave your classroom?
Examples of Big Ideas : Examples of Big Ideas Refer again to Part 2 supporting documents, pages 75-82
Identifying Big Ideas Practice Activity : Identifying Big Ideas Practice Activity Look again at the concepts and skills you listed on your graphic organizer
Ask yourself: “What are the main ideas or enduring understandings I want the students to realize on their own after I teach them the concepts and skills?”
Use student-friendly wording
Identifying Big Ideas Practice Activity : Identifying Big Ideas Practice Activity In the next 15 minutes, brainstorm to find your Big Ideas contained in your unwrapped standards and indicators
Write your Big Ideas on page 85 in the supporting documents
Questions, Not Statements : Questions, Not Statements Will stimulate student curiosity to find the answers
Essential Questions : Essential Questions Invite students into the learning process
Establish learning goal – to be able to answer the Essential Questions!
Characteristics of Guiding Questions : Characteristics of Guiding Questions Open-ended, yet focus inquiry into a specific topic
Non-judgmental, but answering them requires high-level cognitive work
Contain “emotive force” and “intellectual bite”
“Whose America is it?”
“When are laws fair?”
Succinct – a few words that demand a lot Rob Traver, Massachusetts Department of Education
Education Leadership, March 1998
Benefits of Essential Questions : Benefits of Essential Questions Teachers use as instructional filter for selecting lessons and activities that advance student understanding toward Big Ideas
Students develop their understanding of “unwrapped” concepts and skills as they move through instruction and activities
Benefits of Essential Questions : Benefits of Essential Questions Standards-based questions
Provide evidence that the standards have been met and to what degree (defined by scoring guide criteria)
Examples of Essential Questions : Examples of Essential Questions Please refer again to Part 2 supporting documents, pages 75-82
Guidelines for Writing Essential Questions : Guidelines for Writing Essential Questions Can you write provocative questions that lead your students to discover the Big Ideas?
Can you make your Essential Questions open-ended?
Can you write questions that take students beyond who, what, where, and when to how and why?
Writing Essential Questions Practice Activity : Writing Essential Questions Practice Activity Practice writing Essential Questions on page 86 in the supporting documents
Now check: Do your Big Ideas answer your Essential Questions?
If they only restate the Big Ideas, revise them so the answer is not given in the Essential Questions
Plan for Sharing Out : Plan for Sharing Out Same volunteers return to show progression of their “unwrapping” process:
Quick review of graphic organizer
Big Ideas
Essential Questions
Any new insights gained
Discussion and feedback
Questions and Discussion : Questions and Discussion What questions do you have regarding “unwrapping” standards, writing Big Ideas, and Essential Questions?
Part 3: Performance Tasks and Engaging Scenarios : Part 3: Performance Tasks and Engaging Scenarios Designing purposeful activities for students to learn the “unwrapped” standards
Our Learning Objectives : Our Learning Objectives 5. Explore reasons why performance assessments are so powerful for improving student learning
6. Design performance assessment tasks matched to Essential Questions
Our Learning Objectives : Our Learning Objectives 7. Look for interdisciplinary connections
8. Write Engaging Scenarios to motivate students
Standards Terms and Definitions : Standards Terms and Definitions Performance Task
A single evaluation or activity used to determine student progress toward attainment of standard(s) and indicators
Performance Assessment
A collection of related performance tasks that students do to develop their own understanding of concepts and skills found in the standards and indicators
Standards Terms and Definitions : Standards Terms and Definitions Interdisciplinary Connections
The integration or joining together of two or more branches of learning, (e.g., history and English, science and art, math and P.E., etc.)
Engaging Scenario
The “hook” in a performance assessment designed to attract and hold student interest
Sets the context for the series of tasks and connects learning to real world
Why Performance Assessments? : Why Performance Assessments? “If all you want to know is what students memorized, quiz them!”
“If you want to find out what students know and can apply, complex performances are required.”
Alan November
Matching Assessments to Learning Targets : Matching Assessments to Learning Targets Type of assessment depends on kind of learning to be measured
Performance assessment is powerful tool to be used as part of your instruction and assessment system
Select right tool for right job
Why Are Performance Assessments So Powerful? : Why Are Performance Assessments So Powerful? Establish clear learning targets
Require students to “show what they know”
Expect all students to be proficient
Use consistent and fair scoring guides
Provide multiple opportunities to revise and improve
Why Are Performance Assessments So Powerful? : Why Are Performance Assessments So Powerful? Improve critical thinking ability
Prepare students to answer, “What do I do when I don’t know the right answer?”
Provide realistic method of interdisciplinary instruction
Principles of Performance Assessment : Principles of Performance Assessment Multiple assessments for each Power Standard and related indicators
Spectrum of tasks – basic to enrichment
Essential for differentiated instruction and effective classroom management
Not all students may be working on the same task at the same time
Principles of Performance Assessment : Principles of Performance Assessment Students as collaborators, peer- and self-evaluators
Group process, individual accountability
Traditional tests used as “concurrent validity” measure
Effective Performance Tasks : Effective Performance Tasks Keep focus on targeted standards and indicators
Apply content knowledge and skills to real-world situation
Demonstrate student understanding to external audience
Provide evidence that standards have been met
Which Happens First? : Which Happens First? 1) Belief system
2) Effective practice
3) Student achievement?
No! First, effective practice; THEN student achievement; and THEN belief system change
How Often To Use Performance Assessments : How Often To Use Performance Assessments Start small, build slowly – one or two performance assessments per quarter or trimester
Frequency increases as confidence grows!
Keep In Mind When Designing Tasks : Keep In Mind When Designing Tasks What are your desired end results for student learning?
Can you “work backwards” – start with culminating task and then create the lead-up tasks to get there?
Keep In Mind When Designing Tasks : Keep In Mind When Designing Tasks What evidence will demonstrate student attainment of those results?
What understanding and skills do students need to successfully provide that evidence?
After students work through all the tasks, will they be able to answer your Essential Questions with their own Big Ideas?
Task Design and Development : Task Design and Development Spectrum of tasks:
Foundational to enrichment
Develops student understanding from task to task
Remember central purpose:
Teach and assess unwrapped concepts and skills in standards and indicators
Address Essential Questions
Consider needs of all learners:
ELL, special education, gifted, AP
Example of Performance Assessment Tasks : Example of Performance Assessment Tasks Social Studies and Language Arts
Fourth Grade
Title: “Settling in the Wilderness” Adapted From Kathy Rosenberg, Tim McCarthy, Darcy Sweeney, Cathy Fox, Kathy Hall, and Bonnie Schlais Waukesha, WI
Synopsis of Performance Tasks Correlated to Bloom’s Taxonomy : Synopsis of Performance Tasks Correlated to Bloom’s Taxonomy Task 1 – Create a wilderness region map and write region description (knowledge and comprehension)
Task 2 – Contrast/compare big city life to wilderness region life (analysis)
Task 3 – Design a wilderness brochure (application and synthesis)
Task 4 – Write a letter describing in sensory detail a typical day in the wilderness (synthesis and evaluation)
Task Four (Detailed): “Typical Day in the Wilderness” Letter : Task Four (Detailed): “Typical Day in the Wilderness” Letter Write a letter to a friend or family member telling them about a typical day in your life in the wilderness. Include historical content you have learned.
Include as many parts of your day as you can. Use all five of your senses as you describe the day to help the reader imagine it. Use correct letter format with correct spelling and mechanics.
The Task Planner “SQUARE” : The Task Planner “SQUARE” Design your performance tasks guided by SQUARE
Refer again to your “unwrapped” standards, Big Ideas, and Essential Questions
Answer the SQUARE questions with information recorded on your graphic organizer
The Task Planner SQUARE : The Task Planner SQUARE S Which STANDARD(s) and indicators will this task target?
Q Which Essential QUESTION will this task address?
U Which UNWRAPPED content knowledge and skills will this task develop?
The Task Planner SQUARE : The Task Planner SQUARE A What APPLICATION of learning will this task require?
R What instruction, information, and RESOURCES will students need?
E What individual EVIDENCE of learning will this task provide?
Performance Assessment Design Tools : Performance Assessment Design Tools Performance Assessment Design Template
Performance Assessment Scoring Guide
Bloom’s Taxonomy
List of suggested roles and products
Please refer to Part 3 supporting documents, pages 111-134
Sample Performance Assessments : Sample Performance Assessments Not exemplars, but illustrate the process
Matched to our performance assessment design template
Choose and review one or more samples from primary, upper elementary, middle school, or high school grade spans
Activity: Design Performance Tasks : Activity: Design Performance Tasks Write an overview of your performance assessment and short synopsis of each of your tasks on Performance Assessment Template
Begin detailing first task guided by task planner SQUARE
Repeat process for remaining tasks
Evaluating Task Design : Evaluating Task Design Is the task planned for students an authentic application of knowledge and skills in the standards and related indicators?
Is the student required to utilize higher-order thinking processes? How?
Evaluating Task Design : Evaluating Task Design Will proficient performance of task demonstrate student attainment of the standards and indicators?
Will your sequence of tasks develop student understanding of Essential Questions?
Interdisciplinary Connections : Interdisciplinary Connections Helping students see the links between the content areas
The Connections to Language Arts : The Connections to Language Arts Literacy is the foundation for all learning
Language Arts is the delivery system for all the content areas
Regardless of the specific content area, whenever you design tasks where students read, write, listen, and speak, you can make explicit connections to Language Arts standards
Interdisciplinary Connections : Interdisciplinary Connections Cross-disciplinary instruction – constant reinforcement of reading, writing, listening, speaking, and math essentials (“Spelling always counts!”)
Most effective assessments require demanding skills in several content areas
Writing and Physical Education… : (…And Art, Music, Vocational Ed., etc.)
Expository writing
Examples:
“Describe the relationship between distance and speed for a runner. Use supporting evidence. Make predictions based on the evidence.”
“Compare rock, rap, and baroque music. Explain the similarities and differences using examples.”
“Compare Pizarro, Picasso, and your favorite contemporary painter. Explain the similarities and differences using examples.” Writing and Physical Education…
Physical Education and Academic Performance : Physical Education and Academic Performance 2000 study – Physical fitness levels of students directly related to academic performance Santa Ana Unified School District,
Santa Ana, California
Physical Fitness and Academics : Physical Fitness and Academics
Activity: Look for Interdisciplinary Connections : Activity: Look for Interdisciplinary Connections Review your planned performance tasks
Find standards and indicators in other content areas that connect to those tasks
List them on your Performance Assessment Template in the appropriate section
The Engaging Scenario : The Engaging Scenario Motivates students to engage and get involved!
Relevancy and motivation: the antidotes for apathy!
Makes learning fun!
The Engaging Scenario : The Engaging Scenario Makes learning authentic
Connects students to real world through real problem to solve or product to complete
Acknowledges power of external audience – another class, another school, district, community, world
Power of External Audience : Power of External Audience Students post their own performance task work on educational website
Students log-on to this website to see what other students have done
Result? They become motivated to present their own work to external audience!
Relationship Between Tasks and Engaging Scenario : Relationship Between Tasks and Engaging Scenario Performance Tasks answer question, “What are we going to do?”
Engaging Scenario answers question, “Why are we doing it?”
Effective Engaging Scenarios : Effective Engaging Scenarios Present students with a challenge
Connect learning to real life – “Why do we need to learn this?”
Convey importance – “What does this mean to the student personally?”
Acknowledge audience – “Can the student present the completed task to others?”
Is Your Scenario Truly Engaging? : Is Your Scenario Truly Engaging? Acid test: If there were no standards driving instruction and assessment, would this scenario be so compelling students and teachers would WANT to work on these tasks?
Engaging Scenario Matched to Same Performance Assessment : Engaging Scenario Matched to Same Performance Assessment Social Studies and Language Arts
Fourth Grade
Title: “Settling in the Wilderness” Adapted From Kathy Rosenberg, Tim McCarthy, Darcy Sweeney, Cathy Fox, Kathy Hall, and Bonnie Schlais Waukesha, WI
Engaging Scenario Example: : Engaging Scenario Example: Imagine that your family is moving from a large east coast city to wilderness area in the mid 1800s.
The area is full of wild animals, you will not have a house to move into, food will not be available from a general store, other people may inhabit the area, the climate could be very hot or cold, and your survival may be a daily challenge.
Engaging Scenario Example (continued): : Engaging Scenario Example (continued): Your best friend is worried that you may find yourself in danger.
You reassure your friend that you will be safe, but she’s not convinced. You promise to write her a detailed letter as soon as you’re settled, telling her everything you see and do morning, noon, and night. Adapted From Kathy Rosenberg, Tim McCarthy, Darcy
Sweeney, Cathy Fox, Kathy Hall, Bonnie Schlais– Waukesha, WI
Different Ways to Use Engaging Scenario : Different Ways to Use Engaging Scenario Previews final task students will complete
Previews each individual task
Introduces entire performance assessment
Serves as motivator for students to “get to” the final task
Which way will work best for you?
Activity: Plan Your Engaging Scenario : Activity: Plan Your Engaging Scenario Discuss and decide context or setting for your performance assessment
Consider which way to use it in order to best “hook” students into active involvement
Write your Engaging Scenario in section provided on Performance Assessment Template
Models of Standards-Based Performance Assessments : Models of Standards-Based Performance Assessments International Performance Assessment System (IPAS) assessments for your grade span
192 performance assessments, K-12, linked to your state standards in language arts, math, science, and social studies
Educator-Created Performance Assessments : Educator-Created Performance Assessments Visit our website for K-12 standards-based performance assessments
First drafts created in our workshops – free to download!
New assessments will continue to be added as they are submitted
Preview of Part 4 : Preview of Part 4 See compelling research that supports writing and performance assessment
Create task-specific scoring guides to measure student proficiency on performance tasks
Complete first draft of your standards-based performance assessment
Questions and Discussion : Questions and Discussion What questions do you have regarding performance assessment tasks and Engaging Scenarios?
Part 4: Scoring Guides (Rubrics) : Part 4: Scoring Guides (Rubrics) Determining criteria for assessing student performance
The Last of Our Learning Objectives : The Last of Our Learning Objectives 9. See compelling research that supports writing and performance assessment
10. Create task-specific scoring guides to measure student proficiency on performance tasks
Standards Terms and Definitions : Standards Terms and Definitions Scoring Guides (Rubrics)
A set of general and/or specific criteria used to evaluate student performance on a given task
Descriptions of competence or proficiency
Provide evidence of level of competence student has reached in relation to standards
Standards Terms and Definitions : Standards Terms and Definitions Proficiency
The level of performance students must meet to demonstrate attainment of standard(s) and indicators
Anchor Papers
Student-produced work samples at exemplary and proficient levels of performance on the scoring guide
Compelling Research : Compelling Research Writing across the curriculum and performance assessments help students succeed on standardized tests
“I Don’t Have the Time for More Writing” Hypothesis : “I Don’t Have the Time for More Writing” Hypothesis Writing Assessment Time and Results Math, Science, Social Studies, M.C. Tests “If we spend more time on effective assessment, we won’t have time to cover all the curriculum and our test scores will decline.”
Is the Hypothesis True? : Is the Hypothesis True? Writing Assessment Time and Results Math, Science, Social Studies, M.C. Tests “As time devoted to writing increases, test scores increase.” Source: NASSP Bulletin, Dec. 2000, “Standards Are Not Enough”
What the Research Is Saying : What the Research Is Saying More standards-based performance assessment leads to higher multiple choice test scores in math, science, social studies, and reading
NASSP Bulletin, December 2000, “Standards Are Not Enough: Essential Transformations for Successful Schools,” by Douglas Reeves, Ph. D.
www.makingstandardswork.com
Research Evidence : Research Evidence Effective performance assessment REQUIRES writing
More writing reduces “coverage” of standards and curriculum
Less coverage with MORE writing does NOT hurt multiple choice scores
Making Standards Work (Reeves)
Accountability in Action (Reeves)
The Art of Teaching Writing (Calkins)
The Right to Learn (Darling-Hammond)
The Power of Writing : The Power of Writing One 4th grade class moves from 34th to 74th percentile in one year!
The story of Milwaukee principal, Ms. Flagg
Weight of Evidence : Weight of Evidence Different states, different grades, different subjects
Correlation NEVER negative – range from .7 to .9 – the GREEN line, not the RED line
Numerous case studies confirm general trend – positive correlation between writing, performance assessments, and higher multiple choice test scores
West Carrollton, Ohio : West Carrollton, Ohio On the Ohio Proficiency Tests, 4th grade Writing scores have risen 34.1% over two years!
To demonstrate how writing has helped to improve achievement across subject areas: 4th Grade Math 24.6% increase 4th Grade Science 12.0% increase 4th Grade All Tests 22.0% increase
West Carrollton, Ohio : West Carrollton, Ohio Doubled the total number of state standards met by the district from 8 to 16 (out of 27) in just two years!
In doing so, the district’s rating improved from “Academic Emergency” to “Continuous Improvement Status”
Why Is Writing So Powerful? : Why Is Writing So Powerful? Cognitive Effect — Writing allows students to show what they know
Teaching Effect — Student writing provides teachers with valuable diagnostic information
Conclusion — We must recognize the power of writing across the curriculum and the vital role it plays in student success!
ETS Study Links Effective Teaching to Test Score Gains : ETS Study Links Effective Teaching to Test Score Gains “Students who performed ahead of their peers were taught by educators who integrated hands-on learning, critical thinking, and frequent teacher-developed assessments into their lessons.”
Wenglinsky Study, Education Week, October 25, 2000, pp. 24-25.
ETS Study Links Effective Teaching to Test Score Gains : ETS Study Links Effective Teaching to Test Score Gains 15,000 National Assessment of Educational Progress (NAEP) scores
Students taught with hands-on methods tested 72% ahead of their peers on math assessment, 40% higher in science
Students whose teachers emphasized critical thinking skills posted scores 39% higher
Wenglinsky Study, Education Week, October 25, 2000, pp. 24-25.
Good Teaching DOES Lead to Higher Test Scores! : Good Teaching DOES Lead to Higher Test Scores! “We need great teachers doing what they do best — encouraging students to think, reason, write, and communicate their understanding.”
“These strategies maintain the professionalism of our teachers and also lead to significant improvement in student achievement.”
Dr. Douglas Reeves
“Are Four Heads Better Than One?” : “Are Four Heads Better Than One?” Randomized experiment in California’s Central Valley
Mean reading scores near 40th percentile
Compared individual and group conditions using identical activities and assessments to learn science concepts and factual information Susan E. Schultz, 1999, Doctoral dissertation, Stanford University,
AERA paper, 1999. AERT article in preparation
“Are Four Heads Better Than One?” : “Are Four Heads Better Than One?” Content learned alone or in groups; all assessments done independently
Used three kinds of assessments:
Multiple choice test
Concept mapping exercise
Performance Assessment (Design and conduct experiment) Susan E. Schultz, 1999, Doctoral dissertation, Stanford University, AERA paper, 1999. AERT article in preparation
“Are Four Heads Better Than One?” : “Are Four Heads Better Than One?” Results? Better performance on all three measures by students working in group conditions versus working independently
Lowest scoring third of students made greatest gains in performance
Study found that reading ability does not correlate with scores on performance tasks Susan E. Schultz, 1999, Doctoral dissertation, Stanford University,
AERA paper, 1999. AERT article in preparation
Other Compelling Research : Other Compelling Research Please visit Center’s website at
24/49 statistic
90/90/90 schools
Correlation of SSR with higher test scores
Writing in science correlated with higher test scores
Performance Assessments Lead To Higher Test Scores (Not In Handout) : Performance Assessments Lead To Higher Test Scores (Not In Handout) Best source for broad evidence is Linda Darling-Hammond’s book, The Right to Learn (Jossey-Bass, 1997) — Multiple citations associating effective performance assessment with higher scores on state tests
January 2003 issue of American School Board Journal, Dr. John Simpson, superintendent of Norfolk Public Schools, VA for results of effective use of performance assessment in specific district context
Excellent Research Websites : Excellent Research Websites (Center for Performance Assessment)
(The Education Trust)
(American Association of School Administrators)
(National School Board Association)
www.NASSP.org (National Association of Secondary School Principals)
Why Scoring Guides or Rubrics? : Why Scoring Guides or Rubrics? The key to FAIRNESS – students will not remain engaged if success is a mystery
Scoring guides motivate students to understand better and to produce high-quality work!
Yes, You Can Clap… : Yes, You Can Clap… …But Are You Proficient?
Tipping Rubric Activity : Tipping Rubric Activity 1. Choose your restaurant! Family style or elegant dining?
2. What would your server need to do to earn from you a 15% tip?
3. Now, what would he or she need to do to earn from you a 20% tip?
4. Take 10 minutes to write your criteria, and then we’ll share out!
Scoring Guides: The Heart of Performance Assessment : Scoring Guides: The Heart of Performance Assessment De-mystify the grading process!
Share with students what “proficient” and “exemplary” work looks like in terms of specific, observable criteria
Students will then realize, “If I do this, then I have met or exceeded the standards!”
Scoring Guides Help All Students Succeed! : Scoring Guides Help All Students Succeed! Performance criteria shared before students begin work
Contain specific language understood by all: students, teachers, parents
Referred to frequently during completion of task
Provide immediate feedback for improving work quality
Used to assess completed task
Practical Scoring Guide Strategies : Practical Scoring Guide Strategies Specificity is critical!
Reliability comes from consistency in wording and format
Clearly linked to standards and tasks
Practical Scoring Guide Strategies : Practical Scoring Guide Strategies Scoring guide and task requirements fit “hand-to-glove”
Anchor papers shown as examples of “proficient” and “exemplary” student work
Refined through more than one draft
Teacher-guided, student-generated
Three Kinds of Rubrics Classroom Teachers Use : Three Kinds of Rubrics Classroom Teachers Use 1. Procedural (Behavioral)
Used to set acceptable standards for classroom behavior and management
2. Academic (Content)
Specific criteria used to assess academic performance (content and skills) on one task, assignment, project, or performance
3. Generic (Generalized)
Same as academic, but applicable to more than one task, assignment, project, or performance
Procedural or Behavioral Rubrics : Procedural or Behavioral Rubrics Used to set acceptable standards for student behavior and classroom management
Great way to introduce students and teachers to rubric writing!
Sustained Silent Reading Student-Generated Rubric : Sustained Silent Reading Student-Generated Rubric Exemplary = “Sweet!” Reading and nothing else Stays on task whole SSR time
Proficient = “Better!” Talking less, reading more
Developing = “Needs Work” Talking more, reading less
Beginning = “Warming Up” Not reading; chatting, playing around First Rubric: Mr. A’s Fourth Grade Class 1999-2000
Student Ownership : Student Ownership Students determined their own performance level labels
Students described what each performance level looked like
Teacher asked students during activity to self-assess and set personal goal for improvement
Entering Class at Bell Prepared to Work : Entering Class at Bell Prepared to Work Exemplary
All proficient criteria PLUS:
Copying day’s procedures from board
Resource materials gathered
Completed extra credit
Proficient
In seat at bell
Quiet and ready to begin
All necessary books and materials
Completed homework assignment Created By Green Bay, WI Secondary Teachers
Entering Class at Bell Prepared to Work : Entering Class at Bell Prepared to Work Progressing
Late, but went back to locker for books and/or assignment OR
On time, but missing books and/or assignment
Partially completed homework assignment
Not Yet Meeting Expectations
On time, but socializing
Unprepared for class (missing homework, books, materials) Created By Green Bay, WI Secondary Teachers
Writing Procedural Rubrics for Classroom Management : Writing Procedural Rubrics for Classroom Management Choose a classroom procedure
Decide the key behaviors you want the rubric to emphasize
Determine the levels of proficiency
Write first draft
Use specific, measurable language
Revise draft with input from students
Classroom Management Procedures : Classroom Management Procedures Entering class & beginning work at the bell
Classroom behavior expectations
Clean classroom
Sustained silent reading
Cooperative group work
Lab safety procedures
Library research
Other Management Procedures : Other Management Procedures Pre-school morning routine
K-5 art team tables
Lining up and walking in line
Media Center or Computer Lab behavior
Lunchroom behavior
Classroom noise level
Center time
Transition time Homewood, Alabama
K-12 Teachers
Other Management Procedures : Other Management Procedures Independent work while teacher working with small group
High school classroom management
Darkroom procedure for developing prints
Classroom readiness
Entering the gym
Getting organized
Active listening
Other Management Procedures : Other Management Procedures Being prepared for short story discussion
Theatre arts beginning of class (focusing exercise)
Foreign language oral presentations
Behavior management contract
Hallway behavior
Participating in faculty meeting
Activity: Write A Procedural Rubric : Activity: Write A Procedural Rubric Directions: Depending on grade level, design a three- or four-point rubric to help students understand classroom expectations
Determine your performance levels:
Exemplary, Proficient, Progressing, Not Yet
4, 3, 2, 1
A, B, C, D
Star, Happy Face, Straight Face
Academic or Content Rubrics : Academic or Content Rubrics Task-specific criteria used to assess student proficiency in both content and skills
Personal Reflection Activity : Personal Reflection Activity When students are working on a project, how do you currently communicate your expectations for proficient performance to them?
Are the student projects consistent with the expectations you communicated? Why? Why not?
Synopsis of Performance Tasks Correlated to Bloom’s Taxonomy : Synopsis of Performance Tasks Correlated to Bloom’s Taxonomy Task 1 — Create a wilderness region map and write region description (knowledge and comprehension)
Task 2 — Contrast/compare big city life to wilderness region life (analysis)
Task 3 — Design a wilderness brochure (application and synthesis)
Task 4 — Write a letter describing in sensory detail a typical day in the wilderness (synthesis and evaluation)
Task Four (Detailed): “Typical Day in the Wilderness” Letter : Task Four (Detailed): “Typical Day in the Wilderness” Letter Write a letter to a friend or family member telling them about a typical day in your life in the wilderness. Include historical content you have learned.
Include as many parts of your day as you can. Use all five of your senses as you describe the day to help the reader imagine it. Use correct letter format with correct spelling and mechanics.
Task Four Scoring Guide “Proficient” : Task Four Scoring Guide “Proficient” Correct form of friendly letter is used
Letter is time-sequenced
Letter includes morning, afternoon, and evening activities
Description of day includes meeting of basic needs
Descriptive language includes use of all five senses
Letter includes historical content
Task Four Scoring Guide “Exemplary” : Task Four Scoring Guide “Exemplary” All proficient criteria met PLUS:
Letter includes comparisons and contrasts to “big city” life
Letter includes personal meaning derived from experiences
Task Four Scoring Guide “Progressing” : Task Four Scoring Guide “Progressing” Parts of friendly letter missing, specifically_________________________
Following information is out of sequence__________________________
Letter leaves out portion of day_______
Certain basic needs not addressed, ___________________________________
Descriptive language needed for following senses____________________
Letter needs historical content__________
Task Four Scoring Guide “Not Yet Meeting Standard(s)” : Task Four Scoring Guide “Not Yet Meeting Standard(s)” Task requirements not met
Missing one or more of following:
Completed friendly letter
Time-sequencing
Day’s activities
How basic needs met
Descriptive language for all five senses
Historical content
Two Kinds of Criteria : Two Kinds of Criteria Quantitative criteria
“More is better”
Proficient = 3 supporting details
Exemplary = 4 or more supporting details
Qualitative criteria
Proficient = Identifies main character
Exemplary = Relates main character to self or another character in story, noting similarities and differences
Proficient Level : Proficient Level Because the goal for students is to demonstrate proficiency, first decide criteria for that level
Review the task requirements and list those criteria under “Proficient”
Rubric criteria should mirror what task requires (hand-to-glove fit)
Exemplary Level : Exemplary Level Start first line with: “All Proficient criteria met PLUS:”
Then look at each of the Proficient level criteria
Consider how each one could be enhanced so students understood how to go “above and beyond” Proficient level
Important Benefit of Exemplary Level : Important Benefit of Exemplary Level A great tool for differentiating instruction!
Exemplary level criteria invite students who need a challenge deeper into the task
Enable students to show “all that they know” relative to given task
Progressing Level : Progressing Level Can write specific criteria of what student performance would look like at this level OR
Can write: “Meets four of five criteria needed for Proficient”
Latter way is easier to score, keeps students focused on Proficient level
Both methods effective
How to Use the Scoring Guide to Evaluate : How to Use the Scoring Guide to Evaluate Check off each criterion present and highlight each criterion absent
Focus student attention on what’s needed to improve
Provide help or instruction as needed
Allow student to revise work using specific feedback
Goal is “proficiency” – all criteria need to be met!
Avoid Subjective Language : Avoid Subjective Language 4 Demonstrates Complete Understanding
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