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Smarter Balanced Assessment Performance Tasks

Smarter Balanced Assessment Performance Tasks. Sample Assessments Field Test 2013-14 Live Test 2014-15. Goal for Today: • Experience a Performance Task • Understand the shifts required in new standards and new assessments. Process for Today. Introduction (15 mins )

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Smarter Balanced Assessment Performance Tasks

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  1. Smarter Balanced AssessmentPerformance Tasks Sample Assessments Field Test 2013-14 Live Test 2014-15

  2. Goal for Today: •Experience a Performance Task•Understand the shifts required in new standards and new assessments

  3. Process for Today • Introduction (15 mins) • Complete a middle school performance task (45 mins) • Reflect on Performance Task (15 mins) • Break (15 mins) • Complete a high school performance task (60 mins) • Reflect on Performance Task (15 mins) • PLC Time – Implications for Your Classroom (15 mins)

  4. CCSS • Adopted by 48 states • English Language Arts (ELA) • Includes literacy for science, history, and technical subjects • Math • Designed backwards from College and Career Readiness Anchor Standards (CCR) • NGSS – All aligned to CCSS. Plans to create similar assessment with Performance Tasks

  5. Smarter Balanced • Consortium of 29 states • Designing tests for CCSS accountability • Won a bid from DOE • Field test 2013-14 • Live test 2014-15

  6. http://www.smarterbalanced.org/ • Tests in Math and ELA • 3rd through 8th and 11th • 2 components • Computer Adaptive Test (CAT) • SR, CR, ER • 1 session • Performance Tasks (PT) • Assesses MANY content & practice standards in one task • 2 sessions

  7. Mathematical Practices College and Career Ready Students can - • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  8. Instructional Shifts • Focus strongly where the Standards focus • Coherence: think across grades, and links to major topics within grades • Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity – incorporate practice and content standards (Practice Standards - similar to Science Inquiry/Practices)

  9. Focus on Performance Tasks • Rigor - Illustrates all three components – incorporates content & practice standards! • Focus – Developed for high priority objectives • Coherence - Assesses multiple standards together, linking to relevant & major topic • Aligns unit planning with with CCSS instructional shifts. Builds on the work we are already doing

  10. Focus on Performance Tasks:Work we are already doing • Backwards design units from performance tasks based on high priority standards • Focus on quality of student work – using a scoring guide to assess quality, not quantity • Assess multiple standards at the same time

  11. Complete a Performance Task- Setting the context • Today we are going to complete a task about planning a field trip. Think back to the last time you went on a field trip with your school or a trip with your family. • What are some of the things that you liked best about the field trip? (Turn & Talk)

  12. Complete the task- Setting the context • Where would you want to go? • What criteria will you use to make your decision? • Vote by raising your hand • Vote for first choice and second choice

  13. Complete the task • What do students, teachers and parents need to consider? • You will need to think about all of this information as you complete the Taking a Field Trip Task

  14. Describe it • Partners: 1 BW and 1 UCHS teacher • On hand-out • Student’s role • Tasks (sub-tasks) • Product • Tools • Skills

  15. Complete the task- Setting the context • Have you ever heard crickets chirp? What does it sound like? • Did you know…the speed at which crickets chirp has been found to be related to temperature? • You will have 5 minutes with your table to answer a background question about crickets. Then we will share with the group.

  16. Complete the task- Setting the context • Table 1 & 5 Only male crickets chirp. Why do they chirp? • Table 2 & 6 Crickets chirp primarily at night. Why? • Table 3 & 7 Male crickets rub their wings, not their legs, to chirp. How do crickets make sound with their wings? • Table 4 & 8 Crickets will not chirp if temperature is below 40°F or above 100°F. Why?

  17. Complete the task- Setting the context • The same cricket was recorded in two different locations. • Calculate the average number of chirps in one minute for each condition. (You have three minutes)

  18. Complete the task- Setting the context • What do you notice about: • Consistency of data across different recordings in same temp. • Difference in two different temperatures

  19. Complete the task • These types of patterns have encourage many people to develop ways of prediction the temperature by measuring the speed of crickets chirping. • Now – you will complete an assessment task to explore the relationship between chirps and temperature in greater detail.

  20. Describe it • Partners: 1 BW and 1 UCHS teacher • On hand-out • Student’s role • Tasks (sub-tasks) • Product • Tools • Skills Compare and contrast process and thinking that students are expected to do at each level.

  21. What are the implications? • Partners: PLC/Job-alike groups • Where is the obvious match to your current curriculum? • Which units • What performance tasks • Long term goal: 2 units next year

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