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Rowland Unified School District

Rowland Unified School District

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Rowland Unified School District

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  1. Rowland Unified School District Aligning RUSD Checkpoints to the Rigor of the Common Core State Standards Spring, 2013 Brian Huff and Amy Grigsby

  2. Welcome Introduction: School, grade level Movie Title Analogy Relate any movie title or story line to your experience with checkpoints this year.

  3. 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

  4. Smarter Balanced Assessment Consortium (SBAC) • 27 states representing 43% of K-12 students • 21 governing, 6 advisory states

  5. 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)

  6. 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.

  7. SBAC Student Demo Student Demo Link

  8. SBAC Pilot Practice Test • 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"

  9. SBAC Components Selected-response Technology Enhanced Constructed-response Extended constructed-response Performance Tasks

  10. 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

  11. Current STAR Release Item Grade 5 Mathematics

  12. Grade 5 Mathematics SBAC Release Item

  13. Technology Enhanced • Drag and drop • Graphing tools • Animated prompts

  14. Grade 5 Mathematics SBAC Release Item

  15. 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

  16. 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.

  17. Grade 5 Mathematics SBAC Release Item

  18. 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

  19. Grade 5 Mathematics Performance Task New York City Department of Education

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

  21. Why We Need the Common Core I Choose C

  22. Sample Performance Task MAT.08.PT.4.MYPET.A415

  23. SBAC Language Claims Assessment Targets Depth of Knowledge

  24. Claims-Mathematics

  25. Claims-English Language Arts

  26. Group discussion Which DOK level would you assign to the Grade 8 performance task you just experienced? Why?

  27. Depth of Knowledge

  28. 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

  29. Four Levels of Cognitive Complexity • Level 1: Recall and Reproduction • Level 2: Skills & Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

  30. 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

  31. Recall/Reproduction: DOK Level 1 Examples • Calculations • Determine the perimeter or area of • rectangles given a drawing or labels

  32. Depth of Knowledge

  33. 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

  34. Skills/Concepts: DOK 2 Examples • Classify plane and three dimensional figures • Graphing linear equations • Solving word problems

  35. 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

  36. Strategic Thinking: DOK Level 3 Examples • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

  37. 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

  38. Extended Thinking: DOK 4 Examples • Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report

  39. 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.

  40. 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)

  41. DOK is NOT... • a taxonomy (Bloom’s) • the same as difficulty • about using “verbs”

  42. 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.

  43. 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)

  44. 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.”

  45. 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)