English Language Arts (ELA) Formative Assessment Task Review

1. English Language Arts (ELA) Formative Assessment Task Review Reviewer Professional Development

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3. Agenda • Purpose and Overview of ELA Formative Assessment Project • Overview of Formative Assessment • Description of ELA Tasks • Review Criteria and Evaluation Rubric • ELA Task Review Process • Reviewer responsibilities and expectations • Reviewer Assignments • Questions and Answers

4. Purpose of ELAFA Review To review ELA Formative Assessment Tasks for informative use in Florida K-8 classroom instruction These tasks: • Align to the Common Core State Standards for English Language Arts • Are designed for use in Grades K-8 • May include passages that accompany tasks: • literary and informational • can contain content-area information • text complexity ranges: simple to complex

5. ELA Formative Assessment Project ELA Repository: http://ccelafa.fldoe.org/access/home.do • ELA Formative Assessment Tasks • PD Modules • PD Toolkits • Family Resources

6. Professional Development (PD) Modules • 5 modules • Use in entirety, individual modules, any order • Workshops, self-study, professional learning communities • Accompanying materials • Teachers, pre-service teachers, administrators

7. Family Resources

8. Strand Reading RL and RI CCR Anchor Standards 7. 8. 9. Key ideas & details 1. 2. 3.. Integration of knowledge & ideas Range/level of text complexity Craft & structure 10. 4. 5. 6. Foundational Skills RF (K-5) Phonological Awareness Print Concepts Phonics & Word Recognition Fluency

9. Strand Writing W CCR Anchor Standard 1. 2. 3. 7. 8. 9. Research to build knowledge Text types & purpose 4. 5. 6. Production & distribution of writing 10. Range of writing

10. Strands Speaking/Listening SL Language L CCR Anchor Standard CCR Anchor Standard 1. 2. 1. 2. 3. Conventions of standards English Comprehension & collaboration 3.. Knowledge of language Presentation of knowledge & ideas 4. 5. 6. Vocabulary acquisition & use 4. 5. 6. • Reference to Standards • Strand: RL, RI, RF, W, SL, L • Grade: K-8 • Standard number

12. Definition of Formative Assessment Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Formative Assessment for Students and Teachers (FAST) Collaborative

13. Effective Formative Assessment Attributes • Learning progressions should clearly articulate the sub-goals of the ultimate learning goal (College and Career Readiness). • Learning goals and criteria for success should be clearly identified and communicated to students. • Evidence of learning is elicited during instruction. • Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success. • Both self and peer assessment are important for providing students an opportunity to think meta-cognitively about their learning. • A classroom culture in which teachers and students are partners in learning should be established.

14. Learning Progressions Learning progressions: • sequence of knowledge, concepts, skills within a domain • continuity • coherence As a result, teachers can: • calibrate their teaching to any missing precursor understanding or skills revealed by formative assessment. • determine what the next steps are to move the student forward from that point.

15. K-8 Learning Progression Example - CCSS Language Strand – Vocabulary Cluster Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • Context • Meaningful word parts • Reference materials

20. Learning Goals and Criteria Formative assessments include: • Learning goals that serve as sub-skill targets within the learning progression. • Criteria that provide a means of evaluating the level of student performance in sub-skill targets. • Clearly articulated goals and criteria. • Opportunities to use learning goals and criteria to gauge student understanding and development.

21. ELA Formative Assessment Tasks Task Segments: • Task Title • Grade Level • CCSS • Description • Materials • Considerations for Planning • Time Allotment • Group Size • Task Directions • Rubric • Teacher Checklist • Student Facing Material

22. ELA Formative Assessment Task: What to Look For DESCRIPTION • Characteristics: • Relates the assessed portion of the target CCSS which encompasses major aspects of literacy content and processes. • Explains sequence of any sub-tasks that students engage in to provide evidence of their level of performance.

23. ELA Formative Assessment Task: What to Look For Characteristics include complete list of items required for both teacher and student to engage in each portion of the assessment task. MATERIALS

24. ELA Formative Assessment Task: What to Look For Characteristics: • Lists all prerequisite grade level sub-skills to the assessed task. CONSIDERATIONS FOR PLANNING

25. ELA Formative Assessment Task: Task Directions TASK DIRECTIONS Characteristics: • Focus on assessed standard and any grade-level sub-skills within its learning progression. • Provide opportunity for students to engage in rigorous tasks that match the cognitive rigor of the standard. • Provide explicit directions for teacher use with students.

26. ELA Formative Assessment Task: What to Look For RUBRIC: Levels 1-4 • Characteristics: • Includes criteria for each grade-level sub-skill that contributes to assessed task and includes instructional implications for each sub-skill criteria. • Supports teacher reflection and analysis for observation of student performance.

27. ELA Formative Assessment Task: Teacher Checklist TEACHER CHECKLIST Characteristics: • Includes questions that focus upon each grade-level sub-skill that contributes to the assessed task.

28. ELA Formative Assessment Task: Student Facing Material STUDENT FACING MATERIAL Characteristics: • Provides material for students to engage in the task and produce evidence of their current level of performance.

29. Constructed Response: Performance Levels 1-4 A Constructed Response task is developed to elicit a variety of responses that are then evaluated using a rubric. • Answers are not provided. • To answer correctly, the student must construct a response that demonstrates level of understanding and skill development. • Students may use provided materials such as graphic organizers, picture prompts, or writing prompts to construct a response.

30. Quality Open-Ended Questions An open-ended question that allows students to provide a detailed, in-depth written answer based upon a piece of text. Does the Open-ended question require students to: • make decisions and perform higher-level analysis when constructing responses? • respond at the level of rigor required of the target standard for that grade level? • demonstrate understanding and proficiency? • support their responses with specific references to an accompanying passage?

31. Common Review Challenges • Description: not aligned, insufficient rigor and/or scope • Materials list: incomplete • Considerations for Planning: incomplete identification of sub-skill progression • Task Directions: inaccurate, incomplete, unclear • Rubric : incomplete or incorrect • Teacher Checklist: inaccurate or incomplete • Student Facing Material: missing, inappropriate, or unclear • ELA Task: • not aligned to CCSS • does not target appropriate learning goal • insufficient rigor • insufficient scope • passage does not match task • content not complete or inaccurate • does not inform instruction • Wording: imprecise or unclear • Mechanics: grammar, spelling, punctuation, typos

32. Characteristics of High-Quality Tasks • Align accurately with the content standards • Challenge the student to think rather than provide memorized answers • Elicit a sufficient amount of information from student results for the time required to engage in the task • Present text-based questions that require students to provide support for the response from text as evidence • Are free from sensitive issues, irrelevant language, and possible sources of bias

33. Set A Set B Which Set of Questions Are Text Based? Can you think of a time when it would be difficult to persevere? Why is it important to persevere? Who has ever heard of the expression following expression: patience is a virtue? What does this mean? • Based on the text, what did the main character ask the others to do? Where in the text do you find support for your answer? • How is that definition of perseverance illustrated in this story? Provide information from text as evidence to support your answer.

34. Steps of the Task Review Process 1.Carefully read any passages associated with the task. 2. Review and evaluate the task for the following: • standards alignment. • appropriate application of specific ELA content associated with target standard. • each section of the task. 3. Refer to the ELA Formative Assessment Task Checklist to review and record your findings.

35. ELA Formative Assessment Task Review Process 1. Read the associated passage 2. Review the ELA Task

36. Does the Text Match the Task? Purpose Literacy Components CCSS Strands

38. ELA Formative Assessment Task: What to Look For DESCRIPTION • Does this section: • Include accurate content, directly corresponding to the standard? • Encompass the scope of the entire standard, or the major focus of the standard? • Reflect the level of cognitive rigor required of the standard? • Lead to a task that informs of student development in the learning progression toward the standard?

39. ELA Formative Assessment Task: What to Look For Does this section: • Include the use of items that correspond directly to the standard? • Include the list of all items required for teachers and students to engage in and complete the task? • Include specific text titles or other resources used in the task? • Include required student materials? MATERIALS

40. ELA Formative Assessment Task: What to Look For Does this section identify: • all prerequisite grade-level sub-skills within the learning progression related to the assessed task? • locations of other tasks related to the standard, if the task applies to one component of a standard? (This applies to bundled set of tasks) CONSIDERATIONS FOR PLANNING

41. ELA Formative Assessment Task: What to Look For Does this section accurately reflect the time necessary: • for average students? • to assess all students within the group? TIME ALLOTMENT

42. ELA Formative Assessment Task: What to Look For Does this section accurately reflect the maximum or optimal number of students who could participate in the activity, given the time allotted. GROUP SIZE

43. ELA Formative Assessment Task: Task Directions TASK DIRECTIONS Does this section: • Introduce the task and the learning goal? • Incorporate teacher modeling? • Delineate the steps in the task process through which students demonstrate each grade-level sub-skill associated with successful completion of the task? • Engage students in assessment tasks that require the cognitive rigor required by the assessed standard?

44. ELA Formative Assessment Task: What to Look For RUBRIC: Levels 1-4 • Does this section: • Clearly distinguish each of 4 levels of student performance? • Identify each grade-level sub-skill required for performance of the standard? • Identify instructional implications for each grade-level sub-skill required for performance of the standard? • Include questions for teacher reflection during student performance of the task?

45. ELA Formative Assessment Task: Teacher Checklist TEACHER CHECKLIST Does this section: • Include accurate content that corresponds directly to the standard? • Encompass the scope of the standard? NOTE: For those standards with multiple elements of a learning progression, the teacher checklist encompasses a major focus of the standard.

46. ELA Formative Assessment Task: Student Facing Material STUDENT FACING MATERIAL Does this section include materials: • for students to engage in the task? • that contain accurate content? • with the level of cognitive rigor required of the standards?

48. Universal Design Principles • Passages and tasks – must be accessible to diverse groups of students and suitable across a broad range of accommodations • Assessment tasks – minimize barriers to ensure that all students are given the opportunity to demonstrate their knowledge of the content being evaluated

49. Universal Design Checklist An item meets Universal Design requirements if it: • Applies to all levels of learning • Defines ideas precisely • Is free from bias • Accommodates all backgrounds and abilities • Offers simple, clear instructions and procedures • Can be read easily and understandably

50. Approaching Sensitive Topics Some topics, while appropriate for discussion in some subject areas and grade levels, may not be appropriate for a task. Review every task carefully to note topics that may be sensitive for some students and grade levels. For example: • Alcoholic beverages, drugs, or tobacco • Death and/or funerals • Gambling • Occult (witchcraft, etc.) • Parapsychology • Politics • Religion • Cultural practices • Socio-economic bias