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Assessments

Assessments. Purpose of this Session. Participants will be able to identity how CCSS aligned assessments embedded in the NY ELA curriculum modules prepare students with the skills and knowledge necessary to be successful in a variety of other contexts. . Agenda.

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Assessments

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  1. Assessments EngageNY.org

  2. Purpose of this Session Participants will be able to identity how CCSS aligned assessments embedded in the NY ELA curriculum modules prepare students with the skills and knowledge necessary to be successful in a variety of other contexts. EngageNY.org

  3. Agenda EngageNY.org

  4. Assessment Design in Module 10.1 EngageNY.org

  5. Learning Progression • A learning progression can be thought of as a set of building blocks containing skills and knowledge students will acquire throughout a lesson, unit, or even a full curriculum. • The progress is built by answering two essential questions: • What is it that all students should know and be able to do by the end of instruction? • How will we know they know and can do those things? EngageNY.org

  6. CCSS Standards Assessed in 10.1 • Reading-Literature Standards: • RL.9-10.2 • RL.9-10.3 • RL.9-10.10 • Reading-Informational Text Standards: • RI.9-10.2 • RI.9-10.10 • Writing Standards: • W.9-10.2 • W.9-10.5 • W.9-10.9 • Speaking and Listening Standards: • SL.9-10.1 • Language Standards: • L.9-10.1 • L.9-10.2 EngageNY.org

  7. What do you think? What role does assessment play in instruction? EngageNY.org

  8. Assessments in 10.1 EngageNY.org

  9. Discussion How closely connected are the standards and the assessment tasks? Describe how the assessments relate to each other and to the final end-of-module assessment. What real life skills and knowledge will students gain and demonstrate through these tasks? What will they be able to do beyond the classroom? EngageNY.org

  10. Module 10.1 Summative Assessment EngageNY.org

  11. 10.1 Summative Assessment Over the course of this module, you have read Ethan Canin’s The Palace Thief, two chapters from Amy Tan’s The Joy Luck Club, and a chapter from H.G. Bissinger’s Friday Night Lights. For this assessment you will choose one relationship from within one of these texts in order to explore how that relationship develops a central idea in the text. Select a relationship from one of these texts. How does this relationship develop a central idea over the course of your chosen text? EngageNY.org

  12. CCSS Standards Assessed in 10.1 EngageNY.org • Reading-Literature Standards: • RL.9-10.2 • RL.9-10.3 • RL.9-10.10 • Reading-Informational Text Standards: • RI.9-10.2 • RI.9-10.10 • Writing Standards: • W.9-10.2 • W.9-10.5 • W.9-10.9 • Speaking and Listening Standards: • SL.9-10.1 • Language Standards: • L.9-10.1 • L.9-10.2

  13. First Look • Review the 10.1 Performance Assessment prompt and the standards. • Are all of the standards equally evident in the task? Should they be? • Is the task aligned to the expectations of the standards? • Is the task achievable for all students? EngageNY.org

  14. Digging Deeper • Using the Assessment Alignment Tool, identify content and skills students will have to acquire and demonstrate. • First use the standards to list ideas in the middle of the tool. • Second, review the Performance Assessment prompt and list ideas in the middle of the tool. EngageNY.org

  15. Discussion and Reflection • Alignment to Other Expectations • Review the Test Blueprint handout with your team. For which parts of the exam will the summative assessment in 10.1 prepare students? • Beyond the 10th grade English classroom, in what other learning and work/life contexts will students use the skills and knowledge gained through module 10.1? EngageNY.org

  16. Q & A EngageNY.org

  17. Online Parking Lot Please go to: engageny.org/resource/network-team-institute-materials-february-4-7-2014 and select “Online Parking Lot” for any NYSED related questions. Thank You! EngageNY.org

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