Promoting Student Learning

1. Promoting Student Learning Performance Tasks for Rigorous Thinking

2. Learning Objectives • By the end of this session, participants will be able to… • Explain WHY Performance Tasks are valuable instructional and assessment structures for deep learning. • List the key sections of Smarter Balanced Performance Tasks. • Evaluate course content for the most appropriate inclusion of Performance Tasks in units or learning arcs. • Fill out a WCPSS time sheet accurately. Today’s Objectives

3. Today’s Agenda

4. What are 5 things that you and your Grade Level Partner have in common? • Off-limits: anything about school, job, work. • Off-limits: any “personal statistics”: birthdays, marriages, kids, names, etc. Introductions

5. Write fully developed and integrated Performance Tasks aligned to Common Core State Standards in ELA which can be used for units or lesson arcs in core English classes. fully developed and integrated aligned to Common Core State Standards in ELA for units or lesson arcs core English classes. Our Overarching Purpose

6. 2014-15 NC Accountability Measures • Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/ • Multi-State consortium to develop CCSS-aligned tests • NC chose to work with SBAC, not PARCC • 4 Item and Task Types • Selected Response • Technology-Enhanced • Constructed Response • Performance Tasks Why Use Performance Tasks? • Performance Tasks

7. Strategic and Extended Thinking Why Use Performance Tasks?

8. The 5E Instructional Model Why Use Performance Tasks?

9. The use of Performance Tasks… • Does not change the curriculum significantly … BUT… • DOESinfluence teachers to use a wide array of instructional strategiesmodeled on the Performance Tasks their districts have developed Why Use Performance Tasks? Research Report. How Performance Assessments Affect Teaching and Learning (ASCD, 1995).

10. Effect on Student Learning • More engagementwith project-based tasks than other assignments • Better writing skills and habits • Better study habits • More rigorous content challenge Why Use Performance Tasks? Research Report. How Performance Assessments Affect Teaching and Learning (ASCD, 1995).

11. Effect on Knowledge • Traditional testing and tasks: • Do you know it? • Performance assessment and tasks: • How well can you use what you know? • Integrates content knowledge, process skills, work habits, and authentic literacy Why Use Performance Tasks? Hibbard et al. Teacher’s Guide to Performance Based Learning and Assessment. (1996).

12. Learn by Doing What is a Performance Task?

15. Let’s Begin… Part 1

16. Let’s Continue… Part 2

17. What skills do they require? What content knowledge do they require? So… What ARE Performance Tasks?

18. Authentic scenario project-based learning tasks • Can range from short activities taking a partial period to polished projects for authentic audience • Integrate content knowledge, process skills, and work habits • Reading, writing, speaking, listening, research, product • Assess multiple standards within a focused task • Better measure than traditional test of • Depth of understanding • Research skills • Complex analysis • Critical thinking • Ability to “pull it all together” • What are PerformanceTasks?

19. Go to http://www.smarterbalanced.org • Pull Down: Smarter Balanced Assessments • Click: Sample Items and Performance Tasks • Scroll down to English Language Arts/Literacy (about halfway down) • Click: English Language Arts/Literacy • Pull Down: View More English Language Arts/Literacy Sample Items • Click: Nuclear Power (High School/Performance Task/Bottom Right) Look closely

21. How long do students have to complete a SBAC Performance Task assessment? • What do STUDENTS DO? • What do TEACHERS DO? • What scaffolds for student success are built into the student experience? • What support documents are offered to teachers? • What would Performance Task writers need to think about as they create Performance Tasks to integrate into a course? • What would teachers need to think about as they implement Performance Tasks? • Look closely

22. Scored Products Unscored Scaffolds Note-Taking Guide 2 Scenarios/Purpose setting Report Scoring Information • 2 Research Questions • Summary Chart • Evaluate Sources/Bias • Argument Essay What are the measures of student success?

23. What Do You Notice About the Text Set? • Preview: • Quantitative --pie chart • Qualitative--photo • 2 videos • Expert opinion (logos) • CNN report of devastation (pathos) • 2 Letters to the Editor • Written within 3 months of each other • 1 Pro, 1Con • 2 Purportedly Unbiased General Information • Wikipedia • Reason.com Text Set/Stimuli

24. What Do You Notice About the Rubrics? • Tied specifically to stated standards • 6 points: • Prewriting – Each Research Question = 4 points • Postwriting – Editing = 2 points • 4 points: • Actual essay • Rubrics and Scoring

25. What Must Students Be Able to Do? The 2-Pointers • Source Skills • Can students tell the relative bias of a source? • Can students tell the major appeal of a source? • Can students tell the intended audience of a source? • Can students notice what the author chose v. ignored • Editing Skills • Command of language • Not perfectly clean proofreading Rubrics/Scoring

26. What Must Students Be Able to Do? 4-Pointer • Claim for the response • Counterclaims and faulty reasoning • Organization for unity • Transitions of relationship, not chronology • Logical development of ideas • Convincing evidence • Thorough reasoning and elaboration of ideas • Integration of sources • Academic and domain-specific vocabulary • Purposeful variety of syntax • Purposeful and effective introduction and conclusion • Purposeful choices to target specific audience (scenario) Rubrics/Scoring

27. How long does it take for students to learn all of these skills? What is the best way to teach all of these skills?

28. SBAC Model • Sections • Task Specs • Text Sets • Scenarios • Products • Scaffolds Additional • Narrative and suggestions for inclusion in existing instructional frame. Our Template

29. Completion expectations • 1 Performance Task per person = 2 per grade level • Fully developed and edited • Detailed supports • Recommendation: Pilot it and bring feedback • Contract • Sign it! • Leave it with me. I’ll send you a copy. • Timesheet • Get help from school Lead Secretary or Bookkeeper • Must fill out one each month • Must NOT overlap hours with your regular school hours • Must NOT overlap hours with paid extra-duty or other contract hours Getting Started

30. Timesheet NO! NO! Getting Started

31. I Can… • Explain WHY Performance Tasks are valuable instructional and assessment structures for deep learning. • List five key sections of Smarter Balanced Performance Tasks. • Evaluate my course content for the most appropriate inclusion of Performance Tasks in units or learning arcs. • Fill out a WCPSS time sheet accurately. Fist to 5 Self-Assessment

32. Choose 1 or 2 existing units from your course • Consider the Essential Questions or Big Picture connections • Who in the “real world” would use these? • How would these be related to an actual adult job? • What are the political, economic, and societal implications? • Bring ideas to next meeting • We will write Task Specifications (p.10-11) using CCSS for Literacy Next Steps

33. Your Primary Contact Sara Overby Coordinating Teacher for Secondary Literacy soverby@wcpss.net 919-431-7571 (office) 919-618-2881 (personal cell) Crossroads 1, cube 2516 Wiki of Resources >wcpssenglish.pbworks.com >Professional Resources > Literacy > >Training > Writing Performance Tasks https://wcpssenglish.pbworks.com/w/page/73619954/Writing%20Performance%20Tasks Another Great Resource Catherine Trudell Senior Administrator for High School English ctrudell@wcpss.net 919-431-7643 (office) Crossroads 1, cube 2513 Thank you!