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Smarter Balanced 102: Performance Tasks

Smarter Balanced 102: Performance Tasks. Rachel Aazzerah Email: rachel.aazzerah@state.or.us November 13, 2012. Overview. 1. Assessment Update. 2. Implementation Timelines. 3. Item Development. 4. Item Types. 5. Performance & Work Sample Tasks. 6. Work Sample Task Enhancement.

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Smarter Balanced 102: Performance Tasks

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  1. Smarter Balanced 102:Performance Tasks Rachel Aazzerah Email: rachel.aazzerah@state.or.us November 13, 2012

  2. Overview 1. Assessment Update 2. Implementation Timelines 3. Item Development 4. Item Types 5. Performance & Work Sample Tasks 6. Work Sample Task Enhancement 7. Wrap Up www.ode.state.or.us/go/commoncore

  3. Smarter Balanced Assessment Timeline www.ode.state.or.us/go/commoncore

  4. Policy Changes - State Level • OAKS to SMARTER Balanced Assessment • Field test and alignment work (2013-2014) • Scoring Guide Alignment Study • Determine the degree to which the current Oregon scoring guides measure student proficiency in the Common Core State Standards • Other Policy Questions • Will evidence collected prior to the transition (2014-2015) be allowable for graduation purposes? Yes • Will work samples and the other approved options be allowable through the transition period? Yes • When will students be eligible to use the Smarter Balanced assessment for Essential Skills? Not yet determined www.ode.state.or.us/go/commoncore

  5. OAKS-Smarter Balanced Assessment Transition Timeline • OAKS • Reading based on 2002 ELA Content Standards • Writing based on current scoring guide • Mathematics based on 2007/2009 Math Content Standards • Smarter Balanced Assessment • Based on Common Core State Standards adopted by Oregon in 2010 • OAKS • Reading based on 2002 ELA Content Standards • Writing based on current scoring guide • Mathematics based on 2007/2009 Math Content Standards • Smarter Balanced Assessment • Based on Common Core State Standards adopted by Oregon in 2010 • OAKS • Reading based on 2002 ELA Content Standards • Writing based on current scoring guide • Mathematics based on 2007/2009 Math Content Standards • Smarter Balanced Assessment • Based on Common Core State Standards adopted by Oregon in 2010 www.ode.state.or.us/go/assessment

  6. Smarter Item Development www.ode.state.or.us/go/assessment

  7. Smarter Item Types Overview TEXT TEXT TEXT EXT TXT www.ode.state.or.us/go/commoncore

  8. Claims for Mathematics Summative Assessment

  9. Smarter ELA Claims Place text here www.ode.state.or.us/go/assessment

  10. Oregon Work Samples A work sample is a representative sample of individual student work (e.g., research paper, statistical experiment, speaking presentation) that is scored using an official state scoring guide. Work Sample Tasks must: align with the state content standards for the skill area being assessed. clearly provide students with opportunities to demonstrate proficiency in the content standards being assessed in the work sample. (For those work samples being used to satisfy Essential Skills graduation requirements, prompts must provide students with the opportunity to demonstrate high school level knowledge and skills.) reflect independent, individual student work only, although individual work samples may grow out of common learning experiences or group work. Whether used as a local performance assessment or to meet an Essential Skills requirement, work samples are not meant to be timed. (Test Administration Manual , 2011-2012 , Office of Assessment and Information Services, Oregon Department of Education, Appendix M – Work Samples and State Scoring Guides) www.ode.state.or.us/go/assessment

  11. Math Performance Task Preview Sample Oregon Work Sample Task Grade 5: Olga’s Strawberries *Three samples of scored student work with commentaries are in the session packet. www.ode.state.or.us/go/commoncore

  12. Oregon PS Scoring Guide Five Process Dimensions: • Making Sense of the Task • Representing and Solving the Task • Communicating Reasoning • Accuracy • Reflecting and Evaluating • Must score at least 4 on all five dimensions www.ode.state.or.us/go/assessment

  13. Student Work-Olga’s Strawberries www.ode.state.or.us/go/assessment

  14. Oregon Reading Work Sample Honeybees (Approximately 50-90 minutes) • Part 1: Read 1 article: “Are Americans Destined for a Diet of Bread and Water?” (http://www.ode.state.or.us/wma/teachlearn/testing/scoring/guides/2009-10/rd-perfasmtinform_american-diet-honeybee.pdf ) • Option to include margin notes, which can factor into scoring • Part 2: Respond to 6 constructed response questions • Two questions per dimension of reading scoring guide • Combination of graphic and prose responses www.ode.state.or.us/go/assessment

  15. ELA Performance Task Preview ELA Performance Task Preview Sample Oregon Reading Performance Task • Literary Work Sample: TheCall of the Wild • Read an excerpt from Jack London’s The Call of the Wild (approximately 15 minutes) • Answer questions relating to the excerpted section (30 to 60 minutes) • Scored components: • Seven constructed response items (each question relates to one of three traits on a 6-point rubric); three graphic organizers • Scored in three traits (General Understanding, Develop an Interpretation, Text Analysis) • Sample may be re-submitted after student revision www.ode.state.or.us/go/assessment

  16. Oregon Reading Scoring Guide Three Traits (6-point scale, 4 levels of criteria) Demonstrate Understanding — “Getting the gist” Develop an Interpretation — “Reading between the lines” Analyzing Text — “Looking at the author’s craft” Must average a 4 across the three traits (12 composite score), no score lower than a 3 www.ode.state.or.us/go/assessment

  17. Oregon Writing Scoring Guide Six Analytic Traits (6-point scale) • Ideas and Content • Organization • Sentence Fluency • Conventions • Voice (Optional scoring) • Word Choice (Optional scoring) Must score at least a 4 in the required traits www.ode.state.or.us/go/assessment

  18. Performance Tasks Performance Tasks • Extended projects demonstrate real-world writing and analytical skills • May include online research, group projects, presentations • Require 1-2 class periods to complete • Included in both interim and summative assessments • Applicable in all grades being assessed • Evaluated by teachers using consistent scoring rubrics The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching. - Linda Darling-Hammond and Frank Adamson, Stanford University

  19. Sample Task Stimulus Stimulus/Information Source for Task Massachusetts (http://www.sudbury.ma.us/services/individual_faq.asp?id=69) The initial 10MPH over the speed limit is assessed a $50 fine. In other words, there is a flat fee for the first 10MPH. Each MPH above the initial 10MPH is then calculated at $10 per MPH thereafter. In addition to the fines established relative to the speed traveled, there is a $50 assessment applied to the fine schedule which goes to a Head Injury Fund established by the state. Example: 46MPH in a 30MPH zone = 16MPH over the speed limitFine = $50 Head Injury Fund assessment + $50 (first 10MPH over the speed limit) + $60 (next 6MPH) = $160

  20. Sample Task Stimulus (cont.)

  21. Sample Task Components to Elicit Evidence of Student Understanding Scorable products that could result from task stimuli: Students create a table to show how different speeds result in different ticket values for MA. Students create a graph to show the speed vs. total ticket cost for MA Students explain why the NY speeding penalties cannot be represented by a function Students write one or more functions for the cost of a speeding ticket in a 60 mph zone in MA, based on the driver’s actual speed. Students respond to a task in writing, such as: Some people have complained that New York’s calculations are unfair. Create a more fair system for New York that (1) represents a one-to-one function and (2) would allow New York to collect about the same amount of money as it currently does. Explain all assumptions you make and mathematics used to support your work.

  22. Sample Item The function f(x) = 5(x – 65) + 120 is used to calculate a speeding ticket for a driver going x mph in a 65 mph speed zone. If the “5” in the function is changed to “4” and the “120” is changed to “180,” for what values of x would ticket costs be greater than before the change?

  23. Sample Item The function f(x) = 5(x – 65) + 120 is used to calculate a speeding ticket for a driver going x mph in a 65 mph speed zone. Is the set of all positive integers a reasonable domain for this function in the context of the problem? Explain why or why not and provide specific examples to support your reasoning.

  24. Sample Item The graph shows the relationship between the number of miles over the speed limit a person is traveling and the cost of a speeding ticket. Explain how the graph supports or refutes the statement below: “As driving speeds become more reckless, the penalties are more severe.”

  25. Math Performance Task Preview Sample Smarter Math Performance Task Grade 5: School Festival You serve on a committee that is in charge of planning a school festival. The following tasks need to be completed by committee members as part of the planning for the school festival. • Determine the budget for the festival. • Choose the food and drinks for the festival. • Determine amounts of supplies for making a dessert. • Make a schedule of the different activities. • Make some decisions on the games and prizes used during the festival. * Details and rubrics are in the session packet. Up to two class sessions (90 minutes) are suggested for this task, with no pre-teaching necessary. www.ode.state.or.us/go/commoncore

  26. ELA Performance Task Preview Sample Smarter English Language Arts Performance Task • Robot Pets • Session 1 (60 minutes) • Read 1 article and watch 2 brief videos on robots as pets, taking notes • Respond to 3 constructed-response questions: 1 addressing reading comprehension, 2 addressing research skills • Session 2 (45 minutes) • Read 1 article and watch 1 short video, taking notes • Small discussion group work • Session 3 (90 minutes) • Compose full-length argumentative essay on robots as pets • May use notes and refer back to articles • Pre-writing, drafting, and revising will be involved www.ode.state.or.us/go/commoncore

  27. ELA Performance Task Preview Sample Smarter English Language Arts Performance Task • Robot Pets • Video 1: Fujitsu’s cute teddy-bear robot shows what it can do, May 2010. • http://www.youtube.com/watch?v=AwWeN1ARy74 • Video 2: Pleo: Robot, pet or both? December 2007 • http://www.youtube.com/watch?v=F6LCEFr8SxQ • Video 3: Maya’s Human Interaction • http://www.youtube.com/watch?v=9b4jx5RzqAk www.ode.state.or.us/go/commoncore

  28. ELA Performance Task Preview Sample Smarter English Language Arts Performance Task • Author Study—Emily Dickinson • Part 1: Read 2 Dickinson poems and 3 articles about the poet (35 minutes) • Part 2: Pre-write, draft, write essay showing connection between poems and author’s life (85 minutes) • Scored components: • Three constructed response items (each scored on a 2-point rubric) • Final essay (scored on 4-point Informative Writing rubric, with 5 writing attributes or traits) www.ode.state.or.us/go/commoncore

  29. Smarter Generic Writing Rubric Five Attributes (4-point scale) • Statement of Purpose/Focus • Organization • Elaboration of Evidence • Language and Vocabulary • Conventions Individual scores contribute to the overall score on the summative assessment www.ode.state.or.us/go/assessment

  30. Performance Task Preview Compare and Contrast Oregon Work Samples with Smarter Balanced Performance Tasks? • SimilaritiesDifferences www.ode.state.or.us/go/commoncore

  31. Questions to Ponder….. • How could you use your development of Oregon Work Sample (or Local Performance) Tasks to prepare students for success on Smarter Balanced Performance Tasks • What could be done with current tasks to bring them up to the level of rigor in the Smarter Balanced Assessment? • Possible extension of Olga’s Strawberries – Summer Strawberry Picking • Multiple approaches • Multiple solutions • Justify solution based on interpretation www.ode.state.or.us/go/assessment

  32. Sample Olga Enhancement Summer Strawberry Picking You have been hired to pick strawberries at the farm with Olga and Fritz this summer. You will pick berries with them 5 days a week, for a total of 8 weeks. The farm offers two different pay options and you must choose only one of them: Option A $8.00 per day Option B $1.50 per flat picked Olga has decided to pick Option A, based on her experience from last summer. Fritz has decided to pick Option B, because he thinks that he can pick more flats of berries each day than Olga can. How many flats on average a day must Fritz pick, in order to earn more money than Olga each day? Based on Fritz’s average from Question #1, who will make more money over the summer, Olga or Fritz? Justify mathematically your answer. Which option do you decide to pick? ______________ Justify mathematically your choice, show why your option will earn you the most money over the summer. www.ode.state.or.us/go/assessment

  33. Sample of 5th Grade Student Work www.ode.state.or.us/go/assessment

  34. ELA Performance Task Enhanced Oregon Reading Performance Task Honeybees Web search: http://www.organicconsumers.org/bees.cfm http://www.foxnews.com/health/2011/02/07/importance-honey-bee-health/ http://www.bayercropscience.us/our-commitment/bee-health http://www.youtube.com/watch?v=qennA4cKJkU http://www.youtube.com/watch?v=1XhAt7mNkhw www.ode.state.or.us/go/assessment

  35. Final Thoughts….. • Elephant in the room: • If you’re not doing work samples with conviction, you need to begin NOW! • Try to design work samples and performance tasks that are aligned to both Oregon standards and Common Core State Standards! • If you haven’t transitioned to CCSS, you need to NOW! www.ode.state.or.us/go/assessment

  36. Smarter Balanced Public Released Performance Tasks • Smarter Balanced released Math and ELA Sample items (both Computer Adaptive Test items and Performance Tasks) for all grade levels (3-8 and High School (11) on October 9, 2012. • http://www.smarterbalanced.org/sample-items-and-performance-tasks/. • *The public will be able to take a sample test, in which they can score some of the questions to see if they answered it correctly or not (rubrics included). http://www.smarterbalanced.org/sample-items-and-performance-tasks-questions-and-feedback/. www.ode.state.or.us/go/assessment

  37. Smarter Balanced Public Released Performance Tasks • English/Language Arts: • Grades 3-5: Animal Defenses • Grades 6-8: Garden • High School: Nuclear Power • http://www.smarterbalanced.org/sample-items-and-performance-tasks/. • Math: • Grades 3-5: Planting Tulips • Grades 6-8: Field Trip • High School: Crickets • http://www.smarterbalanced.org/sample-items-and-performance-tasks/. www.ode.state.or.us/go/assessment

  38. Resources • Smarter Balanced Website • http://www.smarterbalanced.org/ • Smarter Sample Items and Performance Tasks • http://www.smarterbalanced.org/smarterbalanced-assessments/#item • Smarter Item Writing and Review Materials • http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/ • Common Core State Standards Toolkit • http://www.ode.state.or.us/search/page/?id=3430 • Common Core State Standards Assessment Resources • http://www.ode.state.or.us/search/page/?id=3298 • Thank You!!! www.ode.state.or.us/go/assessment

  39. Next CCSS Webinar • December 5, 2012 (3:30-4:30 PST) Smarter Balanced 103: Item Types and Instructional Implementation • This webinar will focus on what skills students will need in order to be prepared for the Smarter Balanced summative assessment (CAT, Performance Tasks), how to implement new content and assessment strategies into current teaching methods and practices and examples of the different summative item types. • Meeting information ------------------------------------------------------- Topic: Smarter Balanced 103: Item Types and Instructional Implementation Meeting Password: education https://oregoned.webex.com/oregoned/j.php?ED=202620647&UID=496451037&PW=NYjNjYjdhNjU1&RT=MiM0 www.ode.state.or.us/go/assessment

  40. THANK YOU! Please send additional input, questions, or anecdotes to: Rachel Aazzerah (Math) Rachel.Aazzerah@state.or.us Derek Brown (Essential Skills) Derek.Brown@state.or.us Ken Hermens (English/Language Arts) Ken.Hermens@state.or.us www.ode.state.or.us/go/assessment

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