Date post: | 17-Dec-2015 |
Category: |
Documents |
Upload: | david-williamson |
View: | 229 times |
Download: | 0 times |
Webex Tips
To ask questions during Webex meeting:• Use Webex Chat feature• At the top of screen, click Webex toolbar• Click chat bubble• Select Host as recipient• Type your question in the field
2
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
3
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 complex4
Purpose of ELAFA Review
To review ELA Formative Assessment Tasks for informative use in Florida K-8 classroom instruction
ELA Formative Assessment Project
ELA Repository: http://ccelafa.fldoe.org/access/home.do
• ELA Formative Assessment Tasks• PD Modules• PD Toolkits• Family Resources
5
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
StrandStrand
ReadingRLRL and RIRI
CCR Anchor Standards
Foundational Skills
RF (K-5)RF (K-5)
1.1.2.2. 3.3..
4.4.5.5.6.6.
7.7.8.8.9.9.
10.10.
Key ideas Key ideas & details& details
Craft & Craft & structurestructure
Integration of Integration of knowledge & ideasknowledge & ideas
Range/level of text Range/level of text complexitycomplexity
Print ConceptsPrint Concepts Phonological AwarenessPhonological Awareness
Phonics & Word Recognition FluencyFluency
StrandStrand
WritingWW
CCR Anchor Standard
1.1.2.2.3.3.
4.4.5.5.6.6.
7.7.8.8.9.9.
10.10.
Text types & Text types & purposepurpose
Production & Production & distribution distribution of writingof writing
Research to Research to build knowledgebuild knowledge
Range of writing Range of writing
StrandsStrands
Speaking/ListeningSLSL
LanguageLL
CCR Anchor Standard CCR Anchor Standard
1.1.2.2.3.3.
4.4.5.5.6.6.
1.1.2.2.
3.3..
4.4.5.5.6.6.
Comprehension Comprehension & collaboration& collaboration
Presentation of Presentation of knowledge & knowledge & ideasideas
ConConventions ventions of of standards Englishstandards English
Knowledge of Knowledge of languagelanguage
Vocabulary Vocabulary acquisition & useacquisition & use
Reference to StandardsReference to Standards•Strand: RL, RI, RF, W, SL, LStrand: RL, RI, RF, W, SL, L•Grade: K-8Grade: K-8•Standard numberStandard number
13
Common Core Instructional ShiftsText-based Writing to Sources Academic Vocabulary
Rigorous text discussion:• both questions and responses depend upon text.• sustain a focus on text.• require evidentiary arguments in both: - conversation - writing
Writing emphasizes use of evidence to:• inform• support an argument. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.
Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.
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
14
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.
15
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.
16
K-8 Learning Progression Example - CCSSLanguage Strand – Vocabulary Cluster
Standard 4: Determine or clarify the meaning of unknown andmultiple-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
LANGUAGE: Learning Progressions Across Grades K-8K 1
Standard 4b: Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.
Standard 4b: Use frequently occurring affixes as a clue to the meaning of a word.Standard 4c: Identify frequently occurring root words and their inflectional forms.
EXAMPLES from CCSSInflected endings: -ed, -sPrefixes: re-, pre-, un-Derivational endings: -ful, -less
Inflected forms: looks, looked, looking
LANGUAGE: Learning Progressions Across Grades K-82 3
Standard 4b: Determine the meaning of the new word formed when a known prefix is added to a known word
Standard 4b: Determine meaning of new word formed when known affix is added to known word
Standard 4c: Use a known root word as a clue to the meaning of an unknown word with the same root
Standard 4c: Use known root word as a clue to the meaning of an unknown word with the same root.
EXAMPLES from CCSSPrefix with root: happy/unhappy, tell/retell
Derivational ending with root: addition, additional
Prefix /derivational endings with root: agreeable/disagreeable, heat/preheat, care/careless
Derivations: company/companion
LANGUAGE: Learning Progressions Across Grades K-84 5
Standard 4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Standard 4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
EXAMPLES from CCSSGreek & Latin affixes & roots: telegraph, photograph, autograph
Greek & Latin affixes & roots: photograph, photosynthesis
LANGUAGE: Learning Progressions Across Grades K-86 7 8
Standard 4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Standard 4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Standard 4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
EXAMPLES from CCSSGreek or Latin affixes and roots: audience, auditory, audible
Greek or Latin affixes and roots: belligerent, bellicose, rebel
Greek or Latin affixes and roots: precede, recede, secede
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.
ELA Formative Assessment TasksTask Segments:• Task Title• Grade Level• CCSS• Description• Materials • Considerations
for Planning• Time Allotment• Group Size• Task Directions• Rubric• Teacher Checklist• Student Facing
Material 23
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.
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
ELA Formative Assessment Task: What to Look For
Characteristics:• Lists all prerequisite
grade level sub-skills to the assessed task.
CONSIDERATIONS FOR PLANNING
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.
RUBRIC: Levels 1-4
ELA Formative Assessment Task: What to Look For
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.
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.
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.
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.
31
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?32
Common Review Challenges 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, typos33
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
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
34
Which Set of Questions Are Text Based?
• 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.
• 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?
35
Set A Set B
Steps of the Task Review Process
1.Carefully read any passages associated with the task.
2. Review and evaluate the task for the following:a. standards alignment.b. appropriate application of specific ELA
content associated with target standard.c. each section of the task.
3. Refer to the ELA Formative Assessment Task Checklist to review and record your findings.
36
Does the Text Match the Task?
38
Decodable/Leveled Text Complex Text
Independent reading capacity
Academic language (vocabulary syntax)
High-level cognitive skillsCCSS: Reading Foundational Skills
Target Reading Components: Phonics, Fluency
CCSS: Reading Informational Text, Reading Literature, Writing, Language
Target Reading Components: Oral Language Vocabulary, High-level Comprehension
Purpose
Literacy Components CCSS Strands
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?
ELA Formative Assessment Task: What to Look For
MATERIALS
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?
ELA Formative Assessment Task: What to Look For
CONSIDERATIONS FOR PLANNING
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)
ELA Formative Assessment Task: What to Look For
TIME ALLOTMENT
Does this section accurately reflect the time necessary:• for average students?• to assess all students within the
group?
ELA Formative Assessment Task: What to Look For
GROUP SIZE
Does this section accurately reflect the maximum or optimal number of students who could participate in the activity, given the time allotted.
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?
RUBRIC: Levels 1-4
ELA Formative Assessment Task: What to Look For
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?
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 focusof the standard.
ELA Formative Assessment Task: Student Facing Material
STUDENT FACING MATERIAL
Does this section includematerials:• for students to engage in
the task?• that contain accurate
content?• with the level of cognitive
rigor required of the standards?
49
√ General Characteristics of ELA TaskDoes the task have formative assessment characteristics?
Is the formative assessment task cohesive with each section seamlessly relating to all other sections?
Does each section of the task support the CCSS?
Is each task in a bundled set: • sequenced in order from less to more complex?• distinct from one another, each providing new results that further informs instruction?
Is the task free of bias and sensitive issues or topics?
Is the task accessible to diverse groups of students?
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
50
Universal Design ChecklistAn 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
51
Approaching Sensitive TopicsSome 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 bias52
Identifying Sensitivity Issues in Tasks
Read the following statement:Firemen are important to the
community.They keep all of us safe.
• Which word contains bias?
53
Removal of Bias: Change firemen to firefighters
Identifying Another Sensitive Topic
Read the following scenario:The school recreation club is
organizing a boating trip to the Florida Keys for all members.
How does this scenario show bias?
54
Answer: This is an example of socio-economic bias.
Checking Your Task for Bias• Tasks that are unbiased include:
‒ Precisely defined ideas‒ Language appropriateness
• Tasks that are unbiased avoid:‒ Sensitive topics‒ Gender stereotypes‒ Ethnic stereotypes‒ Socio-economic bias‒ Geographic bias
55
ELA Formative Assessment Task Segments:
Common Core State StandardsDescriptionMaterials
Considerations for Planning
Review Demonstration
Considerations for Planning
Student will have prior knowledge of completing a research project in a small-group setting (3–5 students).
Student will have prior knowledge of using a least two print and/or digital sources on the same topic in order to write and speak about the subject.
Student will have prior knowledge of using primary and secondary sources.
Students will have prior knowledge of how to record important information on a graphic organizer.
Student will have prior knowledge of identifying information relevant to a topic.
Student will have prior knowledge of analyzing information to draw conclusions.
Time Allotment
40 minutes per day for 3 daysEnglish Language Learner Considerations:Additional time may be needed for ELLs.
Group Size
Whole classEnglish Language Learner Considerations:Teacher may pair ELLs with a student experienced in researching a topic and using a computer. Also pair ELLs with native speakers that can help ELLs pronounce the words correctly when giving the oral presentation.
Level 3: The student demonstrates a complete understanding of integrating information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Misconception/Error Questions for Eliciting Thinking
Instructional Implications
Sources: Student uses at least three resources.
Research: Student identifies information that is relevant to the topic.
Analysis: Student identifies both reasons and evidence of the person’s historical significance.
Presentation: Student cites information from two or more sources.
Student accurately integrates information from several texts on the same topic with self-correction or teacher prompting.
“How did you determine which details to record?”
Provide opportunities for the student to present information with the use of technology.
CONCLUSION: How significant was this person? What impact did he or she have upon people and events in history? Cite information from multiple sources to support your response.
Characteristics of FeedbackPoor Feedback Good Feedback
Comments provide generic information
Comments provide specific information that provides explicit guidance
Comments do not address or identify the issue(s)
Comments address and identify the issue(s)
Comments do not provide recommendations to remedy the issue(s).
Comments provide recommendations to remedy the issue(s).
Examples: Types of FeedbackPoor Feedback Good Feedback
This task doesn’t fit the standard.
As currently written, this task does not appropriately align to the target standard. Please revise to align the standard for Grade 6.
The context may be confusing to some students.
The context reflects cultural bias; some students will be confused by football terminology. Focus on the task, not football.
Your rubric is good. Your rubric provides some useful information, however, more specific information about ELA content from the CCSS is needed for each performance level.
Task Title I Speak for the Trees
Grade Level
8
CCSS LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text , including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Comment: This is the basis for this Reading Literature standard: to understand the original author’s word choice, meaning, and tone, etc.
Comment: Add this type of analysis to Task Directions, Rubric, Teacher Checklist, and Student Facing Material
Comment: This part of the assessment task does not align with Reading Literature Standard 4.
I Speak for the Trees Passage
When I was very young, he was already very old—At least two hundred times he’d orbited the Sun.He was the watchful ___________________ of the city park,Standing stationary guard as children played beneath and decades passed.The ____________ of history was mirrored in his arthritic, gnarled arms.
Comment: This Student Facing Material needs to align with LACC.8.RL.2.4. Rather than maze, use approaches such as directed annotation, text-marking, etc., to inform teachers of student capacity to determine word/phrase meanings as they are used in text as well as analyze impact of the original author’s word choice on meaning and tone, etc..
Task Title Writing RulesGrade Level 3CCSS LACC.3.W.2.5 With guidance and support from
peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Level 2: The student demonstrates a some understanding of using guidance and support from peers and adults to develop and strengthen writing as needed by planning, revising, and editing.
Misconception/Error Questions for Eliciting Thinking
Instructional Implications
Student identifies the ending rules inconsistently in writing. And/or?Student identifies capitalization errors inconsistently in writing. And/or?Student identifies punctuation errors inconsistently in writing.
Look at the chart/document for ending rules and conventions. “”What rule do we use for __?”
Review the chart/document with students and ask them to restate the rule in their own words. Locate an example in their writing and correct the rule.
RUBRIC
Task Review Assignment • Each Review Candidate will receive an email
containing one ELA task to review.• Review the assigned task using:
– Comments– Track changes
• Return the email as an attachment to Terry Golden by Wednesday, August 7, 2013
Expectations for ELA Task Reviewers
Confidentiality –Task reviewers must not copy, discuss, or disclose in any manner the information or materials used during this training, while reviewing items or after completing the assignment.
Nondisclosure –Task reviewers must maintain the security of the items as well as all documents and materials. Task reviewers will not retain paper or electronic copies of materials after completing the assignment.
80
Resources
81
Document Use
ELA Task Reviewer PowerPoint Use as a reference after your training event
ELA Formative Assessment Task Checklist
Refer to each item that you review
ELA Repository Resources http://ccelafa.fldoe.org/access/home.do