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Getting Reading for M-STEP, Spring testing 2015 Emerson PD, February 3 Bettie Landauer - Menchik Website: http://menchikb.weebly.com Email: [email protected] Cell: 517.402.3903
Getting Reading for M-STEP, Spring testing 2015
Emerson PD, February 3
Bettie Landauer-Menchik
Website: http://menchikb.weebly.com
Email: [email protected]
Cell: 517.402.3903
Remember that M-STEP is just Smarter Balanced
(SBAC)in disguise
Preparing for M-STEP, Spring 2015
I. M-STEP prep Content of M-STEP tests
Excerpts from Spotlight on Student Assessment and Accountability on what to expect by subject and grade (handouts)
Look at the M-STEP Preview online
Samples of tests for all grades – online and PDF for PT
Class Activity and Rubrics for Performance Tasks
II Resources on M-STEP now Bettie’s website, http://menchikb.weebly.com
Information from BAA on M-STEP is in the weekly Spotlight on Student Assessment and Accountabilityhttp://www.michigan.gov/mde/0,4615,7-140-22709_31168-280911--,00.html
See Assessment Transition, November 13, 2014
Additional information in Spotlight on Student Assessment and Accountability on November 20, 2014 on pages 2 and 3 on ELA, Science and Social Studies
Additional information in Spotlight on Student Assessment and Accountability on Math, December 4, 2014
Spring 2015 M-STEP
English Language Arts (Grades 3–8): Smarter Balanced content plus Michigan developed field-test items. This will include a Computer Adaptive Test (CAT), a Classroom Activity, and a Performance Task.
Mathematics (Grades 3–8): Smarter Balanced content plus Michigan-developed field-test items. This will include a Computer Adaptive Test (CAT), a Classroom Activity, and a Performance Task.
Science (Grades 4 and 7): Michigan-developed assessment of online, fixed-form, multiple-choice based items.
Social Studies (Grades 5 and 8): Michigan-developed assessment of online, fixed-form, multiple-choice based items
M-STEP/SBAC ELA Claims
Place text here
• Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim 1Reading
• Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim 2Writing
• Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim 3Speaking & Listening
• Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Claim 4Research 12
M-STEP/SBAC Claims for Mathematics
Claim #1 Concepts & Procedures: “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Claim #2 Problem Solving: “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
Claim #3 Communicating Reasoning: “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Claim #4 Modeling and Data Analysis: “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
M-STEP Spring 2015 Preview onlinewww.Michigan.gov/mstep The M-STEP Spring 2015 Preview must be used in
Google Chrome. Copy and paste this link into Chrome https://wbte.drcedirect.com/MI/portals/mi/ott1
Click on the 2015 Preview Link, you will then need to click to sign on. Once on the sign in page, use the username and password displayed on the screen to log in.
To practice performance tasks and class activities
www.Michigan.gov/mstep
Review SBAC website for practice tests:
http://sbac.portal.airast.org/practice-test/
Score reports for individual students
Selected-response items prompt students to select one or more responses for a set of options.
Technology-enhanced items take advantage of computer-based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types. Technology-enhanced items capitalize on technology to collect evidence through a non-traditional response type, such as editing text or drawing an object. Selected-response and technology-enhanced items can be scored automatically.
Constructed-response items prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target.
Performance tasksmeasure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness. Performance tasks will be used to better measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items. Some constructed-response items and performance tasks can be scored automatically; many will be hand-scored by professionally trained readers.
Understanding The Smarter Balanced
Assessment Consortium Score Report
(See video)
Blue Print for ELAhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/05/ELA_Preliminary_-Blueprint-2014_04-30Final.pdf
Preparing for Performance Tasks
Performance Task for Online Testing
ELA: The Online Performance Task (PT) is presented in two parts, which may be administered on two separate days, or on the same day.
Mathematics: The Online Mathematics PT is presented in one part and is administered on one day
Performance Tasks
Emphasis is on doing – not merely knowing; on process as well as product
Goal is to be as authentic as possible Used to measure learning outcomes and learning
objectives that cannot be measured well by objective tests
Suited for less structured problems, creation of a product or a performance
Can be narrow in definition or more broad and open
Performance Tasks
“will provide a measure of the student’s ability to integrate knowledge and skills across multiple [content] standards – a key component of college- and career readiness.”
~SBAC in their Race to the Top application
Amber
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
Performance Tasks in ELA require students to be able to answer text-dependent questions
Math Performance Tasks
Sharing time: What has been your experience with
performance tasks so far?
What were your first impressions? What are the thinking & skills required? What shifts have you encountered in your
classrooms? What obstacles have you faced and do they
differ in math and ELA?
Sample of Math process goals
Math Performance Task Sample Rubric for Students
M-STEP/SBAC Item Types Overview
TEXT
TEXT
TEXT
TXT
EXT
•Assess a broad range of content. •Scoring is objective, fast, and inexpensive to score.•Difficult to understand a student’s reasoning process and to
assess higher-order thinking skills.
•Require the student to generate a response as opposed to selecting a response.
• Include both short and extended responses.•Allow students to demonstrate their use of complex thinking
skills consistent with the expectations for college and career readiness.
•Require students to demonstrate ability to think and reason, and produce fully developed products.
•Measure complex “assessment targets.”•Provide evidence of college and career readiness.www.ode.state.or.us/go/commoncore 43
Understanding Text-Dependent Questions
A Key Skill for Constructed Response Questions
The CCSS Requires Three Shifts in ELA/Literacy
1. Regular practice with complex text and its academic language
2. Reading, writing and speaking grounded in evidence from text, both literary and instructional
3. Building knowledge through content-rich nonfiction 45
Time – In and Out of the Text
• More instructional time spent outside the text means less time inside the text.
• Departing from the text in classroom discussion privileges only those who already have experience with the topic.
• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
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Text-Dependent Questions...
• Can only be answered with evidence from the text.
• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.
• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.
• Focus on difficult portions of text in order to enhance reading proficiency.
• Can also include prompts for writing and discussion questions. 47
Three Types of Text-Dependent Questions
When you're writing or reviewing a set of questions, consider the following three categories:
• Questions that assess themes and central ideas
• Questions that assess knowledge of vocabulary
• Questions that assess syntax and structure48
Non-Examples and Examples
In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What makes Casey’s experiences at bathumorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
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Creating Text-Dependent QuestionsStep One: Identify the core understandings and key ideas of the
text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.50
http://commoncore.americaachieves.org/samplevideo/4f97468426b615af6b000001
Good Example of Teaching Text Dependent Questions
Core Understanding and Key Ideas: Example
Core Understanding and Key Idea:
Two people of very different ages may still have much in common and become friends.
Synopsis:
Opal has just moved to a new town in a new state and has no friends yet. Through a series of comic mishaps inadvertently started by her very special dog, Winn-Dixie, Opal meets Miss Franny, the town librarian. Opal realizes they have much in common and a friendship is ignited.
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Vocabulary
Which words should be taught?
Essential to understanding text
Likely to appear in future reading
Which words should get more time and attention?
More abstract words (as opposed to concrete words)persist vs. checkpoint noticed vs. accident
Words which are part of semantic word familysecure, securely, security, secured 53
Vocabulary and Text Dependent Questions
From “Hot and Cold Summer” - 5th grade fictional text
• “To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)
• Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?
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Syntax and Text Dependent Questions
• Syntax can predict student performance as much as vocabulary does.
• Questions and tasks addressing syntax are powerful.
Example: Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.
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Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).
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Structure and Text Dependent Questions
Examples:
• “Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”
• “Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?” 57
Reading Strategies and Text-Dependent Questions
• Text-dependent questions generally call on students to employ reading strategies.
• Strategies are no longer taught in isolation.
• The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around.
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Bands
11-CCR
9-10
6-8
4-5
2-3
K-1
Incr
ease
d A
bilit
y to
Use
Tex
t Ev
iden
ceStandards Two through Nine
Bands
11-CCR
9-10
6-8
4-5
2-3
K-1
Standard One Standard Ten
Incr
easi
ng R
ange
and
Com
plex
ity
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Culminating Tasks
• Should relate to core understanding and key ideas.
• A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
Example:
“The title of this selection is ‘Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.”
“Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?” 60
For the PD day in March
Select one of the Exemplar readings in Appendix A and follow steps for creating good text-dependent questions. Teachers in the same grade should select different readings so they can share lesson plans. Review each other’s plans.
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Final Thoughts
• There is no one right way to have students work with text-dependent questions.
• Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.
• Listening and speaking should be built into any sequence of activities along with reading and writing.
“Re-read it, think it, talk it, write it”
• The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms. 62
