Middle School Make and Take

AssessmentsFebruary 18, 2014

Jennifer EvansAssistant Director ELASt. Clair County RESA

Evans.jennifer@sccreas.org

Types of Assessments

Close and Critical Reading

Strategies

Practice Create Assessments

Agenda

4 Assessment Types

3

Performance Tasks (PT)

• Focus on reading, writing, speaking and listening, and research.

• Measure depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research.

• May take place over time.

Selected-Response Items

(SR)

• Traditionally known as Multiple Choice.

• Include a stimulus and stem followed by three to five options (students select one).

• Students select the best answer.

Constructed-Response Items

(CR)

• Assess targets and claims that are of greater complexity.

• Ask students to develop answers without suggested answer choices.

Technology-enhanced

Items/Tasks (TE)

• Provide evidence that could not be as reliably obtained from traditional SRs and CRs.

• May stand alone or may be used as part of the Performance Task and/or Constructed-Response items.

• Examples- reordering text, selecting and changing text, selecting text, and selecting from drop-down menus.

Determine topic

Select text(s) to

read

Identify close

reading strategy to

use

Identify discussion model to

use

Create assessment• Constructed

Response• Performance

Task

Process

What is Close Reading?

•Take a moment to determine what close reading means to you.•Discuss with a partner.

See strategies handout

We will be focusing on

“Mark up the text”

Reading for Writing

1. Post-it Notes (Text Complexity Raising Rigor

in Reading by Douglas Fisher, Nancy Frey, and

Diane Lapp)

2. Guided Highlighted Reading (Guided Highlighted Reading by Elaine M.

Weber, Barbara A. Nelson and Cynthia

Lynn Schofield)

3. Other Close Reading Strategies

Close and Critical Reading Strategies:

Independent reading of the text is supported through a series of instructional moves including: setting the purpose, teacher modeling, guided instruction, group work, and independent tasks.

“Post-it Notes”

Set Purpose: To engage students in a close reading of an excerpt from an informational book on the history of the development of “Post-it Notes.”◦ Purpose is to discover how a familiar office

product was initially thought to be a failure and to trace its development as a useful item.

Strategy Handout

Post-it Notes

Invite students to read it first to themselves

Have them write on a sticky note any words or phrases they do not

know.

Also have students take notes on sticky notes listing major events.

Give extra support to those students you

know will need it during independent reading.

This will need to be modeled the first time

you do it.

First Reading:

After students have finished reading, have

them turn and talk to their partner to describe one surprising fact that they

learned about the invention of Post-it Notes.

To start, use this language frame: “I was amazed to

learn that _________!”

Write your amazing fact on a sticky note to be used in the discussion.

First Discussion

Take notes or record an anchor chart listing the

amazing facts the students share.

Record unfamiliar or unclear words or phrases and

how they attempted to

understand them.

Recorded responses will be used to determine

what will be modeled.

Second Discussion

Explain to students that you will read parts

of the text together, and from time to time, you will explain your

thinking to them.

Start by orienting the students to the correct

part of the text you wish to address:

For example, in Paragraphs 7 and 8:• “Fry used some to

coat his markers.”

After finishing the shared reading,

transition students to a discussion using a

series of text-dependent questions.

Second Reading: Teacher-Led Shared Reading and Think-Aloud

Keep in mind that the purpose of text-dependent questions are to prompt rereading, encourage the use of textual evidence to support answers, and deepen comprehension.

Initial questions should be designed to highlight the explicit meaning of the text.

However, do not stop there, but progress toward more challenging questions.

Third Discussion

1. Post-it Notes began as an idea that didn’t work but then became a very useful product. Using evidence from the text, describe the sequence of events that led to this invention?

2. The author tells you twice when Spencer Silver first invented the adhesive that would be used in the Post-it Notes. The first time is in the fourth paragraph, when she tells us it was 1970. Then, she tells us the same information again later in a different way. How did you figure out the answer?

3. Do you believe the author has a positive or a negative view of Post-it Notes and its inventors? What words or phrases lead you to believe that?

4. What were some of the qualities of the inventors that you can infer from this text? What passages helped you draw these conclusions?

Third Discussion Questions:

Students gather their Post-it Notes to use for a journal or essay writing activity.

Prompt: What does it take to be an inventor?

Students will write a short summary of the invention of Post-it Notes.

Students will identify at least two characteristics of inventors, using at least two quotations from the text.

Journal/Essay Writing

What were some of the qualities of inventors?

Constructed Response or Performance Task Question:

https://www.teachingchannel.org/videos/enhance-student-note-taking (5th grade Brewer)

https://www.teachingchannel.org/videos/student-annotated-reading-strategy (9th grade)

Post-its Video

General Guidelines forDeveloping Performance Tasks Integrate knowledge and skills Measure understanding, research skills,

analysis, and the ability to provide relevant evidence

Require student to plan, write, revise, and edit

Reflect a real-world task Demonstrate knowledge and skills Allow for multiple points of view Feasible for classroom environment

Design of Performance Tasks

Components of a Performance TaskStimulus

Readings Video clips Audio clips Graphs, charts,

other visuals Research

topic/issue/ problem

etc.

Information Processing

Research questions

Comprehension questions

Simulated Internet search

etc.

Product/Performance Essay, report,

story, script Speech

with/without graphics, other media

Responses to embedded constructed response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.

Emphasis on stimuli related to science, history, and social studies.

Parts of Performance Task Part 1: Student reads research sources

and responds to prompts (Claim 1 or 4)

Part 2: Student plans, writes, and revises his or her full essay (Claim 2) or plans and delivers a speech (Claim 3)

Test Administration

Maximum Time Requirements for Performance Tasks

– Grade 3–8: • 105 minutes

totalPart 1: 35 min.Part 2: 70 min.

– High School: • 120 minutes

totalPart 1: 35-45 min.Part 2: 75-85 min.

Grade 6 Sample Performance Task

Part 1

Part 2

Scoring Information

How your essay will be scored: The people scoring your essay will be assigning scores for:

◦ Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims

◦ Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay

◦ Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information

◦ Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose

◦ Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

Purpose of Constructed Response Items

Constructed Response Items ◦ Address assessment targets and claims that

are of greater complexity ◦ Require more analytical thinking and reasoning

Components of a Constructed Response Item

The Shepherd’s Boy and the Wolf

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

STEM

In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

STIMULUS

The Shepherd’s Boy and the Wolf

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

Flawed Middle School Constructed Response Example Item

The Fox and the Goat

A Fox fell into a well, and though it was not very deep, he found that he could not get out again. After he had been in the well a long time, a thirsty Goat came by. The Goat thought the Fox had gone down to drink, so he asked if the water was good.

"The finest in the whole country," said the crafty Fox, "jump in and try it. There is more than enough for both of us."

The thirsty Goat immediately jumped in and began to drink. The Fox just as quickly jumped on the Goat's back. Then he leaped from the tip of the Goat's horns out of the well.

The foolish Goat now saw what he had gotten into. He begged the Fox to help him out.

What does the word crafty suggest about the Fox?

Grade: 7Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target 7. LANGUAGE USE: Interpret impact or intent of figurative language use (e.g., alliteration, onomatopoeia, imagery), literary devices (e.g., flashback, foreshadowing), or connotative meanings of words and phrases used in context and their impact on reader interpretation DOK: 2

TOO EASY

DOES NOT ALIGN

POOR CR WORDING

NOT COMPLEX

Well Written Middle School Constructed Response Example Item

What is Mold?

Mold is the common name for many kinds of tiny organisms called fungi. There are thousands of types of molds that can be found indoors and outdoors. Different molds grow in colonies. They live on dead organisms such as decaying plants and animals. They can also live on wood, brick, stone, food, fabric and books. Some molds even thrive on living organisms as parasites!  Spores from mold growth can pose health risks. Some people are very sensitive to mold. Molds may cause a runny nose or itchy, watery eyes. Or mold may cause major concerns such as difficulty breathing, asthma attacks, infections, fever and major skin irritations. The best way to reduce and prevent mold growth is to control moisture. It is important to keep humidity levels low. It is important to reduce excess moisture that molds need to grow. People should repair leaks, completely remove any existing mold growth, and ventilate rooms that are prone to damp conditions. Outside, molds may grow in damp, shaded areas. People who are sensitive to molds should avoid such places.

Explain why people who live in moist climates work harder to prevent mold than people who live in dry climates. Include details from the passage about how they prevent mold.

Grade: 7Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Target 11. REASONING & EVIDENCE: Use supporting evidence to justify interpretations of information presented or how it is integrated (author’s reasoning; interactions among events, concepts, people, or development of ideas) DOK: 3

PROPER ALIGNMENT

PROPER CR WORDING

APPROPRIATE COMPLEXITY

Benefits and Limitationsof Selected Response Items Benefits

◦ Answered quickly

◦ Assess a large range of content on one test

◦ Inexpensive to score

◦ Results collected quickly

Limitations◦ Limited ability to

reveal a student’s reasoning process

◦ Difficult to assess higher-order thinking skills

With a partner, use “The Road Not Taken” as a reading resource to develop a Constructed Response or Performance task from.

Remember the process:

Practice

Determine topic

Select text(s) to

read

Identify close

reading strategy to

use

Identify discussion model to

use

Create assessment• Constructed

Response• Performance

Task

Is text driven and meaning-based

Focuses students on the context of text

Guides students to read for one reading purpose at a time

Invites and guides students to revisit the text more than once

Guides students to return to the same text for multiple purposes

Targets the acquisition of skills needed for close and critical reading

Builds fluency and stamina in readers

Uses multiple senses: visual, auditory, and kinesthetic

Guided Highlighted Reading:

Six Elements of Complex Text

1. Select Text

2. Determine

Purpose

3. Number the

paragraphs or lines

4. Write prompts

GHR Checklist:

1. Read the Preamble of the United States Constitution

2. Highlight as directed (p 74)

3. Review other activities (p 75-81)

4. What discussion of this content

might take place? (turn and talk)

Example of Guided Highlighted Reading

With a partner, create a Constructed Response or Performance Task Question for

The Preamble of the United States Constitution Text

Constructed Response or Performance Task Question:

Citing Textual Evidence (Video)

Three Ways to Discuss Text

(Article)

Jigsaw (video)Cognitive Reading

Strategies (Mosaic of Thought)

CCSS Bookmarks (Handout)

Other Close Reading Strategies:

https://www.teachingchannel.org/videos/teaching-about-textual-evidence (Grade 6)

Citing Textual Evidence Video

http://www.criticalreading.com/ways_to_read.htm#linka article

https://www.teachingchannel.org/videos/jigsaw-method (8th grade jigsaw activity 2 min.)

Three Ways To Discuss Text

CCSS Bookmarks

ReadWell Unit of Study:

WriteWell: Socratic Questions/ Performance Tasks

http://sccresa.org/downloads/writewell_gr6/writing_pre-test_20130809_140027_74.pdf

6th grade WriteWell Example

Sample Performance Tasks

http://dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr7-sample-items.pdf

1. Identify materials to be used (reading texts, basal, science books, blogs, videos, etc.)

2. Identify main objective (claim and target) you would like the students to learn about; be sure evidence from the materials can be easily collected to support student learning.

3. Be sure prior knowledge has been supported for students’ ability to take notes, construct essay responses, previous strategies modeled, etc.

4. Develop explicit prompt for student response.

5. Write clear directions.

6. Take Performance Task through ELA Test Blueprint

Creating Performance Tasks (CR)

At your group, select a picture book on the table to practice creating a constructed response or performance task using the template:

Practice

CCSS ELA Test Blueprint

Any Questions?

Form grade level groups. Select materials to use. Begin writing assessments. Be sure to use the blueprint. Share final assessments with me to post for

all: evans.jennifer@sccresa.org Have Fun!

Begin Assessments