NYCDOE’s Advance: NYC Performance Assessments 1. 2 NYC Performance Assessments Introduction15 min....
-
Upload
rebecca-dickerson -
Category
Documents
-
view
217 -
download
0
Transcript of NYCDOE’s Advance: NYC Performance Assessments 1. 2 NYC Performance Assessments Introduction15 min....
NYCDOE’s Advance: NYC Performance Assessments
1
2
NYC Performance Assessments
Introduction 15 min.
Performance Assessments – Task Design
Investigation15 min.
Performance Assessments – Norming and
Scoring45 min.
Agenda
K-5 Performance Assessments for MOSL
Grade NYC Performance Assessments Available
Grade K ELA – Writing PromptMath
Grade 1 ELA – Writing PromptMath
Grade 2 ELA – Writing PromptMath
Grade 3 ELA – Writing PromptMath
Grade 4 ELA – Writing PromptScience
Grade 5 ELA – Writing Prompt
3
6-8 Performance Assessments for MOSL
4
* Regents Year
Grade NYC Performance Assessments Available
Grade 6-8 ELA ELA – Writing Prompt
Grade 6-8 Math Integrated Algebra*
Grade 6-7 Science Science
Grade 8 Science ScienceLiving Environment
Grade 6-8 Social Studies Social Studies
9-12 Performance Assessments for MOSL
5
Grade NYC Performance Assessments Available
Regents Year Integrated AlgebraGlobal HistoryU.S. History
Grade 9 ELALiving Environment
Grade 10 ELALiving Environment
Grade 11 ELALiving Environment
Grade 12 ELA Living Environment
6
NYC Performance Assessments focus on common instructional goals across subjects.
ELA Math Science Social StudiesF
ocus standards
• Writing Standard 1 (opinion / argument) in grades 3-12 and Writing Standard 2 (informative / explanatory texts) in grades K-2
• Reading Standard 1
• Mathematical Practice 3: Construct viable arguments and critique the reasoning of others and Mathematical Practice 4: Model with mathematics
• “High leverage” content standards
• Writing Standard 1a and b: writing arguments focused on discipline-specific content [italics in original]
• Science skills as described in scope and sequence
• Writing Standard for Literacy in History / Social Studies, Science, and Technical Subjects 1: writing arguments focused on discipline-specific content [italics in original]
• Reading Standards for Literacy in History / Social Studies 1 and 9: analyzing primary and secondary documents
Concept
• Students write based on details from mostly informational texts
• Each assessment includes multiple mini-tasks
• Open-ended task design to understand student thinking and allow multiple pathways to answer
• Critique an experimental report, akin to “peer review” of a journal article
• Document-based analysis, document integration, and essay writing incorporating several documents at different levels of complexity
Performance Assessment Administration
Printing
• Performance Assessments can be accessed for printing through Advance Intranet on March 15th
• Schools have been allotted funds to help cover printing expenses.
Scoring
• Administrators should facilitate teacher norming and scoring.
Submitting
• ATS scanners will be used to submit scores
• Teachers, assessment coordinators, or other principal designee may enter assessment data.
Confirming
• As with state assessments, there is a process to correct assessment data that has been entered incorrectly.
7
Accessing Performance Assessments
8
Performance Assessment Rubric Scoring
9
IMPORTANT UPDATES
1. There is now a 6 digit “Scorer ID” number that will be automatically generated for every teacher in ATS. Schools should view & print the teacher Score IDs using the RTES function in ATS. Teachers will enter and bubble their 6 digit Scorer ID on each score sheet they complete.
2. Scorers or assessment coordinators should bubble in the “Month” and “Day” in which the assessment was ADMINISTERED.
3. Scorers or assessment coordinators should bubble in the “Days for Assessment” (single or multiple).
4. For students who are exempt, scorers or assessment coordinators should bubble in the appropriate category indicating the reason: “Taking NYSAA” or “First Year ELL”.
5. For students who refuse to complete the task or the administration is invalidated the “Exam Invalidated” bubble should be filled in on the ATS score sheet (see pg. 29 of the EOY Handbook).
6. If the student took the assessment in an alternate language, the scorer or assessment coordinator should bubble in the appropriate language.
Please refer to the NYC Performance Assessments: ATS Guide for Assessment Coordinators for additional data systems guidance for NYC Performance Assessments.
Performance Assessment Scoring: Group Norming
Before scoring assessments, educator teams should norm using the rubrics and anchor papers. This entails:
1. Reviewing the rubric and discussing expected performance at each performance level for each rubric trait.
2. Reviewing annotated sample student work and discussing the evidence for each score.
3. Individually scoring “anchor” papers, then discussing as a group the evidence for each score.
10
Deep Dive: NYC Performance AssessmentsActivity #1 – Task Design Investigation
11
Objective
Participants will be able to interpret a sample NYC Performance
Assessment by analyzing the requirements for students and predicting
students’ strengths and struggles.
Activity
Preview the sample NYC Performance Assessment and consider the four
key questions on the handout. Use the chart to take notes while you’re
reviewing the task and texts. Share your reflections with your table.
Deep Dive: NYC Performance AssessmentsActivity #1 – Task Design
12
Deep Dive: NYC Performance AssessmentsActivity #2 – Norming & Scoring
13
Activity
Individually read and score Sample 1 according to the rubric. Be sure to
provide a score for each individual trait, and then discuss your findings
with your table. Refer to evidence in the sample of student work and the
rubric to justify your choices and seek consensus. Repeat the process for
Sample 2 (time permitting).
Objective
Participants will be able to apply the rubric as an evaluative tool for scoring
student writing and establish a shared understanding of the expectations
of the NYC Performance Assessments.
Deep Dive: NYC Performance AssessmentsActivity #2 – Norming & Scoring
14
12th Grade ELA Sample A 12th Grade ELA Sample B
Rubric Dimensions
My Score
Normed Score
Evidence from the TextMy Score
Normed Score
Evidence from the Text
Focus: Position
Development: Elaboration
Development: Textual Analysis
Development: Counterclaims
Reading
Organization
Conventions
Thank You!
Lori Ann O’Connor
Senior MoSL Implementation Specialist-Cluster 6
Office of Academic Quality
718-420-5659 (office)
646-696-8170 (BlackBerry)
15