Smarter Balanced 102: Performance Tasks

Smarter Balanced 102:Performance Tasks

Rachel AazzerahEmail: [email protected]

November 13, 2012

Overview

1. Assessment Update1. Assessment Update

2. Implementation Timelines2. Implementation Timelines

3. Item Development3. Item Development

4. Item Types4. Item Types

7. Wrap Up

www.ode.state.or.us/go/commoncoreOregon Department of Education 2

5. Performance & Work Sample Tasks5. Performance & Work Sample Tasks

6. Work Sample Task Enhancement6. Work Sample Task Enhancement

Smarter Balanced Assessment Timeline

Oregon Department of Education www.ode.state.or.us/go/commoncore3

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


OAKS-Smarter Balanced Assessment Transition Timeline

Oregon Department of Education www.ode.state.or.us/go/assessment5

2011-2012 2012-2013 2013-2014 2014-2015

OAKS OAKS OAKS Smarter

OAKS Reading based on 2002 ELA Content

Standards Writing based on current scoring guide Mathematics based on 2007/2009 Math

Content StandardsSmarter Balanced Assessment

Based on Common Core State Standards adopted by Oregon in 2010

Smarter Item Development


Smarter Item Types Overview

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Claims for Mathematics Summative Assessment

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.”

Smarter ELA Claims


Place text here

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)


Math Performance Task Preview

Grade 5:

Olga’s Strawberries


Sample Oregon Work Sample Task Sample Oregon Work Sample Task

*Three samples of scored student work with commentaries are in the session packet.

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


Student Work-Olga’s Strawberries


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 )

o Option to include margin notes, which can factor into scoring

Part 2: Respond to 6 constructed response questions

o Two questions per dimension of reading scoring guide

o Combination of graphic and prose responses



ELA Performance Task PreviewELA Performance Task Preview

Sample Oregon Reading Performance Task Sample Oregon Reading Performance Task

Literary Work Sample: The Call 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:

o Seven constructed response items (each question relates to one of three traits on a 6-point rubric); three graphic organizers

o Scored in three traits (General Understanding, Develop an Interpretation, Text Analysis)

o Sample may be re-submitted after student revision

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


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


Performance Tasks

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

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

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

Sample Task Stimulus (cont.)

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.

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?

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.

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.”

Sample Item

Math Performance Task Preview

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.


Sample Smarter Math Performance Task Sample Smarter Math Performance Task

* 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.

ELA Performance Task Preview

Robot Pets Session 1 (60 minutes)

o Read 1 article and watch 2 brief videos on robots as pets, taking notes

o Respond to 3 constructed-response questions: 1 addressing reading comprehension, 2 addressing research skills

Session 2 (45 minutes)o Read 1 article and watch 1 short video, taking noteso Small discussion group work

Session 3 (90 minutes)o Compose full-length argumentative essay on robots as petso May use notes and refer back to articleso Pre-writing, drafting, and revising will be involved


Sample Smarter English Language Arts Performance Task 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 Interactionhttp://www.youtube.com/watch?v=9b4jx5RzqAk




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:o Three constructed response items (each scored on a 2-

point rubric)o Final essay (scored on 4-point Informative Writing rubric,

with 5 writing attributes or traits)



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


Performance Task Preview

Similarities Differences


Compare and Contrast Oregon Work Samples with Smarter Balanced Performance Tasks?

Compare and Contrast Oregon Work Samples with Smarter Balanced Performance Tasks?

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


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.

Sample Olga Enhancement

Oregon Department of Education 32 www.ode.state.or.us/go/assessment

Sample of 5th Grade Student Work

Oregon Department of Education 33 www.ode.state.or.us/go/assessment


ELA Performance Task

Enhanced Oregon Reading 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

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!


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/.


Smarter Balanced Public Released Performance Tasks

English/Language Arts:

Grades 3-5: Animal Defenses

Grades 6-8: GardenHigh School: Nuclear

Power http://www.smarterbalanced.or

g/sample-items-and-performance-tasks/.

Math:

Grades 3-5: Planting Tulips

Grades 6-8: Field TripHigh School: Crickets http://www.smarterbalanced.or

g/sample-items-and-performance-tasks

/.


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 Materialshttp://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/

Common Core State Standards Toolkithttp://www.ode.state.or.us/search/page/?id=3430

Common Core State Standards Assessment Resourceshttp://www.ode.state.or.us/search/page/?id=3298

Thank You!!!

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



THANK YOU!

Please send additional input, questions, or anecdotes to:

Rachel Aazzerah (Math)

[email protected]

Derek Brown (Essential Skills)

[email protected]

Ken Hermens (English/Language Arts)[email protected]

Smarter Balanced 102: Performance Tasks

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