common core and assessment
Post on 17-May-2015
112 Views
Preview:
DESCRIPTION
TRANSCRIPT
THE COMMON CORE AND ASSESSMENT
Deconstructing Performance –Based Tasks
Presented By: Irina Kushnir
Merrin Rosenberg
CHARACTERISTICS OF AN EFFECTIVE PERFORMANCE
TASK
Are open ended / demonstration
Have more than one way to answer correctly
Require active performance rather than passive reaction
Take longer to do than multiple choice tests
Use complicated grading; need a scoring guide or rubric
They are understanding transformed into action
Student centered /real life situations
Creation of a product
GOOD PERFORMANCE TASKS
Are clear and unambiguous
Set the parameters for what the answer should look like
Measure something important
Are not a simple substitute for a multiple-choice
question
Require reasoning, synthesis, evaluation, higher-
order thinking
WELL CONSTRUCTED VS
FLAWED ITEMS
Standard RI.5.2 (Key Ideas and Details)
TASK: Determine two or more main ideas of a text
and explain how they are supported by key details;
summarize the text.
Summarize the text of To Kill a Mockingbird and
give details that show two main ideas.
WHAT IS WRONG?
The question does not match the standard. The
standard is about informational text; the question is
about literary text.
The question is asked in reverse order. It would be
better to ask for two main ideas first, with
supporting details, and then for a general summary.
A SENSE OF URGENCY…WE MUST TAKE STEPS RIGHT
NOW TO:
Prepare students for the coming exams. Obviously,
there is a big gap between what CCLS will require and
what is being asked today.
Reliance on traditional, simple, multiple-choice items
is going to be replaced with challenging performance
tasks that require students to demonstrate their
knowledge and skills by:• Explaining their thinking - justifying
their responses• Performing research - Integrating
concepts• Synthesizing new information -
Building critical thinking• Mastering real-world applications of new skills
DECONSTRUCTING PERFORMANCE TASKS
A methodology:
Build sets of scaffolds for the more complex tasks so that what goes
into the overall performance is unpacked and made clearer
Define the scaffolds so students see an entry point into the complex
task
Plan how to determine what scaffolds students need in order to be
able to do the complex task and outline the steps to get them to the
higher levels of achievement
Not every student will enter the task at the same place!
TEXT ACTIVITY
Let’s read the text “Beauty and Body Image in the Media.”
ELA TASK:Standard RL.6.1 (Key Ideas and Details)
Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text
TASK: What is the text about and what inferences can you draw
from “Beauty and Body Image in the Media”? Quote accurately
and explicitly from the text.
ELA SCAFFOLDSEach is a constructed response item in its own right
• Text Structure • For each paragraph, write what the author is saying, using
your own words• Take one of your statements and connect it to another one of
your statements so you see how two paragraphs relate to each other
• Take a third statement and connect it to the first two. How do the three relate to each other?
• Find a paragraph that you think is especially important. Describe why you think it is so important to understanding the meaning of the whole text?
Accuracy of Details; Relation to Concepts• List five big details given in the text and link them to an
inference or set of inferences that they support
FOR STRUGGLING STUDENTS
Each scaffold can be a formative assessment
Model – read each paragraph and have the teacher restate
in their own words. Then have the students try on their own
for paragraph 2.
Determine importance of a specific paragraph because it
connects to the meaning of the entire text
Direct students where in the article/text you want students
to pull the evidence from.
GRADUAL RELEASE MODELSCAFFOLDS FOR ANY READING COMPREHENSION TASK
1. TEACHER MODEL2. BREAK INTO CHUNKS 3. PARAPHRASE 4. THINK ALOUDS5. USE SENTENCE FRAMES (GUIDE STUDENT’S
THOUGHTS)6. NOTING INFORMATION7. PLANNING THE RESPONSE (WRITTEN)
LEN VYGOTSKY
ACTION PLANNING
WHAT DO I NEED TO DO NOW?• DEVELOP A PLAN TO HELP
STUDENTS GET READY FOR THE CCLS AND THE ASSESSMENTS THAT MEASURE THEM.
• QUESTIONS…
top related