Assessment Examples (AE) Review Session

K – 12 Program AreasArts Education, Healthful Living, World

Languages

Welcome & Opening Activity

With the group, please share:

– Your Name

– Content Area

– School(s)

– 2 Stars and a Wish

Objective

• Review and provide feedback to Assessment Examples for:

– Arts Education, – Healthful Living, and – World Languages

AE Process

• February 2012 - NCDPI Consultants met with Technical Outreach to Public Schools (TOPS)

• April - May 2012 - AEs were drafted

• Late May - early June – Expert Review of Draft AEs

• Mid-June - TOPS created new drafts

• July/August - Educators review and provide feedback to new drafts by August 31, 2012

• Ongoing - Feedback will be reviewed for revisions

Assessment Examples (AEs)

• AEs are:

– aligned to new standards

– reinforce teaching the standards to their intended level of deep mastery

– illustrate ways in which the standards or part(s) of the standards might be assessed in the classroom

Assessment Examples (AEs)

• AEs are NOT:

– Formative Assessment Examples (FA)

– Measures of Student Learning (MSLs)

Interpretation Key: RBT

Knowledge Dimension

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Meta-Cognitive Knowledge

RBT

K C

B 2

Interpretation Key: RBT

Cognitive Process

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

RBT

K C

B 2

Item Types

AE Item Formats

• SR: Selected Response

• BCR: Brief Constructed Response

• ER: Extended Response

• PT: Performance Task

SR BCR ER PT

X      

ITEM TYPE EXAMPLES

• SR: Selected Response

• BCR: Brief Constructed Response

• ER: Extended Response

• PT: Performance Task

Dance: Selected Response

Subject: Dance Grade: 3 Standard: 3.C.1 Understand cultural, historical, and interdisciplinary connections with dance Primary Objective: 3.C.1.2 Exemplify connections between dance and concepts in other curricular areas Additional Objective(s): Key: B

RBT

K C

B 2

Why is good physical education important for dancers?A. dancers need to wear sports uniformsB. dancers need strength and enduranceC. dancers need to know how to play lots of sportsD. dancers don’t get any exercise without PE classSR BCR ER PT

X

Theatre Arts: Brief Constructed Response

Subject: Theatre Arts Grade: 4 Standard: 4.AE.1 Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound Primary Objective: 4.AE.1.2 Understand how to use costumes, props, masks, set pieces, and lighting to support dramatic presentations Additional Objective(s): Key:

RBT

K C

B 2

Theatre Arts: Brief Constructed Response

[ video of a short performance that utilizes costumes, props, masks or makeup, set pieces, and lighting ]

Watch the performance. Give examples of how costumes, props, masks/makeup, set pieces, and lighting contribute to the

performance.

Costumes: ___________________________________________________________________________________________

Props: _______________________________________________________________________________________________

Masks/Make-up: _______________________________________________________________________________________

Set Pieces: ___________________________________________________________________________________________

Lighting: _____________________________________________________________________________________________

Scoring Criteria: 3-(Proficient) exemplifies 5 contributions of technical theatre components to the performance 2-(Sufficient) exemplifies 3 or 4 contributions of technical theatre components to the performance 1-(Insufficient) exemplifies 1 or 2 contributions of technical theatre components to the performance 0-(Unacceptable) no response or the response does not address the prompt

Visual Arts: Extended ResponseSubject: Visual Art Grade: 7 Standard: 7.CR.1 Use critical analysis to generate responses to a variety of prompts Primary Objective: 7.CR.1.2 Implement formative and summative evaluations of personal art Additional Objective(s): 7.CR.1.1 Generate responses to art using both personal and formal criteria Key:

RBT

K C

D 5

  Balance Emphasis Proportion Pattern Repetition Unity Harmony Variety RhythmLine                  

Shape                  Space                  Color                  

Texture                  Value                  Form                  

Select from one of your pieces of art. Use the composition checklist to rate the qualities of this piece. USE: 3 –for outstanding use of this element in this design principle 2- for good use of this element in this design principle 1 –for fair use of this element in this design principle NA –for not relevant to artwork

COMPOSITION CHECKLIST – Principles of Design

Visual Arts: Extended Response Use your composition checklist to write a one paragraph explanation of the level of success of your artwork. Use supporting evidence from your artwork to defend your position. Use appropriate art vocabulary in your essay. Scoring Criteria 3-(Proficient) gives scores consistent with appropriate principles of design and elements of art; writes a one paragraph explanation about the artwork; uses appropriate art vocabulary 2-(Sufficient) fulfills 2 of 3 requirements of a level 3 performance 1-(Insufficient) fulfills only 1 of 3 requirements of a level 3 performance 0-(Unacceptable) no response or the response does not address the prompt

Music: Performance Task

Subject: Music Grade: 7 Standard: 7.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression Primary Objective: 7.ML.1.3 Use expressive elements (such as accents, attacks, releases, and interpretation), while singing and/or playing a varied repertoire of music Additional Objective(s): 7.ML.1.1 Use the fundamental techniques to(such as posture, playing position, breath control, fingerlings, and bow/stick control)necessary to sing and/or play an instrument Key:

RBT

K C

C 3

Music: Performance Task

[ musical selection with a variety of expressive elements ] Perform the selection. Demonstrate all of the expressive elements presented in the musical selection. Remember to use proper posture, technique, and breath control, when appropriate. Scoring Criteria: 3-(Proficient) performs composition; uses expressive elements; uses fundamental techniques2-(Sufficient) fulfills 2 of 3 requirements of a level 3 performance1-(Insufficient) fulfills only 1 of 3 requirements of a level 3 performance0-(Unacceptable) no response or the performance does not address the task

World Languages: Extended Response

Research a famous musician from a target culture. Write a short description of the musician’s music and include a description of a similar artist in your own culture. Present to the class using the target language. Provide a sample of both artists’ music in your presentation.

Scoring Criteria: 3 – (Proficient) uses details from research; describes music; describes similar artist from own culture; speaks clearly in the target language; includes a sample of music from both musicians2 – (Sufficient) fulfills 3 or 4 of 5 requirements of a level 3 performance1 – (Insufficient) fulfills 1 or 2 of 5 requirements of a level 3 performance0 –(Sufficient) no response or the performance does not address the task

World Languages: Performance TaskSubject: World Languages Grade: Novice MidStandard: NM.CLL.3 Use the language to present information to an audiencePrimary Objective: NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics such as likes, dislikes, emotions, everyday activities, and immediate surroundingsAdditional Objective(s): NM.CLL.3.3 Use appropriate pronunciations in voice inflection in spoken presentationsKey:

RBT

K C

B 3

You are applying for a scholarship to travel to a foreign country. Thescholarship requires you to have a basic proficiency in the language of thecountry. Give a presentation in the target language to introduce yourself.Include the following details:• Best school subjects• Favorite leisure activities• The reason you want to travel

Scoring Criteria: 3 – (Proficient) gives 3 personal details; states purpose for travel; uses appropriatepronunciations and voice inflection in the target language2 – (Sufficient) fulfills 2 of 3 requirements of a level 3 performance1 – (Insufficient) fulfills only 1 of 3 requirements of a level 3 performance0 –(Unacceptable) no response or the performance does not address the task

Health Education:Performance TaskSubject: Health Education Grade: 7 Standard: 7.MEH.3 Apply help-seeking strategies for depression and mental disorders Primary Objective: 7.MEH.3.1 Identify resources that would be appropriate for treating common mental disorders. Additional Objective(s): Key:

RBT

K C

B 6

Produce a multimedia presentation (e.g.; poster, slide show, website, video, brochure) on a mental health disorder (e.g.; panic disorders,

depression, bipolar, phobias, obsessive-compulsive). Be sure to include:

symptoms that commonly occur in people with the disorder

treatment options for people with the disorder

local community resources that assist people with the disorder

websites that provide further accurate information regarding the disorder

Scoring Criteria: 3-(Proficient) describes common symptoms; describes treatment options; indicates local community resources; lists accurate websites 2-(Sufficient) fulfills 3 of 4 requirements of a level 3 performance 1-(Insufficient) fulfills 1 or 2 of 4 requirements of a level 3 performance 0-(Unacceptable) no response or the performance does not address the task

Physical Education:Brief Constructed Response

Subject: Physical Education Grade: 9 Standard: PE.9.HF.3 Understand the importance of achieving and maintaining a health-enhancing level of physical fitness Primary Objective: PE.9.HF.3.3 Analyze the relationship between the six sport-related components and the five components of health-related fitness Additional Objective(s): Key:

RBT

K C

B 4

Sport-Related Fitness Components Health-Related Fitness Components

Agility Cardiovascular EnduranceBalance Muscular Strength

Coordination Muscular EndurancePower Flexibility

Reaction Time Body CompositionSpeed  

Select a component from each column in the chart above. List your selections here.1) _____________________ 2) _________________Describe the relationship between the chosen components (How do they interact? How are they related?).__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Give an activity or sport that is benefited by both components. _______________________________________________________________How do both components benefit this activity or sport?_________________________________________________________________________________________________________________

Scoring Criteria:3–(Proficient) describes relationship; provides an activity benefited by the components; explains the benefits of each component2–(Sufficient) fulfills 2 of 3 requirements of a level 3 performance1-(Insufficient) fulfills only 1 of 3 requirements of a level 3 performance0-(Unacceptable) no response or the response does not address the prompt

AP Review Process

• Work individually, with a partner or in small groups

• Read draft APs (on website)

• Respond to review criteria in online Zoomerang survey and provide additional feedback, if desired

AP Review Process

Arts Education: http://ances.ncdpi.wikispaces.net/Arts+Education+Assessment+Examples

Healthful Living:http://hlnces.ncdpi.wikispaces.net/Healthful+Living+Assessment+Examples

World Languages:http://wlnces.ncdpi.wikispaces.net/TOPS+Assessment+Examples+Work

Closure

• Observations/ Trends

• Classroom implications

Curriculum & InstructionK-12 Program Areas

Helga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov

919-807-3864

Les SpellHealthful Living ConsultantLes.Spell@dpi.nc.gov 919-807-3637

Christie Lynch EbertArts Education ConsultantChristie.LynchEbert@dpi.nc.gov

919-807-3856

Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov 919-807-3865