rigorous curriculum design for...

Rigorous Curriculum Design

For Science

Lynn Howard

The Leadership and Learning Center

[email protected]

Authentic Performance Assessments

Alvord Unified School District

April 10 - 11, 2014

Rigorous Curriculum Design for Science

Rigorous Curriculum Design Model

Components of Rigorous Curriculum Design

Standards Instruction Assessment Data Analysis

“Unwrapped”

Priority Standards

Thinking Skill

Rigor

Big Ideas

Essential

Questions

21st-Century

Learning Skills

Engaging

Learning

Experiences

Authentic

Performance Tasks

Rubrics

Differentiation

Enrichment

Intervention

Strategies

Common

Formative Pre- and

Post-Assessments

Variety of

Formats

Frequent

Progress

Monitoring Checks

Data Teams

Process:

Analysis of

Student Learning

Needs

SMART Goals

Targeted

Instructional

Strategies

Results Indicators

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Common Formative

Assessments

Selected Response

Constructed Response

Performance Assessments


Smarter Balanced Performance Task Description SmarterBalanced.org

“Performance tasks provide an opportunity to challenge students to apply their

knowledge and skills to respond to complex, real-world problems. They can best

be described as collections of questions and tasks presented to students that are

coherently connected to a single theme or scenario.

A student may be presented with reading material on a given topic, and asked

questions about the reading. That may be followed by reading on the same topic,

but from a different perspective, with questions on that reading, plus some

compare/contrast questions.

Finally, the student may be provided additional readings on the same, or an

associated topic, and asked to take a position or provide an argument in favor of

or opposing a particular perspective, using the provided texts as reference.”

Each performance task could take place across more than one sitting of 45–90

minutes each.

SBAC Performance Task Development Guidelines

• Integrate knowledge and skills across multiple standards or strands

• Measure capacities such as depth of understanding, research skills, and/or

complex analysis with relevant evidence.

• Require production of more extended responses (e.g., oral presentations,

exhibitions, product development, etc.)

• Allow for multiple approaches

• Represent content that is relevant and meaningful to students

• Allow for demonstration of important knowledge and 21st century skills, such

as critically analyzing and synthesizing media texts

• Allow for multiple points of view and interpretations

• Require student-initiated planning, management of information, and interaction

with other materials

• Reflect a real-world task and/or scenario-based problem **





A collection of several related performance tasks, distributed

throughout a unit of study, that progressively develop and reveal

student understanding of the “unwrapped” concepts, skills, and

Big Ideas.

• Performance Assessment

A collection of related performance tasks

• Performance Task

A single assessment

Performance Assessments Include:

• An engaging scenario

• Three or four tasks to be completed

• Student understanding of the Big Ideas

• Differentiation

• Nonfiction and fiction connections

• Multiple levels of thinking skills

• A time frame

• A scoring guide

Spectrum of Tasks

Central Purpose

Consider Needs of All

Learners

Expectation Is Proficiency for

All Tasks

Central Purpose

Teach and Assess ”Unwrapped” Priority Standards

Provide Evidence of Learning

Address Essential Questions

Focus on the Targeted Standards





Designing the Assessments – The Big Picture

Performance

Expectations “Unwrapped”

Concepts and

Skills

Performance

Assessment

Engaging

Scenario

Task 1 Task 2 Task 3 Task 4

Recognize

List

Describe

Interpret

Summarize

Infer

Implement

Compare

Deconstruct

Design

Estimate

Judge





Key Points to Remember When Designing Performance Tasks

Road Map for Task Development

Task

1–4

Degree of Rigor—

Level of Bloom’s

Taxonomy

Product or

Performance

What will

students do?

Am I Using a

Variety of

Knowledge-

Deepening

Activities That

Appeal to a

Variety of

Learners?

SQUARED

Planning Tool

Full Description

Scoring Guide





What Does Each Task Include in a Performance Assessment?

S --Which performance expectation(s) will this task address?

Q -- What Essential Question(s) and corresponding Big Idea(s) will this task

target?

U Which “unwrapped” specific concepts and skills will this task target?

A --- How will the students apply the concepts and skills? What will they do and/or

produce?

R --- What resources, instruction, and information will students need in order to

complete the task?

E --- What evidence of learning will I look for to show that I know all of my students

have conceptually learned the concepts and skills—the standard(s)?

D --- What types of differentiation will be necessary so that all students can learn?





SQUARED Planning Tool

Task 1 Task 2

S S

Q Q

U U

A A

R R

E E

D D





SQUARED Planning Tool

Task 3 Task 4

S S

Q Q

U U

A A

R R

E E

D D





Create an Engaging Scenario

Who remembers Dr. Madeline Hunter who developed the lesson plan format? What

was the first step? The anticipatory set! What was its purpose? To ‘hook” the kids

into wanting to do the planned task or assignment. We use this idea in what we call

the “engaging scenario.”

Benefits of Engaging Scenarios:

Motivates students

Provides relevancy

Makes learning fun!

Makes learning authentic

Power of an external audience

Define and discuss the power of an external audience—when students are writing or creating a product or performance for a specific audience, whether one person or many, someone they know or don’t, there is a heightened desire of wanting to do one’s best work. Like the publishing step of the writing process, creating a product or performance that others will see is a powerful motivation.

Develop an Engaging Scenario

Effective Engaging Scenarios Contain Five Key Elements

S What is the situation?

C What is the challenge?

R What role(s) does the student assume?

A Who is the audience (preferably an external audience)?

P What is the product/performance student will demonstrate and/or

create? (This may be what the students are completing for Task 4.)

Motivation

Relevancy

Fun! Authentic

External Audience





Situation

Challenge

Role(s)

Audience

Product/

Performance

Activity: Practice with the Engaging Scenario Product/Performance





Design Performance Assessments for Science

Engaging Learning Experiences

Engaging Scenario

Authentic Performance Tasks

Task1:

Task 2:

Task 3:

Task 4:

Scoring Guides for Tasks In order to be proficient on Task1:

In order to be proficient on Task 2:







Scoring Guides

• Performance criteria shared before students begin work

• Contain specific language understood by all: students, teachers, parents

• Referred to frequently during completion of task

• Used to assess completed task

• Scoring guides expedite the evaluation of student work and help provide

timely feedback on student performance!

Begin with “Proficient”

The goal for students is to demonstrate proficiency, first decide criteria for that

level.

Review the task requirements and list those criteria under “Proficient” on the

scoring guide.

Scoring guide criteria should mirror what task requires (hand-to-glove fit).

Language

Specific

Measurable

Observable Understand-

able

Matched to Task

Directions





Scoring Guides

Task 1 Task 2

Exemplary:

All “proficient” criteria plus:

Exemplary:


Proficient: Proficient:

Progressing:

I met ___ of the “Proficient” criteria

Progressing:


Beginning:

I met fewer than ___ of the “Proficient”

criteria

Beginning:


criteria

Teacher’s Comments: Teacher’s Comments:





Scoring Guides

Task 3 Task 4

Exemplary:


Exemplary:


Proficient: Proficient:

Progressing:


Progressing:


Beginning:


criteria

Beginning:


criteria

Teacher’s Comments:

Teacher’s Comments:





Current Resources for Science Assessments

Smarter Balanced Assessment Consortium –

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

National Research Council (NRC) – Developing Assessment for the Next

Generation Science Standards - http://sites.nationalacademies.org

Achieve – www.achieve.org

NGSS at NSTA - http://ngss.nsta.org/

PALS

PALS is an on-line, standards-based, continually updated resource bank of

science performance assessment tasks indexed via the National Science

Education Standards (NSES) and various other science frameworks.\

http://pals.sri.com/

How to Assess Student Performance in Science: Resource Manual for

Teachers by Wendy McColskey and Rita O’Sullivan

http://www.serve.org/uploads/publications/HowtoAssess.pdf

Connecticut State Department Science Assessments

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

Exemplars K – 12 – Samples for download

http://www.exemplars.com/education-materials/free-samples/science-6-8

Classroom Assessment – Information and Video clips of Science

Assessments

http://fcit.usf.edu/assessment/performance/assesspbwlo.html

Center for the Advancement of Learning and Assessment – Florida State

http://www.cala.fsu.edu/ies/performance_assessment_specifications/

The ACT – Sample science questions (reading passages and MC items)

http://www.actstudent.org/sampletest/science/sci_05.html




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