CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public InstructionCALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Common Core State Standards Professional Learning Module Series

Content Literacy in History/Social Studies K-5

Unit 4: Assessing Student Writing in History/Social Studies

Learning Objectives for Unit 4

• Examine formative and summative assessmentsthat measure history/social studies contentknowledge and the CA CCSS for ELA/Literacy.

• Apply rubrics to analyze student writing and consider the implications for revising instruction.

Introduction

“With the increased emphasis on social studies for the early grades, spearheaded by national and state standards, we think it is an optimum time to consider assessment as an integral part of the curriculum rather than as an "add-on" or "afterthought." Our recent classroom observations suggest that assessment can be a natural and ongoing part of the curricular process, assessment is "doable" even in the early grades, the process sets the tone so that social studies is valued by students, and assessment establishes clear expectations for student learning.” – Alleman and Brophy, 1999

Defining Formative and Summative Assessment

“Goal-Oriented Assessment: The teacher uses a variety of formal and informal assessment methods to monitor progress toward learning goals. The assessments the teacher selects come in a range of formats to provide students multiple and varied opportunities to demonstrate understanding of content and skills taught, and to provide the teacher feedback on the effectiveness of the curriculum and instruction.”

-Brophy, Alleman, and Halvorsen, 2013

Formative Assessment

“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes”

-Formative Assessment for Students and Teachers Group (2008)

Summative Assessment

The purpose of summative assessment is to gather evidence of student achievement after instruction has been completed. These assessments are used to determine the extent to which students have achieved mastery on specified learning outcomes at a given point in time.

Assessment Planning GuideContent Learning Objective (CCSS)

Formative Assessment

Summative Assessment

Worth Being Familiar

Rules and Laws are all around us. (R1, 2&4; SL1&5; L4)

• Informal Dialogue

• Student Drawings

Important to Know and Do

Students will understand what rules and laws are. (R1, 2&4; SL1&5; L4)

• Student Drawings

• Observation of Pair-share Dialogue

Curriculum Priority

Enduring Understanding

Students will understand why laws are important in their community. (R1, 2&4; W2&8; Sl14&5; L1)

• Small Group Dialogue

• Tableaux/Role Play Situations

• Write Informative/ Explanatory Text

• Formal Presentation Using Tech.

Early Elementary Summative Assessment

The CA CCSS for ELA/Literacy calls for the development of writing skills in the early grades. For example:– CA.CCSS.ELA-Literacy.W1.2: Write

informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Student Work

• As you look at examples of student work reflect on the following:1. the students understand why laws are important and2. the writing demonstrates their understanding.

Consider the information and make a recommendation for future instruction.

Reflect and Discuss

• What are the areas of strengths and weaknesses for these students?

• How does this data inform instructional decisions? How might you modify instruction to improve student achievement?

Writing Criteria for Grade 1

• Purpose/Focus – does the student adequately explain the topic/answer the prompt?

• Organization – is the response clear and organized?• Evidence – does the student provide examples or

evidence to support their claim?• Language and vocabulary use – does the student use

precise academic and/or domain-specific vocabulary?• Command of Conventions – does the student

demonstrate effective and consistent use of punctuation, capitalization, and spelling?

Upper Elementary Classroom ExampleCurriculum Priority

Content Learning Objective (CCSS)

Formative Assessment Summative Assessment

Worth Being Familiar

Students will become familiar with the three levels of government and what they can and cannot do. (RI1, 2&4; SL 1, L4)

• Pair-share Reading Activities

• Questioning Students

• Complete a graphic organizer that identifies the responsibilities of the 3 levels of government

Important to Know and Do

Students will understand the rights and responsibilities of the government and of citizens as defined by the Bill of Rights. (RI1,2,&4; W2,4,&8 SL1, L1,2&4)

• Student drawings depicting the meaning of the Bill of Rights.

• Observation of pair-share dialogue.

• Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Enduring Understanding

Students will understand the rights and responsibilities of government and citizens in today’s democratic society. (RI1,2,&4; W1,4,6&8 SL4&5, L1,2&4)

• Small group dialogue.• Tableaux/role play

situations.

• Write an opinion piece supporting a point of view with reasons and information.

• Formal presentation using technology

Using Informative/Explanatory Writing to Assess Student Learning

The use of writing as a performance-based assessment requires students to:• Intellectually understand• Analyze• Synthesize• Extend concepts and ideas

Using Informative/Explanatory Writing to Assess Student Learning

Writing Prompt:Describe the rights of citizens of the United States according to the Bill of Rights in the following areas:• Expression of ideas• Practicing of religion• Assembling in groups with other people• Owning and carrying firearms• Quartering of soldiers• Protection of private property• Due process when accused of a crime• Punishment of criminals

CA CCSS for ELA/Literacy

CA.CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Informative-Explanatory Writing Rubric

Smarter Balanced Assessment Consortium (SBAC) includes constructed response items that measure students’ writing according to rubrics.• Review the Smarter Balanced Informative-

Explanatory Writing Rubric (3-5)

Reflect and Discuss• What do you notice about this rubric? How is it

similar to or different from what you’re already using to assess student writing?

Informative-Explanatory Writing Rubric

Assess the writing samples of four students the SBAC rubric by looking at their writing as well as their transcription. Look for the following:• Did the student demonstrate mastery of the

information?• Did the student demonstrate mastery of informative-

explanatory writing?

Student Example 1

There are lots of amendments in the bill of rights. The first ten amendments are important. The first amendment could allow us to have the freedom of writing, the right to assemble, and even petition the government. The second amendment has us to have the right to bear arms which means you're allowed to carry weapons to protect yourself. The third amendment allows us to not quater soldiers in your house unless the law is restricted. Amendment four doesn't allow soldiers to take stuff from your house. Amendment five says that it gurantees to get to a grand jury and do the process to the law. Amendment six allows citizens to a speedy or public trial by a jury. The seventh amendment talks about to get to a jury law suit. Amendment eight tells that there will not be excess bail or form and get unusual punishments. The ninth amendment tells that everyone has their rights no matter what. The last amendment describes that if powers are not given to the federal governments, they are given to the state goverments. Some of these amendments are still useful to the country.

Student Example 2

The citizens of the United States have a lot of rights and responsibilities, according to the Bill of Rights. Firstly, you have the right to express ideas and opinions. You are also allowed to practice any religion you want. You are allowed to assemble with other people and protest, but you have to do it peaceably. You are allowed to own and carry firearms, but you have to use common sense. You do not have to take care of soldiers in your house during peacetime. Also, people aren't allowed to search your house and take stuff for no reason. You have the right to due process when you are accused of a crime. And lastly, there cannot be excessive punishment for criminals.

Student Example 3

The Bill of Rights gives us, citizens rights and responsibilities. The first Amendment tells you about five freedoms that the government can't stop you from doing, they are freedom of religon, freedom of talking, freedom of writing, freedom of getting together and freedom to write or tell the government your opinions or [illegible] or Ideas for new laws. The Second Amendment says that you can own guns if you have the right papers and licence. The Third Amendment says that soldiers can't com in your house if they are in the middle of a war. The forth Amedment says the government can't search your hom, your pockets, or your belongins, unless they have a good reason. The sixth Amendment says if you did a crime you have the right to get a trial right away and be public. The Eighth Amendment says that no crual and unusual punishments The Bill of rights is important it's a paper with rules for us.

Student Example 4

The Bill of Rights discribes the right for U.S. citizens. The Bill of Rights has many amendments. Our class learned on through ten.Amendment one guarantees freedoms. Expression of ideas allows U.S. citizens the right to invent, think, and create ideas of our own. We are allowed to practice any religion we wish. We are not restricted to one religion U.S. citizens may assemble groups aslong as no harm is done to property or people.As it is said in amendment two U.S. citizens can have weapons to protect themselves. This amendment is not as important as it was when written.Again like amendment two amentment three is not as important as it was when written. In the time this amendment was importantly used soldiers used to have the right to barge into homes and sleep, eat, and well, live there without the owner's consent. With this amendment that can't happen.

Time to Reflect

• What are the areas of strength for these students? The areas of weakness?

• How might you modify the instruction or assignment to improve student achievement

• How easy or difficult did you find using the Smarter Balanced Informative-Explanatory Writing Rubric? How will this rubric impact your instruction and assessment of history/social studies?

Using Opinion Writing to Assess Student Learning

• After creating a school Constitution and Bill of Rights, Mrs. Valbuena asked her students to write an opinion essay to address the following prompt– Should students support the Stanton Elementary

Constitution and Student Bill of Rights? Provide evidence to support your point of view.

Using Opinion Writing to Assess Student Learning

This assignment addresses the following CCSS Writing Standards for Grade 5:• CA.CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics

or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d. Provide a concluding statement

Peer Review

Video: Peer Reviewhttp://

www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=507082&sciId=14812

Reflect and Discuss:Identify some additional sentence starters that would focus on how the writing aligns to the CA CCSS for ELA/Literacy’s focus on relevant evidence to support valid reasoning.

Opinion Writing Rubric

Review the SBAC Rubric for Opinion Writing, then review and assess the five writing samples provided. Writing Prompt: • Should students support the Stanton Elementary

Constitution and Student Bill of Rights? Provide evidence to support your point of view

As you read, consider the following:• Did the student demonstrate mastery of the concept?• Did the student demonstrate mastery of opinion

writing?

Student Example 1

Hi my name is ________ and did you know you had rights. Well now you do beause of the Stanton constitution. I think you should agree then you have rules, responsibiltes, and rights.

It says in the Stanton constitution that you have rules. All the Students must have rules. Rules at Stanton school will make a better place to learn. You may think rules are lame, but if there was no rules then how would Standton school be? It also says that you have responsibilities. Students at Stanton school have responsibilities. US Stanton scholars mus have certain things to do like homework. You may think that you are to young, but once you do these responsiblites you will feel proud and smart. Lastly you have rights. You have rights already have as a citizen. Well now you have rights as a kid in Stanton school. You may think that your mom and dad are the only one with rights. You are a kid and you desrve to know your rights. The Stanton school constitution is importent. Since we wrote it now we want to agree with it. I think you should agree to the school constitution because then you have rules, responsibilities, and rights.

Student Example 2

I ________ think you should agree to the new Stanton School Constitution because you’ll be safer, succesesfull, and have your rights. You will be safer now that we have a constitution. Stanton will be a better place. You might think it's a joke but it’s not. If you don’t beleve me ask other 5th graders. The New 5th grade constitution says what you need to make your life in school succesfull. Students are succesfull when they have something or someone to follow. We need to do specific rules to be a great student. You might think you’re way to young to understand but this constitution isn’t hard it gets you succesesfull. You do have rights! You have the rights as an ordinary US citizens not higher or lower. You also have the rights as a regular child. You might hink your parents, grandparents, or aldult have rights, but you have rights too! Don’t think youre not important, you are you have rights! The 5th grade constitution is not only important for kids but grown ups too. I think you should agree to the constitution because you’ll be safer, successfull, and have your own rights.

Student Example 3

Me, ____________, want you to agree to this constitution. So, hear my words. Do you ever wonder if you have rights, rules, and responsibilities? The Bill of rights says what rights you have. We need to know our rights so when we grow up we’ll be ready for our future. It’ll make us smarter. You may think that we’re to young to know this, but our future awaits. It also tells you have rules. We need to know the rules so we won’t get into trouble. It’ll make school a better place. You may think that rules are ridicules but they keep you safe and secure. Rules are good, and we have to follow them. The constitution tells you your responsibilities as a student. We all have resonsibilities as a student at STANTON. You may think we’re to young to have responsibilies, but we need to know our responsibilities. We need to do certain things to be a scholar. This constitusion and bill of rights is important for this wonderful school and we wrote the constitution and want you to agree to it. Everyone as a Stanton student need to know their rights, rules, and responsibilities.

Student Example 4

Do you ever wonder what your rights are? I, _____________, belive that you should agree to the Stanton Constitution because it states our rules, rights, and responsobilities. It’s good to know that your rules are written on paper. We should all know the expectations and rules. If we have rules, Stanton will be a better place. You may think rules are torture, but if we didn’t have rules things wouldn’t be safe. You have rights at school. With this constitution, you wouldn’t know what your rights were. And not just you need to know you need to know your rights. Adults do too. You can reffer to this document when someone is treating you badly. Some people think your rights are not official until you are 18, but you are still important, even if you are young. You deserve to have and know your rights. You want a successful life don’t you? Even children have responsobilities. We have ceartain things that help us be the best scholar we can be. You may think you are too young, but I know when I act responsobile it makes me feel proud. The Stanton Constitution is a very good idea. You should aree to it. I think you should agree to the Stanton Constitution because it states or rules, rights, and responsobilities.

Student Example 5

Dear Stanton Scholars, We have a school constitution! Did you know? Our school constitution states the rules. We scholars need to know the responsibilities and the “school’s laws.” Following these rules makes Stanton a better place to learn in. You may think rules are useful. Rules keep us defended and great. Our school’s constitution makes our life’s great, sucessful and even light-hearted. We students have responsibilities to do. WE all have to do good things to be a great, intelligent, and even diligent scholars! You may think you might now like the idea. Being scholars is making you feel happy and proud. You also have rights to have. ALL of you have rights as an American citizen. You have rights as yourself. A kid. You may think only elders have rights, but not you. YOU actually have rights as a kid. It is important to have our rights for everybody. Making a school constitution is important for you. We wrote the school’s constitution and we tried to persuade it to you. I think you should agree to the schoo constitution because it will make you a great, smart, and proud student.

Time to Reflect

• Did the student demonstrate mastery of the concept?

• Did the student demonstrate mastery of opinion writing?

Guiding Principles for Creating Assessment Tools

• Assessment is considered an integral part of the curriculum and instruction process.

• Assessment is viewed as a thread that is woven into the curriculum, beginning before instruction and occurring at junctures throughout in an effort to monitor, assess, revise, and expand what is being taught and learned.

• A comprehensive assessment plan should represent what is valued instructionally.

• Assessment practices should be goal oriented, appropriate in level of difficulty, feasible, and cost effective.

• Assessment should benefit the learner (promote self-reflection and self-regulation) and inform teaching practices.

• Assessment results should be documented to “track” resources and develop learning profiles.

Alleman and Brophy, 1997

Attributes of Authentic Assessment Tasks:

• Tasks go to the heart of essential learning (i.e., they ask for exhibitions of understandings and abilities that matter). bb

• Tasks resemble interdisciplinary real-life challenges, not academic busywork that is artificially neat, fragmented, and easy to grade.

• Tasks are standard-setting; they point students toward higher, richer levels of knowing.

• Tasks are worth striving toward and practicing.• Tasks are known to students well in advance.• Tasks strike teachers as worth the trouble.• Tasks generally involve a higher-order challenge that requires students

to go beyond the routine use of previously learned information.• All tasks are attempted by all students.

Brophy, Alleman, and Halvorsen, 2013

Rubrics for Designing AssessmentComponents 3 = Effective 2 = Needs Improvement 1 = Ineffective

Assessing Student Outcomes

How will students demonstrate mastery of the standard?

• Assessment clearly provides several opportunities (i.e., use of multiple measures) for all students to demonstrate mastery of the essential learning(s) from the standard.

• Assessment task strongly matches defined essential learning(s).

• Assessment is efficient and developmentally appropriate.

• Formative assessment measure checkpoints are clearly evident throughout the instructional unit.

• Assessment provides only one opportunity for all students to demonstrate mastery of the essential learning(s) from the standard.

• Assessment task does not clearly match defined essential learning(s).

• Assessment needs minor revision to be efficient and/or developmentally appropriate.

• Formative assessment checkpoints not clearly evident throughout the instructional unit.

• Assessment not evident or does not provide any opportunity for students to demonstrate mastery of the essential learning(s).

• Assessment task does not match the defined essential learning(s).

• Assessment is neither efficient nor developmentally appropriate.

• Formative assessment checkpoints are not evident throughout the instructional unit.

Unit 4 Summary

• In goal-oriented assessment, teachers use a variety of formal and informal methods to monitor students’ progress toward learning goals.

• Writing is an important assessment tool even in early elementary grades.

• Sentence frames or starters can help scaffold student skill development.• Use student work as evidence to refine instructional practices.• The SBAC rubrics for informative/explanatory and opinion writing can be

used as learning targets, to assess student writing, and to assist in aligning instruction to the assessment.

• Carefully designed student peer-review protocols can serve as effective formative assessment tools to improve student writing.

• Assessment should be an ongoing and integral part of each history/social studies instructional unit, not an add-on.

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What have you learned? Post-Assessment

Assess your learning of the Common Core writing standards following the module:

• Complete the “Post-Assessment”

• Work independently, without discussion or assistance form others

| California Department of Education