connecting assessments to instruction- ela kasey dunlap clermont county educational service center

Connecting Assessments to Instruction- ELA

Kasey Dunlap

Clermont County Educational Service Center

Learning TargetsParticipants will

• recognize the shifts necessary for teaching and thinking

• understand the claims driving the assessment design

• have a working knowledge of the resources and tools available

Next Generation Assessments

English language arts- End of Year English I English II English III

Mathematics – End of Course Math I Math II Math III

PARCC-Developed Assessments

Science – End of Course Biology Physical ScienceSocial Studies – End of Course American History American

Government

State-Developed Assessments

OrAlgebra IGeometryAlgebra II

Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-

11

End-of-Year Assessment

• Innovative, computer-based items

• Required

Performance-Based

Assessment (PBA)

• Extended tasks• Applications of concepts and skills

• Required

Diagnostic Assessment• Early indicator of

student knowledge and skills to inform instruction, supports, and PD

• Non-summative

2 Optional Assessments/Flexible Administration

Mid-Year Assessment• Performance-based• Emphasis on hard-

to-measure standards

• Potentially summative

Speaking And Listening Assessment• Locally scored• Non-summative, required

Next Generation Assessments

Includes a performance-based assessment and an end of year or end of course exam

Administered at the elementary, middle school and high school level

Applies to PARCC (math and ELA) and state-developed assessments(science and social studies)

Two – Part Summative Assessment

http://www.parcconline.org/assessment-blueprints-test-specs

PARCC Test Specifications

Blue PrintsEvidence Tables



Assessment Blueprints vs Evidence Statements

Assessment Blueprints/

Test Specifications

Evidence Statements / Tables

• Blueprints are a series of documents that together describe the content and structure of an assessment. These documents define the total number of tasks and/or items for any given assessment component, the standards measured, the item types, and the point values for each.

• Evidence tables and evidence statements describe the knowledge and skills that an assessment item or a task elicits from students.

Performance Based Assessment Form Specifications for Grades 3

End of Year Form Specifications for Grades 3

Integral pieces to the ELA assessments….What you need to know

The ELA assessments are rooted in text.Additional specifications are necessary…Clear guidelines on selection of passages/texts

Relationship of reading to writingHow to assemble passages/texts with questions together to form cogent performance-based tasks

Evidence Centered Design: Claims

Key Shifts of the New Assessments

1.Writing always connected to reading.

2.Vocabulary in context.

3.Evidence, evidence, evidence!

Evidence Centered Design: Evidence

What are ELA Evidence tables?

• The tables contain the Reading, Writing and Vocabulary Major claims and the evidences to be measured on the Next Generation Assessments.

• Evidences are attached to the Reading, Writing and Vocabulary claims.

• Evidences describe what students might say or do to demonstrate mastery of the standards.

• An item on the assessment may measure multiple standards and multiple evidences.

Reading an Evidence Table

ClaimGrade

Standards:RL –Reading LiteraryRI – Reading Information

Evidences

Instructional uses of the evidence statements/tables for teachers

• To help determine alignment of a complex text with standards for instructional passage selection

• To develop the stem for questions/tasks for instruction aligned with the standards

• To determine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)

• To develop rubrics and scoring tools for classroom use

Key Points to Remember

• In all Evidence Tables for Grades 3 – 11 Standard 1 is always combined with the teaching of any of the other standards.

• More than one evidence may be combined with Standard 1.

• Texts need to be complex literary or informational text (s)that students will use as a basis for their answers.

• Effective text dependent questions require students to draw evidence from a text to support their answers.

• Careful and close reading is required in order to determine meaning and answer questions.

• Written tasks should require writing to sources rather than to a de-contextualized or generalized prompt and should require students to apply the knowledge of language and conventions.

Standard 1 on the Evidence Tables

All items measuring this claim require students to read a text prior to responding to the items

(i.e. the item is text dependent)

This standard is always combined with other standards.

All questions are text dependent.

Reading: Anchor Standard 1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Evidence Centered Design: Tasks

Item Types

• EBSR = Evidence-Based Selected Response (on PBA and EOY)

• TECR = Technology-Enhanced Constructed Response

(on PBA and EOY)

• PCR = Prose Constructed Response (on PBA only)

Text Dependent Questions• Good text dependent questions will often linger over

specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading.

• An effective set of text dependent questions delves systematically into a text to guide students in extracting the key meanings or ideas found there.

• They typically begin by exploring specific words, details, and arguments and then moves on to examine the impact of those specifics on the text as a whole.

• Along the way they target academic vocabulary and specific sentence structures as critical focus points for gaining comprehension.

Grade 3 EBSR from EOY

Read all parts of the question before responding

Part A

What is one main idea of “How Animals Live?”

a. There are many types of animals on the planet.

b. Animals need water to live.

c. There are many ways to sort different animals.

d. Animals begin their life cycles in different forms.

Grade 3 EBSR from EOY

Part BWhich detail from the article best supports the answer to Part A?

a. “Animals get oxygen from air or water."

b. "Animals can be grouped by their traits."

c. "Worms are invertebrates."

d. "All animals grow and change over time."

e. "Almost all animals need water, food, oxygen, and shelter to live."

Technology-Enhanced Constructed-Response Grade 3

Grade 6 Technology-Enhanced Constructed-Response

Part A

Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.

A. reckless

B. lively

C. imaginative*

D. observant*

E. impatient

F. confident

Grade 6 Technology-Enhanced Constructed-Response

Part B

Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Part C

Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

TECR – Grade 5 (multiple select)Question: Choose the two main ideas and drag them to the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.”

Possible Main Ideas Possible Supporting Details

Jonathan has his own 1000-yard zipline.

“In fact, as a tree house architect…”*

Johnathan is an experienced tree house builder.

“Jonathan’s love of tree-house living began when he was a kid.”

Johnathan works carefully so that tree houses do not hurt the trees.

“It was the most fun I ever had.”

Johnathan lived in a tree house when….*

“I build a tree house so it helps the tree’…”*

Prose Constructed Response Questions

Questions that require a written response:• Allow students to elicit evidence

demonstrating that they have understood a text or texts read

• Allow students to demonstrate that they can communicate that understanding well both in terms of written expression and knowledge of language and conventions

• Allow teachers the opportunity to provide feedback on how individual pieces of writing meet or do not meet the criteria for quality writing

Prose Constructed Response Sample Grade 4

• Question: You have read two stories where one family member saves another. Write an essay describing the mosquito from “Cricket and Cougar” and one of the main characters from “Kira-Kira.” For each character described,

• Explain how the thoughts, words, and/or actions of the character help you understand what the character is like.

• Explain why the character chooses to save his or her family member.

• Be sure to include specific details from each story* to support your ideas.

Prose Constructed Response Narrative Writing Task, Grade 6

• In the passage the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.

• Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

Question: You have read a website entry and an article and watched a video describing Amelia Earhart. All three include information that supports the claim that Earhart was a brave, courageous person. The three texts are: “The Biography of Amelia Earhart” “Earhart’s Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance”(video)

Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments related to Earhart’s bravery in at least two of the three supporting materials. Remember to use textual evidence to support your ideas.

Prose Constructed Response Research Simulation Task, Grade 7

Prose Constructed Response Literary Analysis Task, Grade 10Student Directions:

• Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.”

• As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.

• Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Putting it all TogetherInstructional Considerations

Key Elements of the ELAModel Content Frameworks

Note...the newest version of the Framework is interactive - and searchable.

Sample Model Content Framework Chart ELA

Content Framework Planning Tool

http://clermontcountyela.wordpress.com/

http://clermontcountyela.wordpress.com/

Writing Standards Progression

Instructional Uses of Standards Progressions

• Understand where your grade fits into the continuum of skills

• Focus unit and lesson planning on progressions

• Writing expectations for students

• Grammar calendars

http://www.parcconline.org/parcc-model-content-frameworks




Text Complexityfor assessment and instruction

Text Selections for Assessment and Instruction

It is important when selecting texts that:• Texts stem from across the disciplines (e.g. ELA, history,

science and technical subjects), are written by authors with diverse backgrounds, reflect the CCSS prescribed balances of literature and informational text, and appeal to a wide range of student audiences.

• Texts are authentic works of exceptional craft and/or rich repositories of ideas and information

Text Selections for Assessment and Instruction

• Text pairings, where required by the CCSS, have meaningful and significant points of comparison that invite questions beyond superficial observations

• Texts appeal to student interest and appeal to a wide audience

• Texts avoid highly controversial topics that may be troublesome to students

• Refer to Passage Selection Guidelines for Assessing CCSS and the Bias and Sensitivity Guidelines for more detailed information about the selecting of passages for students.

PARCC - Literary Complexity Analysis Worksheet

Text Complexity

Proposed Writing RubricsThree primary components to the rubrics: • A reading assessment component• A written expression component (which has

several sub-components)• A knowledge of language and conventions

component.

The use of this single rubric—regardless of task purpose• Allows for the focus of evaluation of the quality of

a written response to be on key traits of quality of reading comprehension (including providing strong evidence from texts)

• Allows for focus on quality writing rather than on any single, discrete criterion

• Reinforces student preparation for prose to be written in college and careers, where quality is defined by addressing the demands of a task, rather than on an isolated skill

http://www.parcconline.orgThen search “rubrics”

http://www.parcconline.org/


Performance Level Descriptors or PLDs describe what students at each performance level know and can do relative to grade-level or course content standards assessed.

What are Performance Level Descriptors?

Performance Descriptor Levels

PARCC will report students achievement using PLDs and scaled scores.In October 2012 PARCC established 5 performance levels

• Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level.

• Level 4: Solid command…• Level 3: Moderate command…• Level 2: Partial command…• Level 1: Minimal command…

• Cut Scores will be determined in the Summer of 2015 using multiple stakeholders in the decision making process.

Performance Level Descriptor Grade 3 Reading

Grade 11 ELA PLD

Teaching to the Depth of the New Learning Standards/Next

Generation Assessments

Dep

th o

f K

now

led

ge

Cognitive Rigor – Hess Matrix

1. Critical Thinking and Problem Solving

2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written

Communication6. Accessing and Analyzing

Information7. Curiosity and Imagination

Rigor Redefined

Top Ten Guiding Principles for ELA Instruction…

• READING1. Make close reading of texts central to lessons.

2. Ask text-dependent questions.

3. Structure majority of instruction so all students read complex texts; scaffold instruction not texts.

4. Balance non-fiction with fiction. Balance short and long texts.


• WRITING5. Write! Write! Write!

Focus on types not genres

Writing is always connected to reading


• SPEAKING AND LISTENING6. Talk it out. Facilitate academic conversations.


• LANGUAGE7. Teach vocabulary acquisition, not just words.

8. Embed grammar instruction in writing AND reading.


• PLANNING9. Design units backwards from the writing task.

Use mentor texts to anchor reading lessons.

10. Choose wisely – both materials and activities.

.

“

”

No instruction manual can teach as much as careful attention to the sounds in even one great

poem.

Robert Pinsky

Kasey Dunlap, ELA/School Improvement Consultant

Clermont County Educational Service Center

[email protected]

www.ccesc.org

[email protected]

@clermontELA

connecting assessments to instruction- ela kasey dunlap clermont county educational service center

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