NYCDOE’s Advance: NYC Performance Assessments 1. 2 NYC Performance Assessments Introduction15 min. Performance Assessments – Task Design Investigation

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<ul><li> Slide 1 </li> <li> NYCDOEs Advance: NYC Performance Assessments 1 </li> <li> Slide 2 </li> <li> 2 NYC Performance Assessments Introduction15 min. Performance Assessments Task Design Investigation 15 min. Performance Assessments Norming and Scoring 45 min. Agenda </li> <li> Slide 3 </li> <li> K-5 Performance Assessments for MOSL GradeNYC Performance Assessments Available Grade KELA Writing Prompt Math Grade 1ELA Writing Prompt Math Grade 2ELA Writing Prompt Math Grade 3ELA Writing Prompt Math Grade 4ELA Writing Prompt Science Grade 5ELA Writing Prompt 3 </li> <li> Slide 4 </li> <li> 6-8 Performance Assessments for MOSL 4 * Regents Year GradeNYC Performance Assessments Available Grade 6-8 ELAELA Writing Prompt Grade 6-8 MathIntegrated Algebra* Grade 6-7 ScienceScience Grade 8 ScienceScience Living Environment Grade 6-8 Social StudiesSocial Studies </li> <li> Slide 5 </li> <li> 9-12 Performance Assessments for MOSL 5 GradeNYC Performance Assessments Available Regents YearIntegrated Algebra Global History U.S. History Grade 9ELA Living Environment Grade 10ELA Living Environment Grade 11ELA Living Environment Grade 12ELA Living Environment </li> <li> Slide 6 </li> <li> 6 NYC Performance Assessments focus on common instructional goals across subjects. ELAMathScienceSocial Studies Focus standards Writing Standard 1 (opinion / argument) in grades 3-12 and Writing Standard 2 (informative / explanatory texts) in grades K-2 Reading Standard 1 Mathematical Practice 3: Construct viable arguments and critique the reasoning of others and Mathematical Practice 4: Model with mathematics High leverage content standards Writing Standard 1a and b: writing arguments focused on discipline- specific content [italics in original] Science skills as described in scope and sequence Writing Standard for Literacy in History / Social Studies, Science, and Technical Subjects 1: writing arguments focused on discipline- specific content [italics in original] Reading Standards for Literacy in History / Social Studies 1 and 9: analyzing primary and secondary documents Concept Students write based on details from mostly informational texts Each assessment includes multiple mini- tasks Open-ended task design to understand student thinking and allow multiple pathways to answer Critique an experimental report, akin to peer review of a journal article Document-based analysis, document integration, and essay writing incorporating several documents at different levels of complexity </li> <li> Slide 7 </li> <li> Performance Assessment Administration Printing Performance Assessments can be accessed for printing through Advance Intranet on March 15 th Schools have been allotted funds to help cover printing expenses. Scoring Administrators should facilitate teacher norming and scoring. Submitting ATS scanners will be used to submit scores Teachers, assessment coordinators, or other principal designee may enter assessment data. Confirming As with state assessments, there is a process to correct assessment data that has been entered incorrectly. 7 </li> <li> Slide 8 </li> <li> Accessing Performance Assessments 8 </li> <li> Slide 9 </li> <li> Performance Assessment Rubric Scoring 9 IMPORTANT UPDATES 1.There is now a 6 digit Scorer ID number that will be automatically generated for every teacher in ATS. Schools should view &amp; print the teacher Score IDs using the RTES function in ATS. Teachers will enter and bubble their 6 digit Scorer ID on each score sheet they complete. 2.Scorers or assessment coordinators should bubble in the Month and Day in which the assessment was ADMINISTERED. 3.Scorers or assessment coordinators should bubble in the Days for Assessment (single or multiple). 4.For students who are exempt, scorers or assessment coordinators should bubble in the appropriate category indicating the reason: Taking NYSAA or First Year ELL. 5.For students who refuse to complete the task or the administration is invalidated the Exam Invalidated bubble should be filled in on the ATS score sheet (see pg. 29 of the EOY Handbook). EOY Handbook 6.If the student took the assessment in an alternate language, the scorer or assessment coordinator should bubble in the appropriate language. Please refer to the NYC Performance Assessments: ATS Guide for Assessment Coordinators for additional data systems guidance for NYC Performance Assessments.NYC Performance Assessments: ATS Guide for Assessment Coordinators IMPORTANT UPDATES 1.There is now a 6 digit Scorer ID number that will be automatically generated for every teacher in ATS. Schools should view &amp; print the teacher Score IDs using the RTES function in ATS. Teachers will enter and bubble their 6 digit Scorer ID on each score sheet they complete. 2.Scorers or assessment coordinators should bubble in the Month and Day in which the assessment was ADMINISTERED. 3.Scorers or assessment coordinators should bubble in the Days for Assessment (single or multiple). 4.For students who are exempt, scorers or assessment coordinators should bubble in the appropriate category indicating the reason: Taking NYSAA or First Year ELL. 5.For students who refuse to complete the task or the administration is invalidated the Exam Invalidated bubble should be filled in on the ATS score sheet (see pg. 29 of the EOY Handbook). EOY Handbook 6.If the student took the assessment in an alternate language, the scorer or assessment coordinator should bubble in the appropriate language. Please refer to the NYC Performance Assessments: ATS Guide for Assessment Coordinators for additional data systems guidance for NYC Performance Assessments.NYC Performance Assessments: ATS Guide for Assessment Coordinators </li> <li> Slide 10 </li> <li> Performance Assessment Scoring: Group Norming Before scoring assessments, educator teams should norm using the rubrics and anchor papers. This entails: 1.Reviewing the rubric and discussing expected performance at each performance level for each rubric trait. 2.Reviewing annotated sample student work and discussing the evidence for each score. 3.Individually scoring anchor papers, then discussing as a group the evidence for each score. 10 </li> <li> Slide 11 </li> <li> Deep Dive: NYC Performance Assessments Activity #1 Task Design Investigation 11 Objective Participants will be able to interpret a sample NYC Performance Assessment by analyzing the requirements for students and predicting students strengths and struggles. Activity Preview the sample NYC Performance Assessment and consider the four key questions on the handout. Use the chart to take notes while youre reviewing the task and texts. Share your reflections with your table. </li> <li> Slide 12 </li> <li> Deep Dive: NYC Performance Assessments Activity #1 Task Design 12 </li> <li> Slide 13 </li> <li> Deep Dive: NYC Performance Assessments Activity #2 Norming &amp; Scoring 13 Activity Individually read and score Sample 1 according to the rubric. Be sure to provide a score for each individual trait, and then discuss your findings with your table. Refer to evidence in the sample of student work and the rubric to justify your choices and seek consensus. Repeat the process for Sample 2 (time permitting). Objective Participants will be able to apply the rubric as an evaluative tool for scoring student writing and establish a shared understanding of the expectations of the NYC Performance Assessments. </li> <li> Slide 14 </li> <li> Deep Dive: NYC Performance Assessments Activity #2 Norming &amp; Scoring 14 12 th Grade ELA Sample A12 th Grade ELA Sample B Rubric Dimensions My Score Normed Score Evidence from the Text My Score Normed Score Evidence from the Text Focus: Position Development: Elaboration Development: Textual Analysis Development: Counterclaims Reading Organization Conventions </li> <li> Slide 15 </li> <li> Thank You! Lori Ann OConnor Senior MoSL Implementation Specialist-Cluster 6 Office of Academic Quality loconno@schools.nyc.gov 718-420-5659 (office) 646-696-8170 (BlackBerry) 15 </li> </ul>

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