NYCDOE’s Advance: NYC Performance Assessments

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NYC Performance Assessments

Introduction 15 min.

Performance Assessments – Task Design

Investigation15 min.

Performance Assessments – Norming and

Scoring45 min.

Agenda

K-5 Performance Assessments for MOSL

Grade NYC Performance Assessments Available

Grade K ELA – Writing PromptMath

Grade 1 ELA – Writing PromptMath

Grade 2 ELA – Writing PromptMath

Grade 3 ELA – Writing PromptMath

Grade 4 ELA – Writing PromptScience

Grade 5 ELA – Writing Prompt

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6-8 Performance Assessments for MOSL

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* Regents Year

Grade NYC Performance Assessments Available

Grade 6-8 ELA ELA – Writing Prompt

Grade 6-8 Math Integrated Algebra*

Grade 6-7 Science Science

Grade 8 Science ScienceLiving Environment

Grade 6-8 Social Studies Social Studies

9-12 Performance Assessments for MOSL

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Grade NYC Performance Assessments Available

Regents Year Integrated AlgebraGlobal HistoryU.S. History

Grade 9 ELALiving Environment

Grade 10 ELALiving Environment

Grade 11 ELALiving Environment

Grade 12 ELA Living Environment

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NYC Performance Assessments focus on common instructional goals across subjects.

ELA Math Science Social StudiesF

ocus 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

Performance Assessment Administration

Printing

• Performance Assessments can be accessed for printing through Advance Intranet on March 15th

• 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.

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Accessing Performance Assessments

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Performance Assessment Rubric Scoring

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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 & 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).

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.

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.

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Deep Dive: NYC Performance AssessmentsActivity #1 – Task Design Investigation

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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 you’re

reviewing the task and texts. Share your reflections with your table.

Deep Dive: NYC Performance AssessmentsActivity #1 – Task Design

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Deep Dive: NYC Performance AssessmentsActivity #2 – Norming & Scoring

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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.

Deep Dive: NYC Performance AssessmentsActivity #2 – Norming & Scoring

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  12th Grade ELA Sample A 12th Grade ELA Sample B

Rubric Dimensions

My Score

Normed Score

Evidence from the TextMy Score

Normed Score

Evidence from the Text

Focus: Position

           

Development: Elaboration

           

Development: Textual Analysis

           

Development: Counterclaims

           

Reading            

Organization            

Conventions            

Thank You!

Lori Ann O’Connor

Senior MoSL Implementation Specialist-Cluster 6

Office of Academic Quality

loconno@schools.nyc.gov

718-420-5659 (office)

646-696-8170 (BlackBerry)

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