WRITTEN RESPONSE AND PERFORMANCE TASKS

Jacque Melin

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm#

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

ELA

Math

Written Response

Target Type

Match

Writing Good Questions

Sampling Avoiding Bias

Knowledge,Reasoningand Product (written)

1. Set the context.2. Specify the

reasoning.3. Point the way.

1 task per target.Don’t give student choices.

Design good rubrics.Set clear criteria.Reflect target you are assessing.Keep reading level as low as possible.Devise clear instructions.

Sample Written Response Question

We have been studying “point of view” – what it means and how to identify it in a story. (Set the Context)

After reading the story “Eleven,” explain how the author uses work choice to show the point of view of the young speaker.(Specify the Reasoning)

Choose at least three examples. Make sure you explain what the young speaker’s perspective is and how each example shows that. (Point the Way)

Sample Written Response Question

We have been learning how to write a summary – a brief statement of the main ideas of a text. (Set the Context)

After reading (the assignment provided), write a paragraph that summarizes the main ideas. (Specify the Reasoning)

In your paragraph, be sure to do the following:focus only on the main ideainclude enough information to cover all of the main ideas. (Point the Way)

Your paragraph will be evaluated with the Summary Rubric Attached.

Math Written Response

Directions: In class we have focused on using data to draw and support conclusions. Please read the rubric below to understand how your response will be scored, then carefully read the first question. Write your response on the lines provided on the next page.

Read through the data in the graph below. Once you have looked it over carefully, draw a conclusion that can be supported by this data. Write both your conclusion and your support in the space provided on the next page. When considering possible conclusions, you may want to consider looking at some basic calculations based on the data.

5 I demonstrated a clear understanding of the meaning of the data. My conclusion is clearly stated and supported by the data. My response demonstrates in-depth understanding of the relevant concept.

3 I had some difficulty understanding the meaning of the data. I tried to explain and support my position, but my argument was unclear and/or not well supported from the data.

1 I attempted to draw a conclusion but the conclusion is incorrect or I make a conclusion without using the data to support my claim.

0 I did not respond.

Score: Description

Student Involvement

5 I demonstrated a clear understanding of the meaning of the data. My conclusion is clearly stated and supported by the data. My response demonstrates in-depth understanding of the relevant concept.

3 I had some difficulty understanding the meaning of the data. I tried to explain and support my position, but my argument was unclear and/or not well supported from the data.

1 I attempted to draw a conclusion but the conclusion is incorrect or I make a conclusion without using the data to support my claim.

0 I did not respond.

I would give my response a ______ out of 5 possible points because

Performance Assessment

Target Type Match

Writing Good Questions

Sampling Avoiding Bias

Knowledge, Reasoning, Skills, Products

Novel and engaging tasksProvide information that will help students “Blueprint” for success

Multiple samples may be needed to get an accurate picture of performance.

Performance criteria provide a clear and accurate picture of quality.

Characteristics of a GoodPerformance Task

Content of the Task Target Alignment - The right performance or

product Authenticity – Realistic context as possible Choice – If offered, all options equivalent Scaffolding – Points the way without

“overhelping” Interference – Successful completing does not

depend on unrelated skills Availability of Resources – All materials and

resources available to all.

Characteristics of a GoodPerformance Task

Structure of the Task – should let the students know: What knowledge is to be applied? What are students to do with the knowledge

specified? What form will the finished performance or product

take? What materials should students use? How much time will students have? Under what conditions will it (demonstration or

performance) take place? What assistance will be permitted? From whom? What criteria will be the focus of the assessment?

RAFT Writing Task Design

Role: Who, in the practice of this content area might be writing about this topic?

Audience: Specify an audience who might need to know the information.

Format: Consider audience, topic and purpose.

Topic: Specific; How wide or narrow; How much time?

Strong Verb: Specifies the purpose

Strong VerbsTo Narrate To Inform To Persuade

ChronicleDepictDescribe an experienceGive an account ofRecountRelateSet forthTell the story ofTell about a time when

BriefClarifyCompareDefineDiscussDescribeExplainFamiliarizeInformTeachTellUpdate

ArgueChallengeCompelConvertConvinceDefendEnlistExhortImpelInciteInduceInfluenceInspireJustifyPersuadeSway

• Does it cover everything of importance?• Does it leave out unimportant things?Content

• Are terms defined?• Are various levels of quality defined?• Are there samples of work to illustrate levels of

quality?Clarity

• Will students understand what is meant?• Can students use it to self-assess and set

specific goals?• Is the information provided useful for planning

instruction?• Is the rubric manageable?

Practicality

• Is it reliable? Will raters give it the same score?• Is it valid? Do the ratings actually represent

what the students can do?• Is it fair? Does it avoid bias?

Technical Quality/Fairne

ssStiggins, 2006, p. 203

Common Problem with Rubrics Counting items when quality is

what really counts Leaving out things that are

important Including things that are trivial Using unclear language or terms

Rubric Resources

http://school.discoveryeducation.com/schrockguide/assess.html

http://olc.spsd.sk.ca/de/resources/rubrics/index.htm

http://insidemathematics.org/index.php/mathematical-practice-standards

http://insidemathematics.org/index.php/high-school-algebra

http://emergentmath.com/the-great-inquiry-based-math-curriculum-mapping-project/

Math

Math

Math

http://coolcatteacher.blogspot.com/2012/08/89-lesson-plans-and-ideas-for-teaching.html

http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm

http://map.mathshell.org/materials/lessons.php?gradeid=21

Math

Math & ELA

Math

Developing assessments will become easier the more you do.

Final Thought

Students may not hit the target today…

the important thing is that they remain willing to shoot at it again tomorrow.

Team Reading/Resources

Resources

Chappuis, S. & Stiggins, R. Finding balance: Assessment in the middle school classroom, middle ground, October 2008, 12 (2), 12-15. Retrieved from:

http://www.nmsa.org/Publications/MiddleGround/Articles/October2008/Article1/tabid/1755/Default.aspx

Stiggins, R.J., Arter, J.A., Chappuis, J. & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing it Right-Using it Well. Portland, OR: ETS.

Jakicic, C. , Presentation Handouts, Solution Tree

5-3-1 Think-Pair-Share Activity

Narrow your ideas to 1 word that captures the essence of the day.

On your own, think of 5 words or phrases related to what you learned today.

At your table, share your ideas and pick 3 key ideas that best represent your table.

Share your word with the whole group.

Your Goals

Journal Entry: How will the CCSS change your curriculum, instruction and/or assessment practices?

Short Term Long Term