Types of Assessments: Graphic Organizer - Multnomah … · 2017-09-21 · Types of Assessments: Graphic Organizer. Formative Assessment ... and teachers in short-term intervals ...

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Types of Assessments: Graphic Organizer

Formative Assessment Purpose: What does formative assessment look like in my

context?

What questions about teaching and learning am I trying to answer with formative assessment?

What instructional decisions can I make using this data?

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Interim Assessment Purpose: What does interim assessment look like in my

context?

What questions about teaching and learning am I trying to answer with interim assessment?


Summative Assessment Purpose: What does summative assessment look like in my

context?

What questions about teaching and learning am I trying to answer with summative assessment?


Student Standards

Minute-by-minute Daily

Weekly

Quarterly Annually Formative

Interim/ Benchmark

Unit

Large-scale Summative

Assessment Cycles by Purpose

(CDE ELA/ELD Curriculum Framework, 2014 p. 826. Adapted from Herman & Heritage, 2007)

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Figure 8.5 Types and Uses of Assessments Within Assessment Cycles Cycle Methods Information Uses/Actions Short

Min

ute-

by-M

inut

e

• Observation • Questions (teachers and

students) • Instructional tasks • Student discussions • Written work/

representations

• Students’ current learning status, relative difficulties and misunderstandings, emerging or partially formed ideas, full understanding

• Keep going, stop and find out more, provide oral feedback to individuals, adjust instructional moves in relation to student learning status (e.g., act on “teachable moments”)

Dai

ly L

esso

n

Planned and placed strategically in the lesson: • Observation • Questions (teachers and

students) • Instructional tasks • Student discussions • Written work/

representations • Student self-reflection

(e.g., quick write)

• Students’ current learning status, relative difficulties and misunderstandings, emerging or partially formed ideas, full understanding

• Continue with planned instruction

• Instructional adjustments in this or the next lesson

• Find out more • Feedback to class or

individual students (oral or written)

Wee

k

• Student discussions and work products

• Student self-reflection (e.g., journaling)

• Students’ current learning status relative to lesson learning goals (e.g., have students met the goal[s], are they nearly there?)

• Instructional planning for start of new week

• Feedback to students (oral or written)

Source: California ELA/ELD Framework – Figure Collection http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter8.pdf page 827

http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter8.pdf

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Cycle Methods Information Uses/Actions Medium

End-

of-U

nit/P

roje

ct

• Student work artifacts (e.g., portfolio, writing project, oral presentation)

• Use of rubrics • Student self-reflection

(e.g., short survey) • Other classroom

summative assessments designed by teacher(s)

• Status of student learning relative to unit learning goals

• Grading • Reporting • Teacher reflection on

effectiveness of planning and instruction

• Teacher grade level/ departmental discussions of student work

Qua

rter

ly/In

teri

m/

Ben

chm

ark

• Portfolio • Oral reading observation • Text

• Status of achievement of intermediate goals toward meeting standards (results aggregated and disaggregated)

• Making within-year instructional decision

• Monitoring, reporting; grading; same-year adjustments to curriculum programs

• Teacher reflection on effectiveness of planning and instruction

• Readjusting professional learning priorities and resource decisions

Ann

ual

• Smarter Balanced Summative Assessment

• CELDT • Portfolio • District/school created

test

• Status of student achievement with respect to standards (results aggregated and disaggregated)

• Judging students’ overall learning

• Gauging student, school, district, and state year-to-year progress

• Monitoring, reporting and accountability

• Classification and placement (e.g., ELs)

• Certification • Adjustments to following

year’s instruction, curriculum, programs

• Final grades • Professional learning

prioritization and resource decisions

• Teacher reflection (individual/grade level/ department) on overall effectiveness of planning and instruction

Source: California ELA/ELD Framework – Figure Collection http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter8.pdf page 828

http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter8.pdf

THE CENTER ON STANDARDS AND ASSESSMENT IMPLEMENTATION

Overview of Major Assessment Types in Standards-Based Instruction

Overview of Assessment Types

Formative Assessment

Diagnostic Assessment

Interim/Benchmark Assessment

Summative Assessment

Description • Process teachers and students use to continuously gather evidence of student learning

• Evidence is used to adapt instruction on moment-to- moment and day-to-day bases

• Requires evidence gathering that provides diagnostic information

• Formal strategies and/ or tools used to identify specific strengths and weaknesses in student learning relative to specific learning standards and/or goals

• Focused on individual students

• Assessment administered at specified intervals over the course of the academic year

• Compares student learning or performance against set of learning standards or objectives

• May be common across classes or schools

• Measures students’ knowledge and skills relative to specific learning standards or goals

• Also referred to as a “culminating assessment”

• May be “high-stakes”

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Purposes • Informs teaching and learning

• Monitors student learning and progress, based on lesson goals

• Provides immediate or very timely feedback on student understanding

• Signals important learning goals

• Identifies potential learning strengths and difficulties and/or areas that require further development

• Provides teachers with information to inform next possible instructional steps

• Predicts student’s end-of-year proficiency

• Monitors students’ progress toward longer-term goals

• Informs teacher instruction and/or school improvement

• Identifies and provides support for struggling students, teachers, schools

• Evaluates learning outcomes

• Informs school improvement planning


• Provides overall description of students’ learning status, enabling monitoring and evaluation of student achievement

• Evaluates effectiveness of the educational environment at various levels

• Provides information for accountability purposes

• Informs school improvement planning


Format Examples

• Teacher-created tests and quizzes

• Analysis of student work

• Questions during classroom discussion

• Observations

• Observation protocol

• Written or oral assessment

• May draw on item banks

• Educator or commercially developed

• Condensed summative assessment

• May include item banks

• Common performance tasks

• Educator or commercially developed assessment

• Large-scale assessment (e.g., annual statewide assessments, Smarter Balanced or PARCC)

• School, classroom assessment (e.g., end-of-unit test or end-of- course exam)

• May include item banks


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Frequency • Ongoing: formative assessment process is embedded within teaching and learning, or done as it fits within an instructional plan or schedule

• May be routine if given as part of a cycle of instruction

• May be given multiple times across year

• Can be given as pre- and/ or post-instruction assessment

• May be given at regular intervals (e.g., end of a quarter or trimester, or at the midpoint of an extended curricular unit)

• Results are generally provided in a timely manner to contribute to learning process

• Generally administered at a single point in time

• Large-scale summative assessment may be given on an annual basis

• Classroom summative assessment may be given at the end of a course, or calendar period

Classroom Uses

•

Formative assessment appears as informal and formal checkpoints on students’ learning during the course of instruction

• Provides feedback to students and teachers in short-term intervals

• Directly embedded in and informs ongoing teaching and learning

• Diagnostic assessment may be given in the classroom to obtain insight into students’ learning challenges

• Feedback can inform how teachers provide learning support, as well as next possible steps in instruction

• Interim/benchmark assessment can be used to monitor student learning and may be predictive of students’ end-of-year performance

• Classroom interim/ benchmark assessment can also inform improvement strategies for teachers, schools and districts

• Summative assessment may be given to evaluate and monitor student learning

• May inform teaching and learning at the program, school, and district levels

• Classroom summative assessments also inform improvement strategies for programs, classroom, schools and districts


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Smarter Balanced Assessment Consortium: Performance Task Specifications

Role of Smarter Balanced Performance Tasks

Taken during the final 12 weeks of the school year, the Smarter Balanced summative

assessments for accountability will have two components: a comprehensive end-of-year

computer adaptive assessment and performance tasks. These assessments in English

language arts (ELA) and mathematics will provide measures of students’ achievement

(proficiency in meeting grade-level standards), academic growth, and progress toward

college and career readiness. The focus of both assessment components will be the

claims and targets identified in the Smarter Balanced content specifications for

ELA/literacy and mathematics, which serve as “bridge documents” between the

Common Core State Standards and the Smarter Balanced summative assessments.

Through the use of technology and innovative item and task formats, the Smarter

Balanced assessments will exemplify “next generation assessments,” significantly

improving upon traditional, large-scale accountability tests in terms of authenticity,

accessibility, and coverage of skills that are identified in college and career standards

(e.g., mathematics practices, problem solving, speaking and listening, use of

technology), as described in the Smarter Balanced content specifications.

The domain of performance assessment is quite broad, encompassing a range of non–

selected-response tasks. A Smarter Balanced performance task involves significant

interaction of students with stimulus materials and/or engagement in a problem solution,

ultimately leading to an exhibition of the students’ application of knowledge and skills,

often in writing or spoken language. Stimuli include a variety of information forms (e.g.,

readings, video clips, data), as well as an assignment or problem situation. A key

component of college and career readiness is the ability to integrate knowledge and

skills across multiple content standards. Smarter Balanced will address this ability

through performance tasks, because it cannot be adequately assessed with selected-

response or constructed-response items.

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The Relationship Between Standards, Claims, and Targets The Smarter Balanced Assessment Consortium (SBAC) is comprised of claims and targets that together can be used to make statements about student achievement. The claim is a broad statement that will outline the outcomes achieved with mastery of the standards within it. Within each claim are a variety of assessment targets that further clarify the knowledge and specific skills that cross over a cluster of standards. Claim #1 Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 Writing: Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim # 3 Listening and Speaking: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 Research: Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

Overall Claim: Students can demonstrate (progress toward) college and career readiness in English language arts and literacy.

Claim #1 Reading

Claim #2 Writing

Claim #3 Listening & Speaking

Claim #4 Research

Assessment Targets for Claim #1

• • • • • • •


• • • • • • •


• • • • • • •


• • • • • • •

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Grade 6 -8 Summative Assessment Targets, Claim #2

ELA/Literacy Claim # 2

Students can produce effective writing for a range of purposes and audiences.

Grade 6 Grade 7 Grade 8 W-8 Gather relevant information

from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W-9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

L-3a Vary sentence patterns for meaning, reader/listener interest, and style

L-3b Maintain consistency in style and tone.

Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Gr. 6 Standards: W-1a, W-1b,W- 1c, W-1d, W-1e, W-4, W-5, W-8, W-9 (DOK 4)

W-1

a. Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W-8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W-9 Draw evidence from literary or

informational texts to support analysis, reflection, and research.

Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Gr. 7 Standards: W-1a, W-1b, W-1c, W- 1d, W-1e, W-4, W-5, W-8, W-9 (DOK 4)

W-1

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.



Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is appropriate to purpose and audience and follows and supports the argument(s) presented.

Gr. 8 Standards: W-1a, W-1b, W-1c, W-1d, W-1e, W- 4, W-5, W-8, W-9 (DOK 4)

W-1

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

* More than one text may be needed to assess this standard.

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Grade 6 -8 Summative Assessment Targets, Claim #2


Students can produce effective writing for a range of purposes and audiences.

Grade 6 Grade 7 Grade 8

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

W-4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W-5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W-8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


e. Provide a concluding statement or section that follows from and supports the argument presented.





c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.







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Grade 11 Summative Assessment Targets, Claim # 2


Students can produce effective and well-grounded writing for a range of purposes and audiences.

Grade 11

Target 6 a. WRITE BRIEF TEXTS: Apply a variety of strategies when writing one or more paragraphs of text that

express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing

supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for

coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience

and follows from and supports the argument(s) presented.

Gr. 11 – 12 Standards: W-1a, W-1b, W-1c, W-1 d, W-1e, and/or W- 8, W-9

(DOK 3)

Target 6 b. REVISE BRIEF TEXTS: Apply a variety of strategies when revising one or more paragraphs of text that

express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing

supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for

coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience

and follows from and supports the argument(s) presented.

Gr. 11 – 12 Standards: W-1a, W-1b, W-1c, W-1d, W-1e,

(DOK 2)

W-1

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons,

and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns,

values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion,

and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between

claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing.


W-8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on

any one source and following a standard format for citation.


Target 7. COMPOSE FULL TEXTS: Write full arguments about topics using a complete writing process attending to

purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from

credible sources; provide appropriate transitional strategies for coherence; and develop a conclusion that is

appropriate to purpose and audience and follows from and supports the argument(s) presented.

Gr. 11 – 12 Standards: W-1a, W-1b, W-1c, W-1d, W-1e, W-4, W-5, W-8, W-9

(DOK 4)

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Grade 11 Summative Assessment Targets, Claim # 2


Students can produce effective and well-grounded writing for a range of purposes and audiences.

Grade 11

W-1

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons,

and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while

pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level,

concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion,

and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between

claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing.


W-4 Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

W-5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on what is most significant for a specific purpose and audience.

W-8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on

any one source, and following a standard format for citation.


Target 8. LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and

domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when

revising or composing texts.

Gr. 11 – 12 Standards: W-2d, W-3d, L-6

(DOK 1, DOK 2)

W-2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to

manage the complexity of the topic.

W-3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters.

L-6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,

writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering

vocabulary knowledge when considering a word or phrase important to comprehension or expression.

STOP

© Karin K. Hess (2009, updated 2013). Linking research with practice: A local assessment toolkit to guide school leaders. Permission to reproduce is given when authorship is fully cited [[email protected]] © Karin K. Hess (2009, updated 2013).

TOOL 3

HESS COGNITIVE RIGOR MATRIX (WRITING/SPEAKING CRM): Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions

Revised Bloom’s Taxonomy Webb’s DOK Level 1Recall & Reproduction

Webb’s DOK Level 2Skills & Concepts

Webb’s DOK Level 3 Strategic Thinking/Reasoning

Webb’s DOK Level 4Extended Thinking

Remember

Retrieve knowledge from long-term memory, recognize, recall, locate, identify

o Complete short answer questions with facts, details, terms, principles, etc. (e.g., label parts of diagram)

Understand

Construct meaning, clarify, paraphrase, represent, translate, illustrate, give ex-amples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models

o Describe or defi ne facts, details, terms, principles, etc.

o Select appropriate word/phrase to use when intended meaning/defi ni-tion is clearly evident

o Write simple complete sentenceso Add an appropriate caption to a

photo or illustrationo Write “fact statements” on a topic

(e.g., spiders build webs)

o Specify, explain, show relationships; explain why, cause-effect

o Provide and explain non-examples and examples

o Take notes; organize ideas/data (e.g., relevance, trends, perspectives)

o Summarize results, key concepts, ideaso Explain central ideas or accurate

generalizations of texts or topicso Describe steps in a process (e.g., science

procedure, how to and why control variables)

o Write a multi-paragraph composition for specifi c purpose, focus, voice, tone, & audience

o Develop and explain opposing perspectives or connect ideas, principles, or concepts using supporting evidence (quote, example, text reference, etc.)

o Develop arguments of fact (e.g., Are these criticisms supported by the historical facts? Is this claim or equation true?)

o Use multiple sources to elaborate on how concepts or ideas specifi cally draw from other content domains or differing concepts (e.g., research paper, arguments of policy – should this law be passed? What will be the impact of this change?)

o Develop generalizations about the results obtained or strategies used and apply them to a new problem or contextual scenario

Apply

Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task

o Apply rules or use resources to edit specifi c spelling, grammar, punctuation, conventions, or word use

o Apply basic formats for documenting sources

o Use context to identify/infer the intended meaning of words/phrases

o Obtain, interpret, & explain information using text features (table, diagram, etc.)

o Develop a (brief) text that may be limited to one paragraph, précis

o Apply basic organizational structures (paragraph, sentence types, topic sentence, introduction, etc.) in writing

o Revise fi nal draft for meaning, progression of ideas, or logic chain

o Apply internal consistency of text organization and structure to a full composition or oral communication

o Apply a concept in a new contexto Apply word choice, point of view, style,

rhetorical devices to impact readers’ interpretation of a text

o Select or devise an approach among many alternatives to research and present a novel problem or issue

o Illustrate how multiple themes (historical, geographic, social) may be interrelated within a text or topic

Analyze

Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, fi nd coherence, deconstruct (e.g., for bias or point of view)

o Decide which text structure is appropriate to audience and purpose (e.g., compare-contrast, proposition-support)

o Determine appropriate, relevant key words for conducting an Internet search or researching a topic

o Compare/contrast perspectives, events, characters, etc.

o Analyze/revise format, organization, & internal text structure (signal words, transitions, semantic cues) of different print and non-print texts

o Distinguish: relevant-irrelevant informa-tion; fact/opinion (e.g., What are the characteristics of a hero’s journey?)

o Locate evidence that supports a perspective/differing perspectives

o Analyze interrelationships among concepts/ issues/problems in a text

o Analyze impact or use of author’s craft (literary devices, viewpoint, dialogue) in a single text

o Use reasoning and evidence to generate criteria for making and supporting an argument of judgment (Was FDR a great president? Who was the greatest ball player?)

o Support conclusions with evidence

o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods

o Analyze complex/abstract themes, perspectives, concepts

o Gather, analyze, and organize multiple information sources

o Compare and contrast confl icting judgments or policies (e.g., Supreme Court decisions)

Evaluate

Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique

“UG” – unsubstantiated generalizations = stating an opinion without providing any support for it!

o Evaluate validity and relevance of evidence used to develop an argument or support a perspective

o Describe, compare, and contrast solution methods

o Verify or critique the accuracy, logic, and reasonableness of stated conclusions or assumptions

o Evaluate relevancy, accuracy, & complete-ness of information across multiple sources

o Apply understanding in a novel way, provide argument or justifi cation for the application

o Critique the historical impact (policy, writings, discoveries, etc.)

Create

Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce

o Brainstorm facts, ideas, concepts, problems, or perspectives related to a topic, text, idea, issue, or concept

o Generate conjectures, hypotheses , or predictions based on facts, observations, evidence/observations, or prior knowledge and experience

o Generate believable “grounds” (reasons) for an opinion-argument

o Develop a complex model for a given situation or problem

o Develop an alternative solution or perspec-tive to one proposed (e.g., debate)

o Synthesize information across multiple sources or texts in order to articulate a new voice, alternate theme, new knowledge or nuanced perspective

Use these Hess CRM curricular examples with most writing and oral communication assignments or assessments in any content area.

Page 17

Analyzing Individual Student Work Observations Sample ___ Sample ___

Three specific strengths:

Three specific areas for improvement (circle the greatest need):

What knowledge or skill gaps might cause the specific issues you identified?

Created by Linda Vanderford – Curriculum, Instruction, & Evaluation Services – Clackamas ESD, 2016 – 2017 Page 18

Analyzing Student Evidence at the Classroom Level

Got It

Strengths:

Needs/Next Steps:

Almost

Strengths:

Needs/Next Steps:

Not Yet

Strengths:

Needs/Next Steps:

Created by Linda Vanderford – Curriculum, Instruction, & Evaluation Services – Clackamas ESD, 2016 – 2017 Page 19

Analyzing Student Evidence at the Classroom Level: Grade 7 Example Strengths, Needs, and Next Steps

Got It Strengths:

• Claims have relevant evidence • Well-chosen facts, concrete

details, and quotations support topic

• Accurate, credible sources • Organization and order of ideas • Formal style • Domain-specific vocabulary and

other words are precise • Variety in sentence beginnings and

lengths • Control of conventions • Multiple sources

Needs/Next Steps: • Develop reasoning and evidence

for counterclaims • Provide more examples to support

topic • Vary the types of introductions • Expand word choice • Complex sentences • Higher-level punctuation • Vary transitions to introduce

quotations and paraphrases

Almost Strengths:

• Clear claim statements • Some reasoning and evidence • Two credible sources • Developed introduction • Transitions somewhat varied • Some domain-specific words • Sentences begin in different ways • Capital letters and spelling • Paraphrasing from sources

Needs/Next Steps: • Clear counterclaim with reasoning • Use several credible source • Developed conclusion • Expand transitions • Expand use of domain-specific

words • Vary sentence lengths and

structure • Punctuation within sentences • Grammar • Quote materials and punctuate

correctly Not Yet Strengths:

• Many complete sentences • Some details • Writing is sincere/honest • Some included a claim statement • Capital letters at beginning of

sentences

Needs/Next Steps: • Address the topic • Clear claim statement • Expand evidence • Expand vocabulary including

domain-specific words • Begin sentences in different ways • Vary sentence lengths

Created by Linda Vanderford, 2015

Author _______________________________ Reviewer ______________________________ Date ______________________ Purpose: Explanatory Argumentative Highlight the traits scored on this piece of writing.

Trait Score Comments

Ideas and Content 6 5 4 3 2 1

Organization 6 5 4 3 2 1

Voice 6 5 4 3 2 1

Word Choice 6 5 4 3 2 1

Sentence Fluency 6 5 4 3 2 1

Conventions 6 5 4 3 2 1

Use of Sources 6 5 4 3 2 1

Author _______________________________ Reviewer ______________________________ Date ______________________ Purpose: Explanatory Argumentative Highlight the traits scored on this piece of writing.




Voice 6 5 4 3 2 1





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Author _______________________________ Reviewer ______________________________ Date ______________________ Purpose: Narrative Highlight the traits scored on this piece of writing.




Voice 6 5 4 3 2 1




Author _______________________________ Reviewer ______________________________

Date ______________________ Purpose: Narrative Highlight the traits scored on this piece of writing.




Voice 6 5 4 3 2 1




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Author _______________________________ Reviewer ______________________________

Date ______________________ Purpose: Argumentative Explanatory

Highlight the traits scored on this piece of writing.




Beginning is inviting. I wanted to hear the rest of the writing. Transitions

(Some might claim, Moreover, If we’ve established that, While detractors

claim, In adding barbs) are smooth, effective, and varied. Conclusion

provides satisfying resolution.

Voice 6 5 4 3 2 1





Author _______________________________ Reviewer ______________________________

Date ______________________ Purpose: Argumentative Explanatory





Voice 6 5 4 3 2 1


Accurate, strong, specific, powerful words energize the writing. (autonomy, egregious, negligible distraction, sequentially, toggling, transgressions, arbitrary, rampant, retributory,

imposing) Carefully selected words evoke strong images and convey significant details.




Page 22

Jayce Brayden

1-17-16

Jayce Anna

January 17, 2016


Author _______________________________ Reviewer ______________________________ Date ______________________ Purpose: Explanatory Argumentative





Voice 6 5 4 3 2 1





Author’s Reflection:

1. Specifically, what was the strength in this piece of writing?

2. What will you work on in order to improve your next piece of writing?

3. How might I help you improve your writing? What would be most beneficial?

Page 23


Author _______________________________ Reviewer ______________________________ Date ______________________ Purpose: Narrative





Voice 6 5 4 3 2 1




Author’s Reflection:

1. Specifically, what was the strength in this piece of writing?

2. What will you work on in order to improve your next piece of writing?

3. How might I help you improve your writing? What would be most beneficial?

Page 24


Self-Assessment Author ______________________________________ Date ______________________

Highlight the traits scored on this piece of writing. Purpose: Argumentative Explanatory




Voice 6 5 4 3 2 1





Feedback Reviewer ______________________________________ Date ______________________





Voice 6 5 4 3 2 1





Page 25


Self-Assessment Author ______________________________________ Date ______________________

Highlight the traits scored on this piece of writing. Purpose: Narrative




Voice 6 5 4 3 2 1




Feedback Reviewer ______________________________________ Date ______________________





Voice 6 5 4 3 2 1




Page 26

Student Language Writing Scoring Guide: Grades 6-8 Condensed Version

Informative/Explanatory and Argument Writing and Research Projects

Developed by Linda Vanderford, CESD. Approved by ODE April 2017. 1

6/5: STRONG

The writing is thorough and

complex, demonstrating strong

writing skills.

4: MEETS

The writing is complete and

demonstrates adequate grade level

writing skills.

3: ALMOST MEETS

The writing demonstrates

progress toward meeting grade

level writing skills.

2/1: NEEDS WORK

The writing is limited, confusing,

or too short to demonstrate grade


IDE

AS

Purpose and main ideas are very clear and focused.

Topic is thoroughly developed with

relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Claims and counterclaims are clearly stated and well-developed with logical

reasoning and relevant evidence. Accurate, credible sources are used to

demonstrate understanding of the topic or text.

Purpose and main ideas are easy to understand.

Topic is supported with relevant, well-

chosen facts, definitions, concrete details, quotations, or other information and examples.

Claims and counterclaims have logical reasoning and relevant evidence.

Mostly accurate, credible sources are

used to demonstrate understanding of the topic or text.

Purpose and main ideas may be too general or simple.

Supporting details are limited, a little

off-topic, or may be simply a list. Some claims and counterclaims have

logical reasoning and evidence. Few or irrelevant facts, definitions,

details, quotations, and other information support the topic.

Some credible sources are used to show partial understanding of the topic or text.

Purpose and main ideas are not clear. The reader may have to guess the main idea.

Claims are unclear and may lack reasoning to support the claims.

Facts, definitions, details, quotations, and other information may be missing, inaccurate, irrelevant or off-topic.

The paper may be much too short to develop an idea.

OR

GA

NIZ

AT

ION

Organization and order of ideas and details are well-structured and easy to follow.

The introduction is strong, inviting, and makes the reader want to keep reading.

Details fit where placed. A variety of transitional words and

phrases are used effectively.

The conclusion is strong and clearly supports the claims, arguments, information, and explanations presented.

Paragraph breaks are effective.

Organization and order of ideas and details make sense and are easy to follow.

The introduction introduces the topic. Details make sense where they are

placed. Transitions help the reader follow the

writing from one part to another. The conclusion supports the claims,

argument, information, or explanation presented.

Paragraph breaks help the reader.

Organization and order of ideas may be a little unclear.

The introduction is underdeveloped or

too obvious. Some details seem out of place or out

of order and may not support arguments, information, or explanations presented.

Transitions sometimes work, but the

same ones may be used too often. The conclusion may not be long

enough or is too obvious. Paragraph breaks may not be in the

right places.

Organization is not clear and is hard to follow.

The introduction is ineffective or

missing. Many details are placed where they do

not make sense. Transitions are missing or overused. The conclusion is ineffective or

missing.

The paper may be much too short to show organization.

Paragraph breaks may be missing or incorrectly placed.

VO

ICE

Voice is appropriate for the purpose, audience, and topic.

The writing maintains a formal style. The topic comes to life. The writing

shows sincerity, originality, liveliness, honesty, excitement, or strong opinions.

The writer shows deep commitment to

the topic.

The writer is aware of the reader most of the time.

The writing maintains a formal style. In places, the writing is expressive,

engaging, sincere, or honest. The writer seems committed to the

topic.

The writer may not be aware of the audience. The voice is inconsistent.

The writing may not maintain a formal style.

The writer seems somewhat committed to the topic.

The writing may be too short to show a consistent voice.

The writer seems to be unaware of the audience.

The writing is informal or too casual. The writing is flat, lifeless, stiff, or

mechanical. The writer shows no involvement or

commitment to the topic.

Page 2

7




6/5: STRONG



writing skills.

4: MEETS



writing skills.

3: ALMOST MEETS




2/1: NEEDS WORK




WO

RD

CH

OIC

E

Accurate, strong, specific, powerful words energize the writing.

Vocabulary is striking and varied.

Domain-specific words and phrases enhance the overall message.

A broad range of words are carefully chosen and placed for impact.

Words create vivid images for the reader.

Words communicate meaning, but may not energize the writing.

Domain-specific words are used along

with words that are functional and precise.

Words have variety. Many different words are used.

Overused sayings or expressions (clichés) are usually avoided.

Words lack accuracy and variety. Domain-specific words are limited. Some words may be repeated too

often. Occasionally, wrong words may be

used. Overused sayings or expressions

(clichés) may appear often. The writing may be too short to show

variety.

Words are inaccurate, colorless, or flat.

Domain-specific words are missing or

misused. Word choices are extremely limited. Words are repeated over and over

again or they do not make sense.

SE

NT

EN

CE

FL

UE

NC

Y The writing has an easy flow and

rhythm. Sentences glide along with one

sentence flowing smoothly into the next.

Strong and varied structure makes oral reading easy and enjoyable.

There is great variety in sentence beginnings, lengths, and patterns.

The writing is easy to read out loud. It sounds natural.

Sentences begin in different ways. Some sentences are shorter and some

are longer.

Simple sentences read smoothly, but more complex sentences may not be as smooth.

Parts of the writing are easy to read out loud, but other parts are difficult.

Some sentence beginnings are the same and some are different.

Many sentences are about the same

length. Simple sentences read smoothly, but

more complex sentences are awkward.

The writing may be too short to show variety and control.

Most of the writing is difficult to read out loud. The reader has to slow down or re-read.

The writing does not sound natural. Many sentences begin in the same

way. Sentences may be short and choppy or

long and rambling. Words in sentences may be out of

order.

CO

NV

EN

TIO

NS

Sentences are complete and have correct punctuation. There are no run-ons, comma splices, or fragments.

A wide range of conventions including higher-level punctuation (e.g., colons, semi-colons, ellipses,

parentheses, etc.) are used correctly. Even difficult words are spelled

correctly. Grammar is correct. Capital letters are correct. Few errors. Little or no need for

editing.

Sentences are complete and have correct punctuation. There are few if any run-ons, comma splices, or fragments.

Punctuation within sentences is usually correct.

Spelling is usually correct. Grammar is usually correct. Verb tense is usually correct. Subjects

and verbs go together. Capital letters are usually correct. Errors require moderate editing.

Most sentences are complete and have correct punctuation. There may be run-ons, comma splices, or fragments.

Sentences may contain errors in punctuation.

Spelling of common words is

sometimes incorrect. Verb tense, subject and verb

agreements, and other grammatical errors may appear.

Capitalization errors are present. Errors distract the reader and require

significant editing.

Sentences may be incomplete. There are many run-ons, comma splices, and/or fragments.

Sentences contain many errors in punctuation.

Many spelling errors make reading

difficult. Many grammatical errors. Capitalization may seem random. Errors require extensive editing.

Page 2

8




6/5: STRONG



writing skills.

4: MEETS



writing skills.

3: ALMOST MEETS




2/1: NEEDS WORK




US

E O

F S

OU

RC

ES

The writer uses relevant information from several sources.

Multiple credible print and digital

sources are used. A variety of transitions are used to

introduce quotations or paraphrases. Quoted materials are punctuated

correctly. All sources are correctly cited with in-

text documentation. When required, a bibliography page

lists all sources cited.

The writer uses relevant information from several sources.

Several credible print and digital

sources are used. Quoted materials are usually

punctuated correctly so that errors do not block meaning.

All sources are cited with in-text documentation.

When required, a bibliography page lists major sources cited.

The writer uses some relevant information from one or two sources.

More than one source may be used,

but the writing tends to rely on one source. Not all sources may be credible.

Punctuation of quoted materials may contain errors.

Some sources are cited with in-text

documentation. When required, a bibliography page

may be incorrectly formatted or is missing some cited sources.

The writer uses little if any information from sources.

Only one source may be used, or the

source(s) are not credible, or there is no evidence of the use of outside sources.

Ideas taken from source(s) may be changed or incorrectly presented.

Source material has been copied from

the original without setting them off using quotation marks.

Citations may be omitted or are not correct.

When required, a bibliography page is not correctly formatted or is not

provided.

Page 2

9

© 2014 Stanford Center for Assessment, Learning, and Equity (SCALE) Page 30

Additional Resources Designing for Deeper Learning:

How to Develop Performance Tasks for the Common Core

Recommended Performance Task Banks

General

Buck Institute of Education www.bie.org/project_search The Buck Institute has a curated bank of projects, both heir own, and those they have collected

from other developers. Many of these projects include assessments and assessment tools, like

rubrics. The bank is searchable by CCSS standards. Also, (www.bie.org/objects/documents) has

great teacher resources for project based learning like planning forms, rubrics, group work

contracts, etc.

English/Language Arts

Literacy Design Collaborative

www.literacydesigncollaborative.org

Bank of teacher-created modules that were created with CCSS-aligned LDC templates, which are

explicitly CCSS aligned. Rubrics are also included. (Mostly 6-12 but beginning to branch into K-5).

Reading and Writing Project http://readingandwritingproject.org/resources/assessments/reading writing assessments Offers CCSS-aligned performance assessments for grades K-8. Tasks are designed as on-demand but could be adapted to become curriculum-embedded. Tasks include rubrics.

History/Social Studies

Stanford History Education Group: Beyond the Bubble https://beyondthebubble.stanford.edu/ This site, produced by the Stanford History Education Group, has short constructed response

assessments (HATs) that focus on particular historical skills. Free registration is required to

download assessments and rubrics at this site, but the resources are well worth it (Grades 6-12).

College Board Advanced Placement Essay Questions http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/AP_USH_DBQ.pdf

(copy and paste the URL into your web browser)

The College Board releases questions from prior Advanced Placement tests. Download a

pdf with Document-based questions for American history from 1973-1999.

http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.htmlFind Free Response questions (that include documents) and accompanying scoring systems

for World History from the past two years.

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html

You can browse the list of home pages for all courses to pick a social science course and

find a released sample test and other resources. These assessments may need adaptation

as they are designed to be on-demand tests for AP courses, but they can provide a good

starting point.

http://www.bie.org/project_search

http://www.bie.org/objects/documents)

http://www.literacydesigncollaborative.org/

http://readingandwritingproject.org/resources/assessments/readingwritingassessments

http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/AP_USH_DBQ.pdf

http://media.collegeboard.com/digitalServices/pdf/ap/apcentral/AP_USH_DBQ.pdf

http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.html



© 2014 Stanford Center for Assessment, Learning, and Equity (SCALE)

Page 31

Washington State OSPI-‐Developed Assessments http://www.k12.wa.us/SocialStudies/Assessments/default.aspx Produced by the Office of Superintendent of Public Instruction of the state of Washington (in

2008), this collection of K-12 assessments includes one page of CCSS-aligned prompts and rubrics

for civics, economics, geography, history and international perspectives.

Math

Mathematics Assessment Project (MAP)

http://map.mathshell.org

The Mathematics Assessment Project (MAP) features updated MARS tasks, lessons, tests, rubrics,

professional development, all aligned to the Common Core. Created by UC Berkeley, Shell Center,

and University of Nottingham.

Connecticut Academic Performance Test (Released Items)

http://www.csde.state.ct.us/public/csde/cedar/assessment/capt/released_items.htm#2

The Connecticut Academic Performance Test (CAPT) is one of the early pioneers of high quality

performance tasks. Though these are designed for standardized administration, the tasks provide

great starters for curriculum embedded tasks.

West Virginia Department of Education-‐‐-‐‐Teach 21

http://wvde.state.wv.us/teach21/pbl.html

Teach 21 is a bank of projects written and developed by West Virginia teachers, vetted by peers

and other curriculum partners.

Science

Stanford Education Assessment Laboratory (SEAL) http://web.stanford.edu/dept/SUSE/SEAL/ This site contains 14 primarily physical science performance assessments. The topics range from

electricity, friction, and incline planes (physics); mystery powders and floating/sinking (chemistry);

and rocks and astronomy (earth science). Each assessment contains the student directions, teacher

instructions, scoring system, and st of materials.

Performance Assessment Links in Science (PALS) http://pals.sri.com/tasks/index.html PALS is a task bank of science performance assessments complied by SRI International for grades K-12 and represent a large number of performance assessment developers. Go to the

site and select the grade band you are interested in, then select course (physical, life, earth/

space, and science/technology). Then select the specific topic of the performance assessments.

Most assessments have the student and teacher materials, a scoring system, and a sample of

student work. This is a great resource.

Connecticut State Department of Education

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320892

This site provides sample laboratory investigations as well as performance assessments

focusing on scientific issues in society. The site includes sample performance assessments

in 6 stand areas focusing on Energy Transformations; Chemical Structures and Properties;

Global Interdependence; Cell Chemistry and Biochemistry; and Genetics, Evolution and

Biodiversity. Each assessment contains teacher and student materials.

http://www.k12.wa.us/SocialStudies/Assessments/default.aspx

http://map.mathshell.org/


http://wvde.state.wv.us/teach21/pbl.html

http://web.stanford.edu/dept/SUSE/SEAL/

http://pals.sri.com/tasks/index.html

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320892

© 2014 Stanford Center for Assessment, Learning, and Equity (SCALE)

Page 32


Connecticut Academic Performance Test (CAPT) tasks for multiple years in science and

math.

Further Readings

General

Jaquith, A., Martin, D., & Johnston, J. (2014). Developing a performance assessment system from

the ground up: Lessons learned from three Linked Learning pathways. Stanford, CA:

Stanford Center for Opportunity Policy in Education.

Parker, W., Mosborg, S., Bransford, J., Vye, N., Wilkerson, J. and Abbott, R. (2011). Rethinking

advanced high school coursework: Tackling the depth/breadth tension in the AP US

government and politics course. Journal of Curriculum Studies, 43(4), 533-559. [SIPX - $8.63]

Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4

14. [SIPX $2.41]

Stanford Center for Opportunity Policy in Education (SCOPE). (2014). Student-centered schools:

Closing the opportunity gap. https://edpolicy.stanford.edu/publications/pubs/1200

Tashlik, P. (2010). Changing the National Conversation on Assessment. Phi Delta Kappan, 91(6), 55

59. [SIPXĀ.- FREE]

History

Wineburg, S. and Martin, D. (2009). Tampering with history: Adapting primary sources for

struggling readers. Social Education, 73(5), 212–216.

For additional resources related to performance assessment, we encourage you to browse the websites of SCALE’s partner organizations. A full list of partners and descriptions of their work can be found here.

Other Resources



Types of Assessments: Graphic Organizer - Multnomah … · 2017-09-21 · Types of Assessments: Graphic Organizer. Formative Assessment ... and teachers in short-term intervals ...

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