CCSS Assessment Introduction – the need for Reasoning and Inquiry Rhonda Willis and Mysti Long September 12, 2012 This template can be used as a starter file for presenting training materials in a group setting. Sections Right-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors. Notes Use the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables.

New Thinking Skills Required This is another option for an Overview slides using transitions.

New Structure

Non-Traditional Selected Response Item STIMULUS 17 × 12 A multiplication problem is shown below. 17 × 12 Which model(s) below could represent the solution to this problem? Select all that apply. Which model(s) below could represent the solution to this problem? Select all that apply. STEM A. B. C. (1×1)+(1×7)+(1×2)+(2×7) This is a more complex selected-response item. This item has a stem, stimulus, and six options. {+} Like the previous item, the stem is the statement of the question to which the student responds and the options are possible answers the students must select from. The stimulus is the text, source, and/or graphic about which the item is written. The stimulus provides the context of the item or task to which the student must respond. Here the student is provided with options in which more than one option is correct. Unlike the prior item that had only one correct response, this item contains more than one option that is correct. D. E. F. (17×2)+(17×1)

Non-Traditional Selected Response Item Key and Distractor Analysis: Does not understand how to model multiplication of two two-digit numbers using area models. Correct Did not account for the values of the digits in the tens places. Did not understand that the 1 represents 10 in the multiplication problem Showed multiplication of 17 and (1 + 2) instead of 17 and 12 Responses to this item will receive 0–2 points, based on the following: 2 points: B, D 1 point: Either B or D 0 points: Any other combination of selections. The scoring rubric describes how points are awarded for an item or task. The number of points a student can earn on a selected response item will vary. {+} This item is worth two points. The student earns two points for selecting options B and D, 1 point for selecting only option B or only option D, and no points for any other combination of selections.

Non-Traditional Selected Response Item STEM MULTIPLE PARTS OPTIONS For numbers 1a – 1d, state whether or not each figure has ⅖ of its whole shaded. 1a. 1b. Let’s take a look at another way to format a non-traditional selected response item. This item has a stem, multiple parts and two options for each part. {+} The stem directs students to decide whether or not the model in each part answers the question. There are 16 different ways to respond to this item making guessing the correct answer much less likely than for a traditional selected-response item. 1c. 1d.

Non-Traditional Selected Response Item Scoring Rubric: Responses to this item will receive 0–2 points, based upon the following: 2 points: YNYN The student has a solid understanding of ⅖ as well as the equivalent form of ⅖. 1 point: YNNN, YYNN, YYYN The student has only a basic understanding of ⅖. Either the student doesn‘t recognize an equivalent fraction for ⅖ or doesn‘t understand that all 5 parts must be equal-sized in figure 1b. 0 points: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNN, NNNN, NYNY, NNYN, NNNY. The student demonstrates inconsistent understanding of ⅖ or answers “Y” to figure 1d, clearly showing a misunderstanding of what ⅖ means. Figure 1d is considered a “disqualifier “and an answer of “Y” to this part of the item would cancel out any other correct responses as “guesses” on the part of the student. The scoring rubric for this item indicates it is worth two points and points will be awarded based on the level of understanding a student demonstrates. The scoring rubric describes how points are awarded for an item or task.

Non-Traditional Selected Response Item Scoring Rule: Students who properly match the four shapes to their name will receive two points. Students who make two or three correct matches will receive partial credit of one point All other connections will receive a score of 0. Match each shape below to its name. Another format for a non-traditional selected response item is to require students to match descriptions of a term or activity to a corresponding option. This is a technology-enhanced item and has a scoring rule instead of a scoring rubric. {+} The scoring rule determines how points are awarded. This item is worth two points and points will be awarded based on the level of understanding a student demonstrates. The scoring rule describes how points are awarded for an item or task.

Non-Traditional Selected Response Item An item writer should consider creating these alternate selected response items when, by doing so, the items provide more information about a student’s knowledge, skills, and abilities than can be gained through a traditional selected response item.

Purpose of Constructed Response Items Address assessment targets and claims that are of greater complexity Require more analytical thinking and reasoning Constructed response items are brief open-response items that focus on a particular skill or concept. Constructed response items address assessment targets and claims that are of greater complexity, requiring more analytical thinking and reasoning than a selected response can elicit.

Administration of Constructed Response Items Administered during the computer-adaptive component Scored using artificial intelligence Most constructed response items take between 1 and 5 minutes to complete Some more complex items may take up to 10 minutes to complete Unlike Performance Tasks and Extended Response items, which are the topic of another module, {+} constructed response items are designed to be administered during the computer-adaptive component of the assessment. {+} In order to score constructed response items quickly, automated scoring using artificial intelligence will be employed. {+} Most constructed-response items should take between 1 and 5 minutes to complete. {+} Some more complex items may take up to 10 minutes to complete.

Components of a Constructed Response Item A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000. 496 + 1,404 + 2,605 + 489 = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated. STEM STIMULI All constructed response items are worth from 2 to 4 points. {+} Let’s take a look at an example of a 2 point constructed response item. Like selected response items, constructed response items have a stem and stimulus.

Components of a Constructed Response Item Sample Top-Score Response: The student’s reasoning is incorrect. She was rounding to the thousands place. She had 2 numbers that were less than 500, and she decided to round these numbers to 0. This is like saying these numbers were not in the problem at all. She needs to account for these two numbers. Together, they have a sum that is very close to 1,000. I think adding 1,000 + 1,000 + 3,000 is a better strategy. This means the sum is closer to 5,000 than to 4,000. TOP-SCORE Scoring Rubric: Responses to this item will receive 0–2 points, based on the following: 2 points: Student has thorough understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect and provides reasoning that shows a better estimation strategy. 1 point: Student has partial understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect, but alternate estimation strategy is also flawed. 0 points: Student has little or no understanding of how to estimate and how improper estimation can lead to flawed reasoning. Student states that the student in the scenario used reasoning that is correct. All constructed response items also include a scoring rubric and a sample top score. {+} The scoring rubric for each task should reflect the values set out for the claim being assessed, giving substantial weight to the choice of appropriate methods for solving the problem presented by the task, to reliable application of skills to develop a solution, and to explanations of what has been found. {+} The sample top score is an example of a complete and thorough top-score response. The language should model what is expected from a student at the grade level being assessed. SCORING RUBRIC

General Guidelines for Developing Selected Response and Constructed Response Items May include mathematical concepts detailed in the Common Core State Standards for lower grades Central focus Clearly stated to ensure that students understand the task Clearly elicit the desired evidence Appropriate grade-level difficulty, cognitive complexity, and reading level Depth of Knowledge considered Grades 3–5: items do not require a calculator Additional guidelines for writing selected and constructed response items include: {+} Items may include mathematical concepts detailed in the standards for lower grades. Items should have a central focus. Items should be clearly stated to ensure that students understand the task. Items should be written to clearly elicit the desired evidence of a student’s knowledge, skills, and abilities. Items should be appropriate for students in terms of grade-level difficulty, cognitive complexity, and reading level. Depth of Knowledge level should be considered. At grades 3 through 5 all items should be written so they can be answered without using a calculator.

Capitalize on Technology Technology-Enabled items Technology-Enhanced items In addition to developing traditional selected and constructed response items, Smarter Balanced aims to capitalize on technology to improve the measure of student learning. To this end, the Consortium aims to develop two types of items that capitalize on technology. {+} These items are known as Technology Enabled and Technology Enhanced.

Technology-Enabled Items Digital Media Video Animation Sound Interactive tools Response Types Selected Constructed Technology-enabled items {+} use media, such as video, animations, sound, or interactive tools to stimulate an assessment target. {+} Despite the use of these media types, a technology enabled item requires a student to provide either a selected response or a constructed response that consists of text and/or numbers.

Example of Technology-Enabled Item Gregory is installing tile on a rectangular floor. • He is using congruent square tiles that each have a side length of ½ foot • The area of the floor is 22 square feet. • The width of the floor is 4 feet. Use the grid and the tile below to model the floor. What is the length, in feet, of the floor? As an example, this item allows students to explore an interactive tool that enables students to manipulate tiles before entering an answer to the question.

Technology-Enhanced Items Draw a line of symmetry through the figure below. The graph on the right shows a triangle. Draw the triangle after it is reflected over the y-axis. Classify each shape below based whether it contains at least one pair of parallel sides. Reorder the fractions below so that they are ordered from smallest to largest. 3/5 3/4 2/6 1/2 2/3 As a few examples, a technology enhanced item may require the student to {+} produce a line or a set of lines, {+} to draw a shape like an isosceles triangle or a rectangle with a specific area or perimeter, {+} to rearrange the order of numbers or expressions, {+} or to categorize geometric shapes, numbers, or expressions by dragging and dropping them.

Performance Tasks

What will they require? 1 2 3 May require multiple days - authentic May be collaborative 2 May be cross curricular 3 This is another option for an Overview slide.

Learning Objectives New assessment Selected Response Constructed Response Performance based Coming 2014-2015 What will the audience be able to do after this training is complete? Briefly describe each objective how the audience will benefit from this presentation.

New Work to Be Done The technology learning curve Add slides to each topic section as necessary, including slides with tables, graphs, and images. See next section for sample table, graph, image, and video layouts.

Working Toward Mastery Microsoft Engineering Excellence Working Toward Mastery Achieve Mastery Get Experienced Projects Worked On Get Familiar Time Spent Microsoft Confidential

Case Study Student achievement A New Era in Education Implementation Mistakes made Successes achieved The moral of the story Student achievement Add a case study or class simulation to encourage discussion and apply lessons.

Discussion What we can learn from HD1 PD? Best practices Take-aways New ways of thinking about how we develop independent learners Discuss outcomes of the case study or class simulation. Cover best practices.

Summary Define your challenges Set realistic expectation Technological as well as personal Set realistic expectation Mastery is not achieved overnight Keep your eye on the goal Doing what is best for students in this generation Summarize presentation content by restating the important points from the lessons. What do you want the audience to remember when they leave your presentation? Save your presentation to a video for easy distribution (To create a video, click the File tab, and then click Share.  Under File Types, click Create a Video.)

Reasoning and Inquiry – Keys to Success

Inquiry-based Learning "Tell me and I forget, show me and I remember, involve me and I understand." Joe Exline, Concept to Classroom

Why inquiry… Acquisition and transference Questioning and understanding Applicable to all disciplines

Microsoft Engineering Excellence Questions? Microsoft Confidential