Task Design and Results

 Understand why the county developed ELA tasks in grades 3,7, and 10  Learn the steps or questions used in designing extended response tasks  Learn about the results from the three assessments  Consider the implications of the results

 Why give a countywide extended response task ◦ Driven by the requests by county superintendents  To know what professional learning we need  To know what student supports are needed

 Design blueprint questions ◦ What will tasks using this design pattern assess? ◦ What assessment standards are appropriate? ◦ What knowledge, skills, or other attributes will be assessed? ◦ What tasks should elicit those behaviors? ◦ What will students do to reveal the knowledge, skills, or attributes we are assessing?  What will students create?  How will we observe their products?  How will products be scored?

 Take a look at one of the 3 countywide tasks and discuss with your neighbor… Did the countywide task meet the design requirements?

 See handout ELA Extended Response Task

Red indicates greater participation

10%

Grade 3 Grade 7 Grade th 50 th 75th

Percentage of 3 rd Grade Students at Each Score Point

Percentage of 7 th Grade Students at Each Score Point

Percentage of 10 th Grade Students at Each Score Point

EL Average Performance Comparison Across Tasks

SPED Performance Comparisons Across Tasks

 See handout

 See handout ELA Performance Task Project

 Pick a few results from the two handouts, what stands out in terms of regional, grade-level, EL/SPED, or classroom performance?  Think about what is needed in terms of professional learning and student supports and make 2 suggestions