NYCDOE’s Advance: NYC Performance Assessments

Agenda NYC Performance Assessments Introduction 15 min. Performance Assessments – Task Design Investigation Performance Assessments – Norming and Scoring 45 min.

K-5 Performance Assessments for MOSL Grade NYC Performance Assessments Available Grade K ELA – Writing Prompt Math Grade 1 Grade 2 Grade 3 Grade 4 Science Grade 5

6-8 Performance Assessments for MOSL 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 Living Environment Grade 6-8 Social Studies Social Studies * Regents Year

9-12 Performance Assessments for MOSL Grade NYC Performance Assessments Available Regents Year Integrated Algebra Global History U.S. History Grade 9 ELA Living Environment Grade 10 Grade 11 Grade 12

NYC Performance Assessments focus on common instructional goals across subjects. ELA Math Science Social Studies Focus 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 The performance assessments have been designed to focus on common instructional goals across subject areas, and to provide consistency in skill-building across the curriculum. In this example, you can see that there is a focus on argument applied across all subject areas. These rubrics have been built on the past three years of research around different types of Measures of Student Learning and with the goal of alignment to Common Core Standards.

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. Note for FAC GUIDE: If principals intend to handle logistics for teachers (printing assessments and scanning results), can delete slides 11 and 12. If principals intend to have teachers scan scores into ATS, should refer to ATS Guide and Data Systems Webinar on Advance Intranet for further direction. It is also important to consider the logistical requirements of performance assessments for MOSL. NYC Performance Assessments will be available from the Advance Web Application for printing beginning March 15th. Scoring, submitting, and confirming data from these assessments will also require additional planning and teacher time. Schools received SAM funding in August 2013 and March 2014 to offset these expenses.

Accessing Performance Assessments Schools can print performance assessments from the Advance Web Application. Schools will have access to a zip file that contains 4 different documents: The performance task (in multiple languages), the rubric, scoring guide and annotated student work. Schools will need to print performance tasks for all students. Teachers may also choose to distribute rubrics to students to help them understand how they will be assessed. Annotated student work should be shared with teachers and other scorers only.

Performance Assessment Rubric Scoring IMPORTANT UPDATES 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. Scorers or assessment coordinators should bubble in the “Month” and “Day” in which the assessment was ADMINISTERED. Scorers or assessment coordinators should bubble in the “Days for Assessment” (single or multiple). For students who are exempt, scorers or assessment coordinators should bubble in the appropriate category indicating the reason: “Taking NYSAA” or “First Year ELL”. 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). 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. Once norming on the rubrics has been completed and student responses have been scored, scores will be scanned into ATS using scoring forms like the one shown here.

Performance Assessment Scoring: Group Norming Before scoring assessments, educator teams should norm using the rubrics and anchor papers. This entails: Reviewing the rubric and discussing expected performance at each performance level for each rubric trait. Reviewing annotated sample student work and discussing the evidence for each score. Individually scoring “anchor” papers, then discussing as a group the evidence for each score. As we’ve shared, implementing performance assessments will be instructionally valuable but time consuming work. The group norming session is a critically important part of this process, both in terms of ensuring scoring consistency across the school, but also in terms of aligning our instructional expectations for student work. This is at the heart of what the MOSL work should be: talking together about student work, and coming to a shared understanding of the evidence required for students to meet expectations. We recommend that grade/subject teams collectively score several student papers and come to a consensus on the evidence for each.

Deep Dive: NYC Performance Assessments Activity #1 – Task Design Investigation 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. 15 min. (More importantly, Activity #1 + Activity #2 should 50 min total) -Distribute / Identify materials for participants: Sample Task Rubric Handout 1 - Introduce the Task Design Activity  ex: We’re going to take a few minutes to review a sample NYC Performance Assessment. As you’re reviewing the task, we’d like to pay attention to two key questions. First, what will students need to know in order to complete the assessment? Second, what will they have to do? After considering those two questions, imagine how students in your schools will approach this task? What will show off their strengths? What will they struggle with? - Ask participants to take 5-7 minutes reviewing the task and texts and taking notes on the Handout 1 chart. - Invite participants to share their responses for 5-7 minutes in pairs or aloud to the whole group. - Wrap up the conversation and smoothly transition into Norming and Scoring.

Deep Dive: NYC Performance Assessments Activity #1 – Task Design This slide is for illustrative purposes only – handout is provided, but may use when introducing activity to let participants know what handout they should be looking at.

Deep Dive: NYC Performance Assessments Activity #2 – Norming & Scoring 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. 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). 45 minutes (More importantly, Activity #1 + Activity #2 should take 60 min total). -Distribute / Identify materials for participants: Samples of Student Work Rubric (participants should already have this from Activity 1) Handout 2 - Introduce the Norming and Scoring Activity  ex: School teams will be responsible for norming their scoring practices by using the rubric. It is important that all scorers are calibrated to the rubric to ensure fair grading practice across students, teacher and schools. We’re going to have an abbreviated norming session to experience a bit of what schools will be doing before scoring EOY NYC Performance Assessments this spring. - Distribute Sample 1 to the participants. Ask participants to read the student sample carefully alongside the rubric and then to score the sample based on their interpretation of the rubric. The student sample should receive a unique score for each trait/dimension of the rubric (rather than a single, holistic score). - After scoring the sample individually, ask participants to share their scores and to the whole group, or in pairs/trios. Using the chart as a guide, ask participants to share out and justify their scores using evidence from the rubric and the student work sample. Guide the conversation towards consensus for each score. Refer to the anchor paper commentary to negotiate any disagreements. - After norming Sample 1, repeat the process for sample 2. - Time permitting, consider the following discussion questions: How did your scoring change between Sample 1 and Sample 2? How is the rubric similar or different than others you/your schools have used? What are some of the implications on the scoring processes for schools, given the ultimate restrictions on teachers’ scoring their own students? - Close the conversation on Norming practices after 45 minutes. If the table is behind schedule, sample 2 can be cut short.

Deep Dive: NYC Performance Assessments Activity #2 – Norming & Scoring   12th Grade ELA Sample A 12th Grade ELA Sample B Rubric Dimensions My Score Normed Score Evidence from the Text Focus: Position Development: Elaboration Development: Textual Analysis Development: Counterclaims Reading Organization Conventions This slide is for illustrative purposes only – handout is provided, but may use when introducing activity to let participants know what handout they should be looking at.

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)