WRITTEN RESPONSE AND PERFORMANCE TASKS Jacque Melin

 ew/sbac/ELA.htm# ew/sbac/ELA.htm#  ew/sbac/index.htm ew/sbac/index.htm ELA Math

Written Response Target Type Match Writing Good QuestionsSamplingAvoiding Bias Knowledge, Reasoning and 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 idea include 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. 5I 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. 3I 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. 1I attempted to draw a conclusion but the conclusion is incorrect or I make a conclusion without using the data to support my claim. 0I did not respond. Score:Description

Student Involvement 5I 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. 3I 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. 1I attempted to draw a conclusion but the conclusion is incorrect or I make a conclusion without using the data to support my claim. 0I did not respond. I would give my response a ______ out of 5 possible points because

Performance Assessment Target Type Match Writing Good Questions SamplingAvoiding Bias Knowledge, Reasoning, Skills, Products Novel and engaging tasks Provide 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 Good Performance 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 Good Performance 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 Verbs To NarrateTo InformTo Persuade Chronicle Depict Describe an experience Give an account of Recount Relate Set forth Tell the story of Tell about a time when Brief Clarify Compare Define Discuss Describe Explain Familiarize Inform Teach Tell Update Argue Challenge Compel Convert Convince Defend Enlist Exhort Impel Incite Induce Influence Inspire Justify Persuade Sway

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/Fairness Stiggins, 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  /assess.html /assess.html  m m

 cal-practice-standards cal-practice-standards  school-algebra school-algebra  math-curriculum-mapping-project/ math-curriculum-mapping-project/ Math

 lesson-plans-and-ideas-for-teaching.html lesson-plans-and-ideas-for-teaching.html  ary/TasksUnitsStudentWork/default.htm ary/TasksUnitsStudentWork/default.htm  adeid=21 adeid=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), Retrieved from:  ticles/October2008/Article1/tabid/1755/Default.as px ticles/October2008/Article1/tabid/1755/Default.as px  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

  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 TermLong Term