Speaking and Listening Tools:

Transitioning to new standards and aligned assessments: TIMELY DATA FROM NON-SUMMATIVE ASSESSMENTS Supporting Educators PROFESSIONAL DEVELOPMENT AND “PEER-T0-PEER LEARNING” RESOURCES

Speaking and Listening Non-Summative Tools Non-Summative Tools Diagnostic K-2 Speaking and Listening

Principles of Design: Create high quality formative tools that could be used K-12 in any discipline Build in professional development for teachers to support understanding of the Speaking and Listening standards Ensure the widest accessibility possible—including students who are deaf or hard of hearing Establish models for curriculum embedded assessment

CAE—the primary contractor for the Speaking and Listening Tools 1952 The Council for Aid to Education (CAE), a nonprofit organization based in New York City, is founded. 1996 CAE becomes part of the RAND Corporation and begins developing performance-based assessments to measure critical-thinking skills. 2002 CAE launches the Collegiate Learning Assessment (CLA) 2005 CAE becomes an independent organization to more effectively address organizational growth and to focus on assessment.

K-12 Speaking and Listening Tools Classroom Discussion Materials Sample performance tasks Listening Logs and Rubrics The K-12 Speaking and Listening Tools consist of sample performance tasks from across the curricula with all of the materials needed to implement the tasks, classroom discussion rubrics, videos to show how to use the rubrics, and listening logs and rubrics aligned to each grade level’s standards. Teacher’s guides do more than simply explain how to use the tools—they provide examples of how to structure classrooms for success to promote strong communication skills across the curricula.

Classroom Discussion Materials Developed for all grade levels. The purpose is to structure, support, and evaluate authentic classroom discussions. There are several scenarios to preview, but the emphasis is on using the grade level materials a teacher may already in his/her classroom with the PARCC developed tools. Can be implemented in ANY content classroom.

Kindergarten – 2nd Grade Performance Tasks: Purpose Materials Overview Task Models Checklist directions Checklist Prompts Planning sheet   The PARCC Speaking and Listening Performance Tasks for Grades K-2 are formative tools that can be used flexibly, in a manner that reflects teachers’ classroom practices. The goal of the PARCC Speaking and Listening Performance Tasks is to help teachers gather information about students’ abilities in regard to the following Speaking and Listening Standards:  SL 1, 4, 5, 6. Take a minute to review those standards. Notice the spiraling of complexity as the grades progress.

Mode 1 While students are engaged in listening/viewing the text/video, they complete a Listening Log. The Listening log guides students to analyze the material critically in preparation to discuss with others. Students are given time to reflect both before and after discussion with peers.

Mode 1 Materials/Documents Guidelines Listening Log and Listening Log Rubric Discussion Directions and Discussion Rubric Task Models Performance Tasks The focus for Mode 1 tasks is on Speaking and Listening standards 1, 2, & 3. Mode 1 Performance Tasks are primarily designed to measure students’ listening abilities. Since listening can be assessed only indirectly, these tasks require students to demonstrate through writing and speaking their understanding of what they have heard.

Mode 2 Materials/Documents Rubric Directions Guidelines Task Models Rubric Directions Rubrics (Research and Presentation) Exemplar Tasks The Purpose and Structure of Mode 2 Performance Tasks Mode 2 Performance Tasks are designed to measure students’ ability to conduct research and use the results of that research to give presentations orally, or through other modes of communication when appropriate, and to subsequently respond to the audience’s questions.

Mode 2 Exemplar prompts have been developed, but teachers may readily substitute provided topics with others that better suit their curriculum. Students have opportunities to develop and refine both their research and presentation skills.

Considerations & Clarifications Materials were developed initially by CAE and then reviewed collaboratively by educators for educators Materials have been pilot tested with a diverse population of students and revised to reflect changes called for by teachers and students Will be available for use Fall of 2015

Revisions Based on Feedback from Schools Significant revisions were made to the Speaking and Listening Tools based on feedback from teachers and students. Rubrics were re-formatted for ease of use. Guidelines were streamlined for clarity. Language was added to stress that teachers should use their professional judgment and their knowledge of their students to make accommodations to the tasks. Suggested language for teacher modeling was added to tasks. Insights into how to make tasks accessible to all students were incorporated. Prompts to students were clarified.

Students & Teachers Found the Tasks Enjoyable At one school, 88% of participating kindergarteners and 91% of first graders said they learned something from the task and would like to participate in a similar task in the future. A middle school  teacher reported that the task was “absolutely valuable” and that “the structure of the task is great – very relevant.” Kindergarten Performance Task

Tasks Are Accessible to All Students Accommodations Video Link A primary teacher noted, “All students regardless of abilities were able to complete task. The lesson was easily differentiated to the student’s current level.” Teachers in grades 3-5 indicated that the Mode 1 videos were age- appropriate, cognitively appropriate, and engaging for their students, as well as appropriate for students from multiple backgrounds.  A teacher of deaf students observed that during the planning stage for her students’ presentations, there was an unusually high level of active and productive inter-student discussion. The Planning Sheet was helpful for her students, and the rubric was very helpful in structuring her observations. Overall, her students performed more highly on this task than she expected.

Formative Tools Aid Instruction of Speaking and Listening Skills High school teachers and their students reported that the rubrics provided instructionally useful information “to a high extent.”  K-2 teachers had similar feedback: “The rubric provides useful feedback to students. Helps rate them as far as where they are.” “Definitely could share in the form of a conference.” 81% of fourth grade students who participated in a Mode 2 performance task indicated that the activity helped them learn how to make a presentation. Field tests showed a wide variety in student performance. Some students exhibited sophisticated discussion skills, while others lacked relevant experience. Students in some classrooms exhibited strong research and presentation skills, but others struggled. PARCC formative tools can help teachers structure speaking and listening tasks, focus their observations of students, and target the areas where further instruction is needed.

Applicable to a Range of Subject Areas Teachers reported that the Mode 2 Performance Task “Enhances curriculum. Can be applied to all subject areas as a different form of assessment.”  Grade 10 Classroom Discussion – Geometry

Questions and Comments? bhain@parcconline.org @PARCCPlace parcconline.org .