1. Where the Rubber Hits the Road – Next Generation Assessments Susan Gendron, Senior Fellow International Center for Leadership in Education October 3, 2011

2. Rigor/Relevance For All Students 2 AB DC

3. 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy 3

4. Application Model 1. Knowledge in one discipline 2. Application within one discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations 4

5. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application 5 Knowledge

6. Awareness 1 Comprehension 2 Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline A Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Low-level Knowledge 6

7. Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Low-level Application 7

8. Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. High-level Knowledge 8

9. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application 9

10. Rigor/Relevance Framework © International Center for Leadership in Education 1 2 3 4 5 4 5 6 3 2 1 Application Model Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in one discipline Apply Across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations A: Acquisition Count, define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, sequence, tell, write, conclude, discuss, explain, generalize, illustrate, tell, review C: Assimilation Analyze, appraise, characterize, classify, compare, contrast, choose, construct, deduce, diagram, distinguish, examine, organize, outline, relate, research, rewrite, separate D: Adaptation Assess, argue, debate, design, develop, differentiate, discriminate, integrate, invent, judge, justify, make, perform, plan, predict, prioritize, produce, propose, prove, rank, rate, select B: Application Conclude, demonstrate, discuss, explain, generalize, interpret, paraphrase, predict, report, restate, summarize, tell, apply, change, compute, dramatize, interview, prepare, produce, role- play, select, show, transfer, use 10

11. A B D C Standards

12. A B D C Assessments

13. PARCC Assessment Priorities Comprehending complex text: –grade- level-appropriate short texts of sufficient complexity –Informational text in elementary and non-fiction in secondary –Vocabulary assessed within reading  International Center for Leadership in Education

14. PARCC Assessment Priorities Analyzing sources in writing : Writing routinely in response to complex text An emphasis on analytic writing that increases through the grades Writing under a range of conditions and within set parameters Use of technology to produce, edit, and distribute writing Writing expectations  International Center for Leadership in Education

15. PARCC Assessment Priorities Conducting and reporting on research students’ abilities to gather resource evaluate their relevance report on information and ideas they have investigated  International Center for Leadership in Education

16. PARCC Assessment Priorities Speaking and listening: range of interactive oral communication and interpersonal skills skills necessary to present formal presentations, working collaboratively, sharing findings, listening to others  International Center for Leadership in Education

17. PARCC Assessment Priorities Reading and Writing: Cite Evidence and Analyze Content Understand and apply grammar Understand and apply vocabulary Speak and Listen Effectively  International Center for Leadership in Education

18. PARCC Assessment Priorities Mathematics: Will measure the knowledge, skills, and understanding essential to achieving college and career readiness conceptual understanding procedural skill and fluency application and problem solving tasks that require students to connect mathematical content and mathematical practices.  International Center for Leadership in Education

19. PARCC Assessment Undergoing research to develop exemplary assessment types: Short- and extended- response items Performance tasks Computer-based selected-response items Questions asked would measure student learning across various mathematical domains and practices  International Center for Leadership in Education

21. Sample Items PISA http://nces.ed.gov/surveys/pisa/educato rs.asp http://nces.ed.gov/surveys/pisa/educato rs.asp http://pisa-sq.acer.edu.au/ MARS http://www.nottingham.ac.uk/~ttzedwe b/MARS/tasks/ SBAC http://www.k12.wa.us/SMARTER/ Resources.aspx http://www.k12.wa.us/SMARTER/ Resources.aspx  International Center for Leadership in Education

22. 22 There is not necessarily a simple correspondence between standards, claims, and tasks. Some items will assess student understanding of particular content-related standards. For example, the task “If x and y are positive integers, and 3x + 2y = 13, what could be the value of y? Write all possible answers” addresses Content Standard EE-8.1 and Claim #1. But, consider the following problem, “Hurdles Race.”

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24. 24 Interpreting distance-time graphs in a real- world context Realizing “to the left” is faster Understanding points of intersection in that context (they’re tied at the moment) Interpreting the horizontal line segment Putting all this together in an explanation

25. 25 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments… Model with mathematics. Use appropriate tools strategically. Attend to Precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

26. Your State Standards  CCSS

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