1. Thomas Suarez TED Talk

2. Mathematics Performance Task Planting Tulips 1.Classroom Activity 2.Student Task 3.Task Specifications 4.Scoring Rubric Smarter Balanced Task, 2013

3. Classroom Activity Performance task span different parts of the assessment system (summative, interim, and as part of the digital library of resources) Ideas for teachers: – Bring in actual bulbs – Show video on planting bulbs – Demonstrate how to measure them – Create a planter with tape on the floor

4. Classroom Activity Set the context: – School to build planters – They’ve been selected to select the design of planter and what to plant – What to plant – Discuss different plants, show bulbs

7. Classroom Activity Measurement – What tool to use Calculations – 2-inch bulb width x 3 = 6 inches of space between the bulbs – 2-inch bulb width + 6 inches between bulbs = total space of 8 inches for each bulb

8. Students work in pairs to complete the table

9. Performance Task Students will decide the shape of the planters and how many tulips to plant in each

16. What are the implications for instruction?

17. Task Specifications Domains: – Operations and Algebraic Thinking; – Number and Operations—Fractions; Measurement and Data

18. Assessment Targets Claim 1 Target I: Problem Solving with measurement Claim 3 Target E: Distinguish correct logic or reasoning from that which is flawed Claim 3, Target B: Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures

19. Assessment Targets Claim 2, Target D: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two- way tables, graphs, flowcharts, or formulas). Claim 2, Target B: Select and use appropriate tools strategically. Claim 2, Target A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.

20. Assessment Targets Claim 3, Target A: Test propositions or conjectures with specific examples. Claim 3, Target D: Use the technique of breaking an argument into cases.

21. Purpose of Task The purpose of this task is to assess student’s ability to problem solve with fractions in the context of area/space.

24. English Language Arts and Literacy

25. General Guidelines for Developing Performance Tasks Integrate knowledge and skills Measure understanding, research skills, analysis, and the ability to provide relevant evidence Require student to plan, write, revise, and edit Reflect a real-world task Demonstrate knowledge and skills Allow for multiple points of view Feasible for classroom environment

26. TaskWhat to DoWhat to Submit 1 Find 3–5 texts on the theme of moral courage. Take notes on those texts. One page of notes per text, saved electronically 2 Synthesize what you have learned from the texts about moral courage into an essay on the topic. Cite specific examples. 1,000-word essay, saved electronically 3 Research and write about a historical figure or a person you know who exhibited moral courage. A 3- to 5-page script for a monologue or a storyboard for a presentation 4 Write a brief reflection about what you learned from these tasks. 250- to 500-word reflection Multi-Task Performance Assessment Summary Table

27. Buzz Words Claims Targets/Evidence Statements Evidence Centered Design Common Core Assessment

28. Buzz Word Breakdown Claims – Broad Statements – Connected to Targets and evidence (assessment results) Targets/Evidence Statements – Supports a claim – Standards are grouped

29. Buzz Word Breakdown Evidence Centered Design – Claims Targets Assessment Evidence Results (student test results) Common Core Assessment – Performance Task – Item Types – EOY and optional interim – College and career ready – Evidence of progress toward target mastery

30. Documentation Examination Revision Documentation Examination Revision Documentation Examination Revision Documentation ExaminationRevision Always a Work in Progress!

31. Test Prototype

32. Taking the Test What do students need to know? What do students need to be able to do? Know Able to do

33. Smarter Balanced Practice Test http://www.smarterb alanced.org/pilot- test/

34. Session #44

35. Performance Task Resources Literacy Design Collaborative http://www.literacydesigncollaborative.org Mathematics Design Collaborative http://www.mygropgenius.org/mathematics/

36. The Partnership for Assessment of Readiness for College and Careers

37. PARCC States

38. Smarter Balanced States

39. Similarities and Differences 3 Assessment Item Types 3 ELA Claims: Reading, Writing, Research –Speaking/ Evidence Statements support ELA Claims Grade Levels Assessed: 3-8 th ; 9-11 th Standard, fixed test forms 6 Assessment Item Types 4 ELA Claims: Reading, Writing, Speaking/Listening, Research Targets support ELA Claims Grade Levels Assessed: 3- 8 th, 11 th Adaptive Technology

40. Similarities and Differences Performance Task: Administered in early Spring Summative Assessment used as EOY Evidence Centered Design Model Performance Task: Administered as one component of EOY Summative Assessment in late Spring Evidence Centered Design Model

41. PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment Innovative, computer- based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative Speaking And Listening Assessment Locally scored Non-summative, required 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 41

42. A Balanced Assessment System School Year Last 12 weeks of the year* DIGITAL LIBRARY of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. ELA/Literacy and Mathematics, Grades 3-8 and High School Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions. Performance Tasks ELA/literacy Mathematics Computer Adaptive Assessment ELA/literacy Mathematics Optional Interim Assessment Optional Interim Assessment Re-take option available Summative Assessment for Accountability

43. Sue Gendron sgendron@leadered.com