RWC-IWantToKnow-PA-Grade2-PerformanceAssessment

Page |1 Performance Assessment Development Template Who is developing this assessment? Name: Position/Affiliation: Colorado Content Collaborative in Reading, Writing and Communicating Colorado Content Collaborative in Reading, Writing and Communicating I CONTENT STANDARDS Content Area: Reading, Writing, and Communicating (1a.) Colorado Academic Standards Specify the Colorado Academic Standard 1: Oral Expression and Listening Standard(s) that will be evaluated by Standard 2: Reading for All Purposes the performance tasks Standard 3: Writing and Composition Colorado Academic Standards Online Standard 4: Research and Reasoning (hold CTRL and click to visit the website) Colorado Career and Technical Education (hold CTRL and click to visit the website) (1a.) Grade Level(s) Second Grade (1a.) Indicate the intended Depth of Knowledge (DOK) for this assessment (4a.) What are some real-world situations that relate to the content standards above? Some examples are included in the Colorado standards under “Relevance and Application.” ☐DOK ☑DOK ☐DOK ☐DOK  Living things depend on the health of their habitats  Different organisms have different needs  There are many ways people look up and research unknown information  Researchers use information to support their thinking  Researchers use a variety of reference materials to support learning new information Summary Provide a brief summary describing the task in the boxes below Performance Task Name Brief Description of the Task (about 2–5 words) The student will conduct research through note-taking to answer the following questions: I Want to Know…  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |2 animal? The student will create a non-fiction animal poster that answers questions and includes non-fiction text features  Day 1: Choose an animal  Day 2: Conduct Research  Day 3: Finish Research/Design Poster  Day 4: Complete Poster  Day 5: Present poster to class My Research II Claims, Skills, Knowledge & Evidence Claims What claim(s) you wish to make about the student? In other words, what inferences you wish to make about what a student knows or can do? Define any key concepts in these claims Successful completion of this task would indicate… RWC10-GR.2-S.1-GLE.1-EO.f Use content specific vocabulary to ask questions and provide information RWC10-GR.2-S.2-GLE.2-EO.a.i Use key ideas and details to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (CCSS: RI.2.1) RWC10-GR.2-S.3-GLE.2-EO.c Organize information texts using main ideas and specific supporting details RWC10-GR.2-S.3-GLE.2-EO.d: Organize ideas using a variety of pictures, graphic organizers or bulleted lists RWC10-GR.2-S.3-GLE.2-EO.e Use relevant details when responding in writing to questions about texts RWC10-GR.2-S.4-GLE.1-EO.a Identify a variety of resources and the information they might contain (dictionary, trade book, library databases, Internet web page) RWC10-GR.2-S.4-GLE.1-EO.b Identify a specific question and gather information for purposeful investigation and inquiry RWC10-GR.2-S.4-GLE.1-EO.c Use text features to locate, interpret, and use information RWC10-GR.2-S.4-GLE.1-EO.d Use a variety of multimedia sources to answer questions of interest Definition of key concepts: inquiry = a systematic investigation of a topic interest investigation = searching for facts, a detailed or Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |3 careful search of information multimedia = the combined use of sound, graphics or text (1c.) Skills Refer to the standard(s), grade level, and DOK levels you listed in Section I Given this information, what skills should be assessed? All skills should align with the above claims Student should be able to…  Identify a variety of resources and the information they might contain  Identify a question to answer  Gather information to investigate a question  Use features of non-fiction text to locate information  Use a variety of sources to answer questions  Use key ideas and details to ask and answer questions to demonstrate key details in a text Ask and answer such questions as:  who  what  where  when  why  how  Use content specific vocabulary to ask questions and provide information  Organize information texts using main ideas and specific supporting details  Organize ideas using a variety of pictures, graphic organizers or bulleted lists  Use relevant details when responding in writing to questions about texts (1b.) Knowledge Refer to the standard(s), grade level, and DOK level you listed in Section I Given this information, what knowledge/concepts should be assessed? All knowledge should align with the above claims Student should know/understand…  That resources contain different kinds of information  How to locate facts  How to ask and answer questions such as who, what, where, when, why and how  How to organize facts and information into a logical sequence  How to summarize information  How text features support comprehension  How information can be gleaned from a variety of sources (text, photographs, videos, etc)  That some details are not relevant to a topic Evidence What can the student do/produce to show evidence of the Student will show evidence of skills and knowledge by…  Identifies a variety of resources and the Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |4 above knowledge and skills? information they might contain  Identifies a question to answer  Gathers information to investigate a question  Uses key ideas and details to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text  Uses features of non-fiction text to locate information  Uses a variety of sources to answer questions  Uses content specific vocabulary to ask questions and provide information  Organizes information texts using main ideas and specific supporting details  Organizes ideas using a variety of pictures, graphic organizers or bulleted lists  Uses relevant details when responding in writing to questions about texts  Locates facts  Organizes facts and information into a logical sequence  Summarizes information  Gleans information from a variety of sources (text, photographs, videos, etc)  Includes relevant details III.A PERFORMANCE TASKS: Instructions to the Student Think about the assessment process from a student’s perspective What instructions does the student need? Make sure the instructions are fair and unbiased Instructions should be detailed, clear, and written at the appropriate grade level For more detailed guidelines on writing instructions, please refer to the “Performance Task Review” sheet Give the student an overview of the assessment (i.e., purpose of the assessment, tasks the student will need to complete, etc.) We have been studying living organisms Choose an animal that you want to know more about You will conduct research to answer these questions about your animal by reading non-fiction text  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your animal? You will take notes about the answers to your questions on the graphic organizers You will create a poster to show what you learned about your animal The poster will have: Non-fiction text features (caption, heading, title, map, graph, picture, etc.) Pictures Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |5 Bulleted lists You will have week to complete this task Day 1: Choose an animal Day 2: Conduct Research Day 3: Finish Research/Design Poster Day 4: Complete Poster Day 5: Present poster to class Stimulus Material Describe what stimulus material the student will receive For example, the stimulus might be a story or scenario that the student reads, analyzes, and to which the student provides a response      Questions for the students to answer regarding their animal Non-fiction texts to read Pictures Websites video clips Explain to the student what documents/materials they have for the assessment Explain what the student should with those documents/materials To help you prepare to make your poster, your teacher will give you questions to answer about your animal Your teacher will also give you non-fiction texts to read, pictures, websites, and/or video clips for you to use while conducting your research Your teacher will give you graphic organizers to write notes on Your teacher will give you poster paper to use to make your poster Describe in detail any safety equipment that is required Is safety equipment provided onsite, or are students expected to bring their own safety equipment? No safety equipment is required Explain what students need to when they complete each task (e.g., submit work to the evaluator, move on to the next task, etc.) After you complete your note-taking, review the questions your teacher gave you to make sure you have answered the questions about your animal Use your notes to make a poster about your animal Make sure you have used nonfiction text features on your poster Provide any other relevant information for the students’ instructions Poster needs to have:  Name of animal  Picture of animal Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |6  Non-fiction text feature(s)  Answers to questions researched  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your animal? III.B PERFORMANCE TASKS: Instructions to the Evaluator Think about the assessment process from an evaluator’s perspective What instructions the evaluators need? Instructions to the evaluator should be clear and concise Before the Testing Period How should the evaluator prepare the test site? Be as specific as possible Before assessment begins, make sure you have the following available:  Highlighters  Sticky notes  Access to internet  Availability to print pictures and other information found on internet  Access to library  Variety of resources on animals  Prepare graphic organizers(in a format that is familiar to students) for note taking with the following questions:  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your animal?  Poster paper (any size determined by you) What materials should be provided to students? Be as specific as possible See above What materials should the student bring to the testing site? Be as specific as possible Students    will need to bring: Pencils Crayons or markers Glue What materials should not be available to the student during the testing session (e.g., cell phones, calculators, etc.)? N/A Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |7 Should the evaluator keep track of time? If so, specify how much time the student will have to complete the assessment Explain how the evaluator should keep track of and record time Plan for the assessment to take week or approximately hours total Students should spend half of the allotted time conducting research and half the time creating their posters Day 1: Choose an animal—teacher collect non-fiction resources as appropriate Day 2: Conduct Research Day 3: Finish Research/Design Poster Day 4: Complete Poster Day 5: Present poster to class Will the evaluator need to video/audio record the testing session? If so, provide detailed instructions on how to set up the recording equipment No recording equipment is necessary During the Testing Period How should the evaluator respond to students’ questions? The evaluator cannot answer questions that the student is required to research but can answer questions students have pertaining to the research process and/or poster requirements What should the evaluator while the student is completing the tasks (e.g., should the evaluator make notes about the student’s process, mark scores on rubrics, etc.)? The evaluator should be present to answer questions students have pertaining to the research process and/or poster requirements Upon Completion of the Assessment What does the evaluator need to collect from the student? When the assessment is complete the evaluator needs to collect student graphic organizers and student posters If students complete self-evaluation using rubric, collect this also What information should the evaluator give the student at the end of the testing session? Optional: The evaluator can ask students to self-evaluate their posters using the rubric Who is responsible for cleaning/resetting the workstation (if necessary)— the student or the evaluator? How should the workstation be cleaned? Student is responsible for cleaning their workstation Other relevant information for the evaluator’s instructions: N/A Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |8 III.C PERFORMANCE TASKS: Other Considerations How will students’ responses be recorded? Describe how evidence will be collected about each student’s performance (e.g., student submits a work product, evaluator records information about the student’s process, etc.) The students will submit their graphic organizers in response to the following questions:  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your animal? The students will submit poster needs to have:  Name of animal  Picture of animal  Non-fiction text feature(s)  Answers to questions researched  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your animal? The evaluator will use the rubric to score student work *Graphic organizers and posters could be completed electronically What needs to be built for this assessment? Refer to the materials list above Think about what materials must be created for this assessment Some examples include: worksheets, instruction sheets for the evaluators, videos, websites, etc For Students: Graphic organizers (in a format that is familiar to students) prepared with the following questions:  Where does your animal live? What is its habitat?  What does your animal eat?  What else you want to know about your animal? A collection of resources that includes:  Non-fiction text in the grades 2-3 text complexity band  (passage sites: www.readwords.org/books/passages need to sign-up for, www.allaboutanimals.org.uk, www.songsforteaching.com/animalsongs.htm, www.kidsbiology.com/animals-for-children.php )  Appropriate websites (such as: www.kidsites.com, www.sciencekids.co.nz, gws.ala.org/category/sciences/biology, www.tryscience.org/fieldtrips )  Video clips (www.nationalgeographic,com/kids, www.neok12.com/AnimalsWildlife-htm, exchange.smarttech.com search “science grade 2” for SMART Board presentations) Rubrics for self-evaluation (optional) For Instructors/Evaluators: Template Design by Center for Educational Testing & Evaluation—University of Kansas Page |9 Instruction sheets for evaluators Rubrics (1 per student) III.D PERFORMANCE TASKS: Accommodations What are the requirements for this set of tasks? What accommodations might be needed? List all accommodations that might apply (e.g., accommodations for language, timing, setting, etc.) Accommodations:  Timing—students who receive extended time should receive the same modification for the assessment  Scribing—students who receive scribing should receive the same modification for the assessment  Language—audio recordings of text, collaboration with a peer as appropriate depending on the language load of the text  Response—students could complete graphic organizer and poster electronically  Other accommodations as indicated in student IEP IV EVALUATOR INFORMATION What are the requirements to be an evaluator for this assessment? Please provide your recommendations below Second grade teacher Template Design by Center for Educational Testing & Evaluation—University of Kansas P a g e | 10 Grade Rubric for Animal Research Project I Want to Know Above Mastery Scoring Criteria Conducts Research Responds to Questions and Generates Questions Mastery of Grade Level Standards Approaching Mastery Novice W Synthesize information from a variety of multimedia sources Uses information from a variety of multimedia sources Uses information from one multimedia source Does not use information from multimedia sources, Answers all provided questions with elaborated details, identifies multiple questions of interest to answer Answers all provided questions with key details, Identifies a specific question of interest to answer Answers some of the provided questions with minimal details, identifies a question to answer Does not answer any of the provided questions and/or includes irrelevant details, does not identify a relevant question to answer Mastery of Grade Level Standards Approaching Mastery Novice Organizes poster illustrating main ideas supported by specific details using non-fiction text features, pictures, and bulleted lists Attempts to organize poster but details are not connected to the main idea with nonfiction text features, pictures or bulleted lists Poster is not organized, details are random and are not connected to topic, little or no nonfiction text features, pictures or bulleted lists Mastery of Grade Level Standards Approaching Mastery Novice Through oral presentation, uses content-specific and academic vocabulary to present information to an audience Through oral presentation, uses content-specific to provide limited information to an audience My Poster Above Mastery Scoring Criteria Poster (Visual Presentation) Organizes poster synthesizing main ideas supported by elaborated details using non-fiction text features, pictures, and bulleted lists W My Findings Above Mastery Scoring Criteria Shares Poster with Class (Oral Presentation ) Through oral presentation, uses content-specific and academic vocabulary to elaborate on a topic, appropriate to a gradelevel audience Performance Assessment Development Process Template Design by Center for Educational Testing & Evaluation—University of Kansas Uses basic vocabulary to provide information to audience W P a g e | 11 The work of the Colorado Content Collaboratives is intended to support effective instructional practice by providing high quality examples of assessment and how assessment information is used to promote student learning The new Colorado Academic Standards require students to apply content knowledge using extended conceptual thinking and 21st century skills Performance assessments have the highest capacity to not only measure student mastery of the standards but also provide the most instructionally relevant information to educators Further, performance assessments can integrate multiple standards within and across content areas, providing educators a comprehensive perspective of student knowledge and giving students the opportunity to demonstrate the degree to which they understand and transfer their knowledge Performance Assessment - An assessment based on observation and judgment It has two parts: the task and the criteria for judging quality Students complete a task (give a demonstration or create a product) and it is evaluated by judging the level of quality using a rubric Examples of demonstrations include playing a musical instrument, carrying out the steps in a scientific experiment, speaking a foreign language, reading aloud with fluency, repairing an engine, or working productively in a group Examples of products can include writing an essay, producing a work of art, writing a lab report, etc (Pearson Training Institute, 2011) The Content Collaboratives worked closely with the Center for Educational Testing and Evaluation from the University of Kansas to establish protocols for the development of performance assessments and to use those protocols to develop performance assessments that include scoring rubrics The Performance Assessment Development Process includes a collection of resources to aid schools and districts that choose to engage in locally developing performance assessments The Performance Assessment Development Process is best utilized when intending to create an assessment for culminating assessment purposes such as a unit, end of course, end of semester, or end of year summative assessment Additionally, a district, BOCES, or school may wish to create a common performance assessment that can be used across multiple classrooms Engaging in the Performance Assessment Development Process serves as evidence that an educator is participating in valuable assessment work that aligns to the Colorado Academic Standards, district curriculum, and district goals The performance assessments developed by the Content Collaboratives serve as high-quality examples of performance assessments that can be used for a variety of purposes Scores from these performance assessments are used at the discretion of the district or school Template Design by Center for Educational Testing & Evaluation—University of Kansas