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Do You Know Your NGAs? While were waiting to start, please complete the Do You Know Your NGAs quiz (located in right pocket of folder). Handout 1

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Next Generation Teaching & Testing Shannon Pence Created by: Liz Wolfe-Eberly

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Its a Jungle Out There A Leap of Faith

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Your Guide Today Will Be Shannon Pence Assessment Literacy -NW Region spence@auglaizeesc.org

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Essential Question & Target How can we best prepare our students for the next generation of assessments? Learning Target: Participants will know and be able to apply information regarding: Instructional and assessment shifts Depth of knowledge Performance tasks

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Accessing the Resources Live Binder: www.livebinder.comwww.livebinder.com Search: mcesc

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Some things will remain the same

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Investigation: Finding the Shifts Examine the sample items. Identify shifts in the assessment items. Handout 2

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0 35 28 20 12 5555 Critical Thinking Technology Enhanced Connected Questions Text Complexity Select all Common Shifts CheerSilenceLoseWinBoo Round 1

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Barriers: The Elephants in the Room Techie

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Techie Support Choose Your Own Adventure Consumer Reports: How could you use this website? Would you recommend this website? Provide evidence of why you would or would not recommend this website?

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Applying Depth of Knowledge Shannon Pence

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Assessment How can we use assessment as a tool to ensure that our students are ready to compete in the 21 st century workplace? Evidence

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Depth of Knowledge What level do students need to demonstrate their understanding of the content? Handout 3a

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Hess Cognitive Rigor Matrix Blooms TaxonomyWebbs Depth of Knowledge Handout 3b

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Karin Hess Cognitive Matrix

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4 Common Misconceptions about DOK

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Misconception #1 All kids cant do this. Work with others first; DOK 3-4 are not meant to only be done independently. Speaking and listening support deeper thinking. Plan questioning and formative checks from DOK 1- 4 over the course of a lesson/unit. Plan for differentiation and scaffolding Hess

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4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as . Farmer Freds fields are worth twelve hundred dollars total. Each fields value is based on its size. What fraction of the total value is each field worth? How much is each field worth? Show and explain all of your mathematical thinking. NYC DOE

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Misconception #2 Blooms = Webbs DOK Hess Its what comes after the verb that indicates the complexity of the task.

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Description Tasks Describe the information contained in graphics or data tables in the text; or describe the rule for rounding a number. Describe how the two characters are alike and different. Describe the data or text evidence that supports your solution, reasoning, or conclusion. Describe varying perspectives on global climate change using supporting evidence, and identify the most significant effects it might have on the planet in 100 years. Hess

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Analysis Tasks Analyze Washingtons Farewell Address to explain why it is considered a seminal U.S. document. Analyze each statement to decide whether it is fact or opinion. Analyze the data. What do you see as other possible outcomes? Analyze primary and secondary sources to differentiate between historical fact and historical interpretation.

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Misconception #3 Webbs DOK model is a taxonomy. Blooms is a taxonomy, intended to be a hierarchy. Webbs model is not a taxonomy. -It differentiates levels of engagement with content -DOK 3-4 are not better than DOK 1-2 Hess

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Misconception #4 DOK is about difficulty. DOK is about complexity, not difficulty What mental processing must occur? Hess Difficulty Complexity

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Examples of Difficulty/Complexity

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Which DOK Level? CCSS.ELA-Literacy.L.7.2a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).CCSS.ELA-Literacy.L.7.2a CCSS.ELA-Literacy.RL.11-12.7CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) ELA

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Which DOK Level? CCSS.Math.Content.3.NF.A.3bCCSS.Math.Content.3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. CCSS.Math.Content.HSF-LE.A.2CCSS.Math.Content.HSF-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). Math

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Which DOK Level? Grade 6: Describe the governments, cultures, economic systems, technologies and agricultural practices and products of early civilizations and their enduring influence in the Eastern Hemisphere today. American History: Analyze primary and secondary sources to describe the different perspectives on an issue relating to a historical event in U.S. history and to present and defend a position. SS

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Which DOK Level? GR. 7: Make a series of bar graphs that show kinetic energy, potential energy and thermal energy for eight different positions on the roller coaster. Physics: Design and build a mousetrap car that will travel across the floor. Test and calibrate the vehicle so that the distance it travels can be controlled. After calibrating the cars, each group will be given a different target distance for the cars to reach. Science

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DOK: Things to Remember DOK is NOT the same as difficulty. Even level 1 can be very difficult (Who Wants to be a Millionaire). DOK is MORE than the verb. What comes after the verb is more important than the verb itself. It is about the TYPE of thinking students are required to engage in. DOK levels can be cumulative: a DOK 3 assessment task may contain a combination DOK 1 and DOK 2 level demands. DOK 1 + DOK 1 DOK 2 A strong majority of Next Generation Assessment items will be at DOK levels 2 and 3

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Task A or B? Part 1 Choose a Task Card Read and discuss the task with others who have the same task- subject and letter. What depth of knowledge is the task? Look at it from a students point of view What would you be thinking? What knowledge and skills would you need to employ for the task/questions? Look at it from a teachers point of view What evidence would you gain about the students knowledge and skills? Handout 4

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Task A or B? Part 2 Find others with the same color card Compare the DOK levels and evidence of learning from both tasks. How does the potential for lasting learning compare? Which tasks provides the teacher and the student with the best evidence of learning?

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Our challenge as teachers is not to find better ways to explain to our students what we want them to learn, but rather to find better ways to ask our students to make sense of what theyre learning for themselves. Marilyn Burns Educational Leadership- October 2014

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Lunch

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How Deep is Your Classroom? Watch one of the Videos Handout 5

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Barriers: The Elephants in the Room Techie Toughie

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Rigor in the Classroom Or In the Movies

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Learning Experiences that involve Rigor:that do not involve Rigor: challenge studentsare more difficult without a purpose require effort and tenacity by studentsrequire minimal effort focus on quality (rich tasks)focus on quantity (more pages to do) include entry points and extensions for all students are offered only to gifted students are not always tidy, and can have multiple paths to possible solutions are scripted, with a neat path to a solution contain rich content that is relevant to students contain routine procedures with little relevance develop strategic and flexible thinkingfollow a rote procedure encourage reasoning and sense-makingrequire memorization of rules and procedures without understanding expect students to be actively involved in their own learning often involve teachers doing the work while students watch

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Karin Hess Cognitive Matrix

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Each standard has an assigned Depth of Knowledge. The DOK determines the cognitive level of instruction. Recall, locate basic facts, definitions, details, events Select appropriate words for use when intended meaning is clearly evident. DOK 1 Recall and Reproduction Remember Understand DOK 2 Skills and Concepts Apply Explain relationships Summarize State central idea Use context for word meanings Use information using text features DOK 3 Reasoning and Thinking Analyze Analyze or interpret authors craft (e.g., literary devices, viewpoint, or potential bias) to critique a text Explain, generalize or connect ideas using supporting evidence (quote, text, evidence). Cite evidence and develop a logical argument for conjectures based on one text or problem Evaluate Use concepts to solve non-routine problems and justify DOK 4 Extended Thinking Synthesize across multiple sources/ texts Articulate a new voice, theme, or perspective Evaluate relevancy, accuracy and completeness of information across texts or sources Analyze multiple sources or multiple text Analyze complex abstract themes Devise an approach among many alternatives to research a novel problem -Explain how concepts or ideas specifically relate to other content domains. Develop a complex model or approach for a given situation Develop an alternative solution. Create Instruction & Assessment Decisions Selected Response Constructed Response Performance Tasks Karin Hess, EdD; Tools for Examining Rigor and High-Quality Assessment; 2014

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Approaches to Performance Assessment Stanford Center for Assessment, Learning, and Equity PBAs on Next Generation Assessments are Stand-Alone Curriculum-Embedded PBAs support student success on stand-alone PBAs

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High Quality Performance Tasks SCALE Rubrics Handout 6

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Whats Out There? Investigate a few performance based assessment samples. (Livebinder Search performance assessment examplesperformance assessment examples Buy It or Sell It Handout 7

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Barriers: The Elephants in the Room Techie Toughie Timey

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Developing and Selecting Performance Assessments What should students know and be able to do? How could this knowledge and skill be demonstrated? What characteristics are essential to define a quality performance? What would various performance levels look like?

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Identify Learning Targets Identify the learning targets that contain the knowledge and skills students will demonstrate. Learning Targets chosen should represent prioritized content and skills. Deconstruct as necessary to determine the most- valued content and skills. Organisms perform a variety of roles in an ecosystem. All of the processes that take place within organisms require energy. Plan and conduct simple investigations. Use appropriate mathematics with data to construct reasonable explanations. Communicate about observations, investigations and explanations. Example

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Design the Assessment Must be aligned to standards/learning targets from Step 1. Consider the complexity of assessment and time requirements. Develop clear directions and expectations. Design and conduct an experiment to explore the effect of changing one element of an ecosystem. Determine data to be collected and decide how to best display the data to share your findings with others. Example

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Establish Criteria Investigation Design Data Collection Data Display Communicates Findings NoviceApprentice Expert Criteria

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Investigation Design Data Collection Data Display Communicates Findings NoviceApprentice Expert Criteria Performance Descriptors (For each criterion at each level) Beyond Expectations Meeting Expectations Approaching Expectations

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Implement & Revise Implement Score items/tasks Revise as needed

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Next Generation Teaching & Testing Your Turn Select standard(s) Complete Handout 8 Handout 8

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Reflection & Evaluation How can we best prepare our students for the next generation of assessments?

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Your Challenge Should You Choose to Accept It. Implement Revise Share successes & challenges. Keep practicing! Keep practicing!

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Contact Information Shannon Pence, NW spence@auglaizeesc.org LiveBinder: http://www.livebinders.com Search: -mcesc -Assessment Literacy Ohio -Performance Assessment Examples