pa core standards
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PA Core Standards. Implications for Curriculum, Instruction, & Assessment October 29, 2014. Session Outline. Section 1: Regulations Section 2: PA Core Standards Section 3: Curriculum & Instruction Section 4: Assessment. Choose Your Own Adventure through the PA Core. - PowerPoint PPT PresentationTRANSCRIPT
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PA Core Standards
Implications for Curriculum, Instruction, &
Assessment
October 29, 2014
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Session Outline
Section 1: RegulationsSection 2: PA Core StandardsSection 3: Curriculum & InstructionSection 4: Assessment
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Section 1: Regulations (Slides 4-8) Section 2: PA Core Standards (Slides 9-27) Section 3: Curriculum & Instruction (Slides 28-66)
PA Core ELA: Cross-Curricular Implications for Instruction (Slides 29-51)
PA Core Math: Cross-Curricular Implications for Instruction (Slides 52-66)
Section 4: Assessment (Slides 67-111) Assessment Literacy (Slides 68-79) PSSA (Slides 80-97) SAT (Slide 98) Keystone Exam (Slides 99-105) Keystone Project Based Assessment (Slides 106-111)
Choose Your Own Adventurethrough the PA Core
Click desired link below to navigate to that section of the PowerPoint.
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Section 1:Regulations
Chapter 4
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Chapter 4
Became official on March 1, 2014Includes the PA Core Standards, assessment and graduation requirements, etc.
Link to Chapter 4: http://www.pacode.com/secure/data/022/chapter4/chap4toc.html
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Chapter 4 FAQ
Coming Soon to the
PDE and SAS websites
(Note: On SAS, the FAQ will be posted under the tabs forboth Project Based Assessment and Keystone Exams.)
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Goals
Heighten understanding of eligible content Get feedback Show sample questions
Grade 3 ELA & Math available now for review Grade 4-8 ELA & Math, Literature, & Algebra 1
will be available by November 15, 2015 Review Site will close on January 15, 2015 Site= http://www.paacademicreview.org/
Public Review ofEligible Content
8Source: http://www.pdesas.org/Standard/Views
As part of the new [Chapter 4] regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce.
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Section 2:PA Core Standards
Common Core vs. PA CoreEnglish Language Arts
MathematicsReading & Writing in History & Social
StudiesReading & Writing in Science & Technical
Subjects
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Common Core vs. PA CoreVideo: Common Core for ELA and Literacy (History of the CCSS Development)
https://www.teachingchannel.org/videos/common-core-standards-ela
Other Videos:
Common Core State Standards for Mathhttps://www.teachingchannel.org/videos/common-core-state-standards-for-math
Learn About the Common Core Standards in 3 Minuteshttp://www.corestandards.org/video/
Why We Need Common Core: “I Choose C.” (A Satirical Cartoon)http://www.youtube.com/watch?v=dY2mRM4i6tY
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Common Core vs. PA Core
Source: PA Core Standards Leadership Fact Sheet http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20for%20Leadership%2012.1.2013.pdf
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Common Core ELA
Source: M1-Common_Core_Module_1_Unpacking_the_Standards_Rev-9_04_12 PowerPoint at http://www.pdesas.org/standard/PACore
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College & Career Readiness:CC Anchor Standards for Reading
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 10 & 35) http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
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College & Career Readiness:
CC Anchor Standards for Writing
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 18 & 41) http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
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College & Career Readiness: CC Anchor Standards for Speaking &
Listening
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 22 & 48) hhttp://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
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College & Career Readiness:CC Anchor Standards for Language
Source: Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 25 & 51) http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
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PA Core ELA
Source: M1-Common_Core_Module_1_Unpacking_the_Standards_Rev-9_04_12 PowerPoint at http://www.pdesas.org/standard/PACore
Source: http://static.pdesas.org/content/documents/M1-Slide_9_PACCS_Taxonomy.pdf
Taxonomy
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PA Core ELA:Table of Contents
Source: Academic Standards for English Language Arts (p. 3) http://www.pdesas.org/standard/PACore
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PA Core Mathematics:
Introduction to the Standards
Source: Academic Standards for Mathematics (p. 2) http://www.pdesas.org/standard/PACore
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PA Core English Language Arts Standards
Link to the PA Core ELA Standards: http://www.pdesas.org/standard/PACoreSelect “PA Core Standards” & then select
“PA Core – English Language Arts, Grades PreK-5” or “PA Core – English Language Arts, Grades 6-12”
Link to Common Core ELA Standards, Appendices, & Resources:http://www.corestandards.org/ELA-Literacy/
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PA Core Mathematics Standards
Link to the PA Core Math Standards: http://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select “Mathematics, Grades K-12”
Link to Common Core Math Standards, Appendix, & Resources: http://www.corestandards.org/Math/
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PA Core Standards for Reading & Writing
in Science & Technical Subjectshttp://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select “PA Core – Reading for Science and Technical Subjects 6-12” or “PA Core – Writing for Science and Technical
Subjects 6-12”
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PA Core Standards for Reading & Writing
in History & Social Studieshttp://www.pdesas.org/standard/PACore
Select “PA Core Standards” & then select “PA Core – Reading for History and Social Studies 6-12” or “PA Core – Writing for History and Social Studies 6-12”
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ELA
Appendix A – Research Supporting Key Elements of the Standards
ELA Appendix B – Text Exemplars ELA Appendix C – Student Writing S
amples Mathematics Appendix A – Designin
g High School Math CoursesSource: http://www.pdesas.org/Standard/PACore
PA Core Appendices
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Select one of the sets of PA Core
Standards Examine the Vertical Progression from K-12 What do you notice? Preview the Appendices How would the Appendices be of value to
you?
Activity
Source: http://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standards.pdf
The standards are like the building code. Architects and builders must attend to them but they are not the purpose of the design. The house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner—while also meeting the building code along the way.
~Jay McTighe & Grant Wiggins27
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Section 3:Curriculum & Instruction
PA Core ELA: Cross-Curricular ImplicationsPA Core Math: Cross-Curricular Implications
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PA Core ELA:Cross-Curricular Implications for
Instruction
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Balancing the reading of informational and literary texts so that
students can access nonfiction and authentic texts, as well as literature Focusing on close and careful reading of text so that students are
learning from the text Building a staircase of complexity (i.e., each grade level requires a
“step” of growth on the “staircase”) so that students graduate college or career ready
Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read
Stressing an academically focused vocabulary so that students can access more complex texts
Source: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
ELA Instructional Shifts
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Percentages reflect reading across all disciplines.
Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (p. 5) http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
Shift 1:Balancing Informational & Literary
Texts
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literatureSource: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
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PBS Common Core Series: Common Core in
ELA/Literacy, Shift 1 PK-5 Balancing Informational Text and Literature Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-1-pk-5-balancing-informational-text-and-literature
PBS Common Core Series: Common Core in ELA/Literacy/Shift 2 6-12 Building Knowledge in the Disciplines Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-the-disciplines
K-5 Balancing Informational & Literary Texts
and
6-12 Building Knowledge in the Disciplines
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Doug Fisher’s Close Reading VideosPart 1:
https://www.youtube.com/watch?v=5w9v6-zUg3YPart 2:
https://www.youtube.com/watch?v=JhGI5zdjpvc
Shift 2:Focusing on Close Reading
Focusing on close and careful reading of text so that students are learning from the textSource: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
PBS Common Core Series: Common Core in ELA/Literacy, Shift 3 Staircase of Complexity Video Link =https://www.engageny.org/resource/common-core-in-ela-literacy-shift-3-staircase-of-complexity
Expose students to complex texts Scaffold the text to provide access points for struggling readers Provide leveled text/translated text to build background Allow frustration (Try to get the gist and continue to grapple with text) See Appendix B for Text Exemplars
Shift 3:Building a Staircase of Complexity
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Building a staircase of complexity so that students graduate college or career readySource: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
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Text Complexity
Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 14) at http://www.pdesas.org/standard/PACore
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Quantitative Measures
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 15) at http://www.pdesas.org/standard/PACore
Quantitative Analysis Resources:http://static.pdesas.org/content/documents/M2-Access_to_Quantitative_Analysis_Tool.pdf
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Lexile Ranges
Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 21) at http://www.pdesas.org/standard/PACore
Qualitative Measures
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 26) at http://www.pdesas.org/standard/PACore
Qualitative Measures Rubric – Literary Text:http://static.pdesas.org/content/documents/M2-Slide_30_Qualitative_Measures_Rubric_Literary_Text.pdf
Qualitative Measures Rubric – Informational Text:http://static.pdesas.org/content/documents/M2-Slide_31_Qualitative_Measures%20Rubric_Informational_Text.pdf
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Continuum
Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 27) at http://www.pdesas.org/standard/PACore
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Reader and Task
Source: Source: M2-Common_Core_Module_2_Text_Complexity_9_4_12 PowerPoint (Slide 36) at http://www.pdesas.org/standard/PACore
Questions for Reflection on Reader and Task Considerations:http://static.pdesas.org/content/documents/M2-Slide_39_Reader_and_Task_Considerations.pdf
Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence-based analysis of text and research. (Academic Standards for English Language Arts, p. 2)
PBS Common Core Series: Common Core in ELA/Literacy, Shift 5 Writing from Sources Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources
PBS Common Core Series: Common Core in ELA/Literacy, Shift 4: Text-based Answers Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-4-text-based-answers
Shift 4:Writing (and Conversing) from
Sources
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Supporting writing from sources so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they readSource: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
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Informative/Explanatory Opinion/Argument Narrative
See Appendix C for Samples of Student Writing
Types of Writing
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Focus Content Organization Style Conventions
Quality of Writing
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PBS Common Core Series: Common Core in ELA/Literacy, Shift 6 Academic Vocabulary Video Link =
https://www.engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary
Select powerfully useful and frequently occurring words with value across disciplines
Allow for deep processing and repeated exposure Model use of the words and expect application
Shift 5:Stressing Academic Vocabulary
Stressing an academically focused vocabulary so that students can access more complex textsSource: PA Core Academic Standards for English Language Arts, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
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ELA Emphasis Grade K ELA Emphasis Grade 1 ELA Emphasis Grade 2 ELA Emphasis Grade 3 ELA Emphasis Grade 4 ELA Emphasis Grade 5 ELA Emphasis Grade 6 ELA Emphasis Grade 7 ELA Emphasis Grade 8 ELA Emphasis Grades 9 through 10 ELA Emphasis Grades 11 through 12
Source: Mathematics Emphasis Guides and Cluster Matrices http://www.pdesas.org/Standard/PACore
ELA Emphasis Guides
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Incorporate into instruction more text dependent
questions that require students to read a text closely to determine what it says explicitly and to make logical inferences from it.
Have students read more non-fiction and complex texts. Focus writing instruction substantially on writing to inform
and structure an argument, not only writing storiesSource: PA Core Standards Teacher Fact Sheet, December 1, 2013, (pp. 3-4) at http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20For%20Teachers%2012.1.2013.pdf
Emphasize higher order comprehension instruction (i.e., sort & categorize, compare & contrast, evaluate, analyze, and reason)
Source: Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann, p. 19.
Other Implications??
Instructional Implications
Learn Zillion – Select ELA or Common Core
Navigator (after creating a free account)https://learnzillion.com
Achieve the Core – Select ELA/Literacyhttp://achievethecore.org
TeachingChannel – Select English Language Artshttps://www.teachingchannel.org/
EngageNY – Select Common Corehttps://www.engageny.org/
Pennsylvania Learns iTunes Uhttp://iTunes.apple.com/us/institution/pennsylvania-learns/id878690525
SAS Online ELA Resources Charthttp://static.pdesas.org/content/documents/PACC_Online_ELA_Resources_ELA.pdf
ELA Resources
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Calkins, L., Ehrenworth, M., & Lehman, C. (2012).
Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: ASCD.
Beers, K. & Probst, R.E. (2012). Notice & note: Strategies for close reading. Portsmouth, NH: Heinemann.
Books by Frey & Fisher
ELA Professional Texts
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Available for ELA or Math Adopt or Adapt Copy Format for Other Content Areas
Access the Curriculum Frameworks through the SAS Curriculum Mapping Tool.Note: Log in to SAS to view.
http://www.pdesas.org/module/cm/
SAS Curriculum Frameworks
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To gain a deeper understanding of the PA Standards Instructional Frameworks, their purpose and design, the documents below may prove helpful:
Long Term Transfer Goals, Big Ideas, and Essential Questions – the guidance that framed the curriculum for each grade level
PA Standards: Focus and Important Standards – summarizes the breakout of standards in the map modules
Curriculum Map Components – definitions for each curriculum map element Grade Band Summaries – highlights the major instructional elements at PK-2,
3-5, 6-8, and 9-12 Grade Level Summaries – provides an overview of the instructional focus for
each grade Grade Level Curriculum Map Summaries – summarizes the content of each
module by grade level Modules by Grade Level - provides a listing of all modules for each grade level
Source: http://www.pdesas.org/module/cm/
SAS ELA Curriculum Frameworks
Think about your course(s). How are you addressing the
instructional shifts? Provide evidence to support your answers to the following questions: Does your course require a broad range of reading including the
reading of primary source documents? Do you require close, careful reading (i.e., re-reading) of text? Are your students exposed to appropriately complex texts? How do
you scaffold the reading so that all learners can access challenging text?
Do your students engage in informational and argumentative writing as well as evidence-based analysis of text and research? Are your class discussions text-based?
Are you adequately addressing academic vocabulary? If you answered “no” to any of these questions, how could you shift
your instruction to better align with the rigor of the PA Core?
Activity
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PA Core Math:Implications for Instruction
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Greater focus on fewer topics Coherence: Linking topics and thinking
across grades Rigor: Pursue conceptual understanding,
procedural skills and fluency, and application with equal intensity
Source: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
Math Instructional Shifts
Math Instructional Shifts
Video Link: http://achievethecore.org/shifts-mathematics
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Math Emphasis Guides and Cluster MatricesSource: Mathematics Emphasis Guides and Cluster Matrices http://www.pdesas.org/Standard/PACore
Math Emphasis Guide - Curriculum Categories Math Practices and Grade Progressions Math Emphasis Guide from PA to CCSS - Grade K Math Emphasis Guide from PA to CCSS - Grade 1 Math Emphasis Guide from PA to CCSS - Grade 2 Math Emphasis Guide from PA to CCSS - Grade 3 Math Emphasis Guide from PA to CCSS - Grade 4 Math Emphasis Guide from PA to CCSS - Grade 5 Math Emphasis Guide from PA to CCSS - Grade 6 Math Emphasis Guide from PA to CCSS - Grade 7 Math Emphasis Guide from PA to CCSS - Grade 8 Math Cluster Matrix - Trifolds 1-2-3 Math Cluster Matrix - Trifolds 2-3-4 Math Cluster Matrix - Trifolds 3-4-5 Math Cluster Matrix - Trifolds 4-5-6 Math Cluster Matrix - Trifolds 5-6-7 Math Cluster Matrix - Trifolds 6-7-8
Shift 1: Focus
Greater focus on fewer topicsSource: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
PA Core Math Standards:Development & Progression
Source: Academic Standards for Mathematics (p. 4) http://www.pdesas.org/standard/PACore 56
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Avoid instructing isolated topics Recognize that mathematical
concepts are interconnected and help students make the connections
Think across grades
Shift 2: Coherence
Coherence: Linking topics and thinking across gradesSource: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
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Rigor recognizes that fluency, conceptual understanding and application in order to solve real world problems are all equally important
Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008).
Source: Blackburn, B. R. The Beginner’s Guide to Understanding Rigor (2012) at http://static.pdesas.org/content/documents/M4-Slide_11_The_Beginners_Guide_to_Rigor.pdf
Shift 3: Rigor
Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensitySource: Key Shifts in Mathematics http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
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Watch the Dan Meyer Videos:
Math Class Needs a Makeover Part 1 of 2 Video Link = https://www.youtube.com/watch?v=SjsfHTuZ14w
Math Class Needs a Makeover Part 2 of 2 Video Link = https://www.youtube.com/watch?v=yYre7Q6xGD8
How can you foster problem solving and real world application in your course?
Activity
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Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning
of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and make sense of regularity in repeated
reasoning. Source: PA Core Academic Standards for Mathematics, March 1, 2014, (p. 2) at http://www.pdesas.org/standard/PACore
Mathematical Practices
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M5
– Math Practice Grade Progression: Grades K-2
M5 – Math Practice Grade Progression: Grades K-3
M5 – Math Practice Grade Progression: Grades 3-5
M5 – Math Practice Grade Progression: Grades 4-7
M5 – Math Practice Grade Progression: Grades 6-8
M5 – Math Practice Grade Progression: Grades 7-HS
Source: PA Core Mathematics Training Modules: Module 5 – Next Steps in Curriculum at http://www.pdesas.org/standard/PACore
Grade Progressions
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Locate the Standards for Mathematical Practice section of the
Common Core State Standards for Mathematics (pp. 6-8) Read your assigned Mathematical Practice along with the
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content section (p. 8)
Discuss the eight Mathematical Practices with your group What are the implications of the Standards of Mathematical
Practice for your classroom instruction? What are the implications for the learners? How do the mathematical practices connect to content?
Activity
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Focus instruction more on the few key topics
emphasized in each grade in the standards. Emphasize problem-solving and real-world
application.Source: PA Core Standards Teacher Fact Sheet, December 1, 2013, (pp. 4) at http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20For%20Teachers%2012.1.2013.pdf
Other Implications??
Instructional Implications
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Learn Zillion – Select Math or Common Core
Navigator (after creating a free account)https://learnzillion.com
Achieve the Core – Select Mathematicshttp://achievethecore.org
TeachingChannel – Select Mathhttps://www.teachingchannel.org/
EngageNY – Select Common Corehttps://www.engageny.org/
Pennsylvania Learns iTunes Uhttp://iTunes.apple.com/us/institution/pennsylvania-learns/id878690525
SAS Online Math Resources Charthttp://static.pdesas.org/content/documents/PACC_Online_Mathematics_Resources.pdf
Math Resources
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To gain a deeper understanding of the PA Standards Instructional Frameworks, their purpose and design, the documents below may prove helpful:
Long Term Transfer Goals, Big Ideas, and Essential Questions – the guidance that framed the curriculum for each grade level
PA Standards: Focus and Important Standards – summarizes the breakout of standards in the map modules
Curriculum Map Components – definitions for each curriculum map element Grade Band Summaries – highlights the major instructional elements at PK-2,
3-5, 6-8, and 9-12 Grade Level Summaries – provides an overview of the instructional focus for
each grade Grade Level Curriculum Map Summaries – summarizes the content of each
module by grade level Modules by Grade Level - provides a listing of all modules for each grade level
Source: http://www.pdesas.org/module/cm/
SAS MathCurriculum Frameworks
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Source: Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann, p. 20.
…wherever you decide to begin your Common Core work, you’ll find that you’ll need to focus on assessment as well as instruction.
~Lucy Calkins, Mary Ehrenworth, & Christopher Lehman
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Section 4:Assessment
Assessment LiteracyPSSASAT
Keystone ExamKeystone Project Based Assessment
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Assessment Literacy
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Selected Response (SR)
Multiple Choice (MC) Evidence Based Selected Response (EBSR)
Constructed Response (CR) Short Answer (SA) Text Dependent Analysis (TDA) Writing Prompt (WP) Open Ended (OE)
Types of Questions
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Craft questions with answer choices that are
appropriately structured and plausible Place answer choices in ascending or
descending order, if applicable Limit answer choices to 3 options in primary
grades and 4 options in intermediate grades and beyond
Teach students to read carefully to determine if the question requires selection of more than one answer (ex. EBSRs)
Source: Adapted from Homeroom Assessment Literacy Series Module 3 Item Specifications PowerPoint
Selected Response Guidelines
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Clearly define performance expectations
Through verb choice (ex. analyze, identify, explain)
Through extent of response (ex. give three reasons, provide two examples)
Through content specificity (ex. cite evidence from text, explain all your work)
Require a rubric for scoring Teach students to read items/prompts carefully
and to use the provided rubric to determine if their response sufficiently answers all aspects of the question
Constructed Response Guidelines
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Holistic – provides a single score based upon the
assessment of the student’s overall performance taken as a whole
Analytic – allows for the assessment of each individual aspect or dimension of the task and combines these subscores to determine the overall score
Guidelines In developing rubrics, avoid words that are subjective (ex.
insufficient) or vague (ex. few) without clearly defining and/or quantifying them
Determine if quality of writing (Focus, Content, Organization, Style, & Conventions) will impact the score and clearly communicate this through the rubric
Types of Rubrics
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Webb’s Depth of Knowledge (DOK) Levels
Level 1: Recall and Reproduction Level 2: Skills/Concepts Level 3: Strategic Thinking Level 4: Extended Thinking
Depth of Knowledge Definitions & Examples:http://static.pdesas.org/content/documents/M4-Slide_14_DOK_Chart.pdf
Depth of Knowledge Wheel:http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf
Assessment Rigor: Webb
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Depth of Knowledge is not determined by the verb, but rather by the context in which the verb is used and the level of thinking required to perform the task.
DOK 1: Describe three characteristics of metamorphic rocks
DOK 2: Describe the difference between metamorphic and igneous rocks
DOK 3: Describe a model you might use to represent the relationships that exist within the rock cycle
Source: Adapted from M2-Rigor_PPT_11-01-12 PowerPoint at http://www.pdesas.org/Standard/PACore
Assessment Rigor: Webb
Hess’ Cognitive Rigor Matrix & Curricular Examples
For Math and Science: http://static.pdesas.org/content/documents/M2-Activity_2_Handout.pdf
Hess’ Cognitive Rigor Matrix & Curricular Examples For Math and Science: For ELA:http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
A Guide for Using Webb’s Depth of Knowledge with the Common Core State Standards:http://www.crecnow.info/blendedsolutions/docs/docs/Webbs_Depth_of_Knowledge.pdf
Assessment Rigor: Hess
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Blueprinting: Rigor
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Blueprinting: Standards
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SAS Assessment Creatorhttp://www.pdesas.org/module/assessment/Search.aspx NAEP Questions Tool - rigorous assessmentshttp://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx EQUIP – continuous improvementhttp://www.achieve.org/EQuIP
Assessment Resources
Think about the assessments utilized within your
course(s). Provide evidence to support your answers to the following questions: Are your assessments standards based? Do you have sufficient assessment items to appropriately
assess each standard? Do the types of questions you use to assess each standard
vary? Have you developed clear rubrics for assessing constructed
response questions? Is the rigor of your assessments aligned with the PA Core? Have you appropriately balanced the weight and rigor of the
assessment of each standard?
Activity
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PSSAhttp://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_%
28pssa%29/1190526
JUST RELEASED: The Getting Ready for the 2015 State Assessments PowerPoint and
Webinar are now posted on the PDE PSSA page. (See the link above.)
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ELA PSSA Test Designhttp://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/69/PCS%20PSSA%20English%20Language%20Arts%20Test%20Design.pdf
Sections
2014-15 ELA Test
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PSSA Grades 3-5 Narrative Scoring Guidelines (PDF) PSSA Grades 3-5 Informational Scoring Guidelines (PDF) PSSA Grades 3-5 Opinion Scoring Guidelines (PDF) PSSA Grades 6-8 Narrative Scoring Guidelines (PDF) PSSA Grades 6-8 Argumentative Scoring Guidelines
(PDF) PSSA Grades 6-8 Informative-Explanatory Scoring Guide
lines (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
Scoring Guidelines for Writing Prompts
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Text-Dependent Analysis = the ability to “draw evidence from
literary or informational texts to support analysis, reflection, and research”
Questions require students to provide evidence from complex text (or across texts) and to draw inferences based on what the text says in order to support an analysis
Close reading is needed to draw evidence from complex text Type of thinking required = Analysis at DOK Level 3 Not mode specific, but are still scored on writing traits Response should answer the question, demonstrate analysis,
include inferences drawn from the text to support the analysis, and be communicated through a well-structured essay
(Note: Five paragraphs are not required.) 1 question worth 4 points weighted x4 = 19% of test
Text-Dependent Analysis
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Hess’ Cognitive Rigor Matrix
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
PSSA TDA Scoring Guidelines
http://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/69/PSSA%20Text%20Dependent%20Analysis%20Scoring%20Guidelines.pdf
Text-Dependent Analysis
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Was the question answered? Did they analyze? Did they cite evidence from the text to
support their analysis? Did they effectively communicate that
analysis through their essay using the traits?
Text-Dependent Analysis
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Go to www.pdesas.org Log in Go to Teacher Tools Select My Communities Type Text Dependent Analysis in the Keyword Search Box Click Join and then click the specific Community Name to
enter
TDA PLC
2013-14 English Language Arts Preliminary Item and Scoring Sam
pler Grade 3 (PDF)
2013-14 English Language Arts Preliminary Item and Scoring Sampler Grade 4 (PDF)
2013-14 English Language Arts Preliminary Item and Scoring Sampler Grade 5 (PDF)
2014-15 English Language Arts Preliminary Item and Scoring Sampler Grade 6 (PDF)
2014-15 English Language Arts Preliminary Item and Scoring Sampler Grade 7 (PDF)
2014-15 English Language Arts Preliminary Item and Scoring Sampler Grade 8 (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
ELA Item Samplers
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Choose an ELA Item Sampler from Grades 4-8 Locate examples of each of the follow question types:
Multiple Choice (MC) Evidence Based Selected Response (EBSR) Text Dependent Analysis (TDA) Writing Prompt (WP)
Now look at the Grade 3 Item Sampler. How does the Grade 3 Short Answer Question (SA) compare to the TDA?
What classroom assessment practices from your course will support student success on the State assessments?
What practices need to change?
Activity
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2014 Anchors
Grade 3 English Language Arts Assessment Anchors (PDF) Grade 3 - English Language Arts Compact Assessment Anchors (PDF) Grade 4 English Language Arts Assessment Anchors (PDF) Grade 4 - English Language Arts Compact Assessment Anchors (PDF) Grade 5 English Language Arts Assessment Anchors (PDF) Grade 5 - English Language Arts Compact Assessment Anchors (PDF) Grade 6 English Language Arts Assessment Anchors (PDF) Grade 6 - English Language Arts Compact Assessment Anchors (PDF) Grade 7 English Language Arts Assessment Anchors (PDF) Grade 7 - English Language Arts Compact Assessment Anchors (PDF) Grade 8 English Language Arts Assessment Anchors (PDF) Grade 8 - English Language Arts Compact Assessment Anchors (PDF)
2014 English Language Arts Glossary to the Assessment Anchors and Eligible Content (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/p/1329672
ELA Assessment Anchors & Glossary
Look for Natural Fit Example:
Anchor Descriptor E05.B-C.3.1 - Demonstrate understanding of connections within, between, and/or among informational texts. Eligible Content E05.B-C.3.1.2 - Integrate information
from several texts on the same topic in order to demonstrate subject knowledge. Science Task: Read at least three articles on the causes of
environmental pollution in urban areas and synthesize your findings in one summary.
Adopt an ELA Anchor
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Math PSSA Test Designhttp://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/69/PCS%20PSSA%20Mathematics%20Test%20Design.pdf
Sections
2014-15 Math Test
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All items may cross Eligible Content,
Descriptors, Anchors, & Reporting Categories Students should answer exactly what is being
asked Rulers are provided/used only in Grade 3
(scaled to 1/8 inch & millimeter, but required to measure to ¼ inch & centimeter)
Protractors are provided/used only in Grade 4 Calculators may be used, as specified, in
Grades 4-8
Item Specifications
Grade 3 Mathematics Reference Document (Scoring Guidelines) (PDF) Grade 4 Mathematics Reference Document (Scoring Guidelines and Fo
rmulas) (PDF)
Grade 5 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF)
Grade 6 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF)
Grade 7 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF)
Grade 8 Mathematics Reference Document (Scoring Guidelines and Formulas) (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
Scoring Guidelines for Open Ended Questions
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No General Rubric – Item-Specific Scoring Guidelines (0-4 points)
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2013-14 Mathematics Preliminary Item and Scoring Sampler Gr
ade 3 (PDF)
2013-14 Mathematics Preliminary Item and Scoring Sampler Grade 4 (PDF)
2013-14 Mathematics Preliminary Item and Scoring Sampler Grade 5 (PDF)
2014-15 Mathematics Preliminary Item and Scoring Sampler Grade 6 (PDF)
2014-15 Mathematics Preliminary Item and Scoring Sampler Grade 7 (PDF)
2014-15 Mathematics Preliminary Item and Scoring Sampler Grade 8 (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_(pssa)/1190526
Math Item Samplers
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2014 Anchors
Grade 3 Mathematics Assessment Anchors (PDF) Grade 4 Mathematics Assessment Anchors (PDF) Grade 5 Mathematics Assessment Anchors (PDF) Grade 6 Mathematics Assessment Anchors (PDF) Grade 7 Mathematics Assessment Anchors (PDF) Grade 8 Mathematics Assessment Anchors (PDF)
2014 Mathematics Glossary to the Assessment Anchors and Eligible Content (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/p/1329672
Math Assessment Anchors & Glossary
Look for Natural Fit Example:
Anchor Descriptor M08.D-S.1.2 - Understand that patterns of association can be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Eligible Content M08.D-S.1.2.1 - Construct and interpret a two-
way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible associations between the two variables. Science Task: Form a hypothesis regarding the relationship
between the amount of precipitation and temperature. Collect data to construct a table. Is there evidence of a correlation? Use the data to provide evidence to support or reject your hypothesis?
Adopt a Math Anchor
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Choose a Math or ELA Anchor or a Math or ELA
Standard that is a natural fit with your course What instructional practices within your course
support student success in achieving that anchor or standard?
How does a focus on this standard support student learning of your particular course content?
How could you assess student mastery of the selected assessment anchor or standard?
What classroom practices would need to change to better support student learning?
Activity
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SATRedesigned test begins in spring of 2016
https://www.collegeboard.org/delivering-opportunity/sat?affiliateId=satsite&bannerId=rsat-home
http://www.edweek.org/ew/section/multimedia/sat-vs-common-core.html
http://www.edweek.org/media/24satchart.pdf
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Keystone Examhttp://
www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
Exam Design Overview: http://
static.pdesas.org/Content/Documents/FINAL_Exam_Design_Overview_73012.pdf
Algebra 1 Module 1: Operations and Linear Equations and
Inequalities Module 2: Linear Functions and Data Organization
Biology Module 1: Cells and Cell Processes Module 2: Continuity and Unity of Life
Literature Module 1: Fiction Literature Module 2: Nonfiction Literature
2014-15 Test Design
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General Scoring Guideline - Algebra I (PDF) General Scoring Guideline - Literature (PDF) General Scoring Guideline - Biology (PDF) English Composition Argumentative Combined
(PDF) English Composition Informative-Explanatory Com
bined (PDF)
English Composition Conventions (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
Scoring Guidelines
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Item and Scoring Sampler - Algebra I - 2014 (PDF) Item and Scoring Sampler - Literature - 2014 (PDF) Item and Scoring Sampler - Biology - 2014 (PDF) Item and Scoring Sampler - Algebra I (PDF) Item and Scoring Sampler - Literature (PDF) Item and Scoring Sampler - Biology (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
Item Samplers
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Assessment Anchors/Eligible Content - Algebra I (PDF) Assessment Anchors/Eligible Content - Algebra I with Sample Items(PDF) Assessment Anchors/Eligible Content - Algebra II (PDF) Assessment Anchors/Eligible Content - Algebra II with Sample Items (PDF) Assessment Anchors/Eligible Content - Literature (PDF) Assessment Anchors/Eligible Content - Literature with Sample Items PDF) Assessment Anchors/Eligible Content - Geometry (PDF) Assessment Anchors/Eligible Content - Geometry with Sample Items(PDF) Assessment Anchors/Eligible Content - Biology (PDF) Assessment Anchors/Eligible Content - Biology with Sample Items(PDF) Assessment Anchors/Eligible Content - English Composition (PDF)
Source: http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/keystone_exams/1190529
Assessment Anchors
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Students with IEPs must take the Keystone Exam once. IEP Teams must discuss, determine, and document how
each student will meet the graduation requirements. Decisions should be made based upon the individual
student, not the disability category. If a student with an IEP does not pass the Keystone
Exam after the first attempt, the IEP team may decide between the following options for the student: Retake the Keystone Exam with Accommodations Begin the PBA with Accommodations Meet graduation requirements through successful
achievement of IEP Goals
IEP Students & Keystones
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What similarities and differences do you see
between the PSSA and the Keystone Exams? What are the DOK levels of the questions being
asked on the State Assessments? What instructional practices within your course could
help better prepare students for the Algebra I, Biology, and/or Literature Keystone Exam?
What classroom assessment practices from your course will support student success on the Keystones?
What practices need to change?
Activity
106
Keystone Project Based Assessmenthttp://www.pdesas.org/module/assessment/About.aspx
Students who are not proficient on the Keystone
Exam after two* attempts may complete a PBA for any modules not passed. (*Some exceptions apply.)
Supplemental instruction shall be provided to those not proficient after the first Keystone Exam attempt.
Timeframe for completion is open ended. Students must work before, during, or after school in
an environment supervised by a test administrator (who may also be the tutor).
Completion of a PBA is estimated to take 10-15 hrs. or more.
PBA Basics
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Projects and passages can be downloaded as PDFs and
printed, but they cannot be removed from the room. Tutors review student work at specific checkpoints and
provide remediation. A scoring guide connects the tasks to Eligible Content Tutors submit completed projects to be evaluated. If two evaluators (or 2 out of 3, if needed) deem the
work satisfactory, the student achieves proficiency. If not, the project is returned to the tutor for the student to make revisions.
Keystone Exam accommodations apply.
PBA Basics Continued
Betsy, a 10th grader, takes the Algebra I Keystone Exam in the spring at end of her Algebra I course
Results arrive in July and indicate that Betsy did not pass the Keystone Exam (although she did pass Module 1)
The school provides Betsy with supplemental instruction in the fall Betsy retakes the Algebra I Keystone in December (Note: Although
she only has to retake Module 2, Betsy retakes the full assessment in hopes of her Module 1 score helping to bring up her overall score.)
Results arrive in March and indicate that Betsy still has not passed Betsy immediately begins the PBA, but may also continue to retake
the Keystone Exam, if desired. If she passes the exam before completing the project, she does not have to finish the in-process project.
Example
109
Getting Started Documents FAQ (recently updated) Roles & Responsibilities PBA Video PBA Presentations (i.e., Recorded Webinars) Training Materials (i.e., User Guides) Released Field Test Projects
Link to Resources:http://www.pdesas.org/module/assessment/About.aspx
PBA “Training” Resources
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PBA Tutor Involvement
Level of Support
Status of Student Work Tutor Role
1 Generally accurate Review, address areas for correction
2 Incomplete/inaccurate sections
Provide targeted remediation
3 Demonstrates total lack of understanding
Provide in-depth remediation
From Common Core Standards to Curriculum: Five Big
Ideas by Jay McTighe & Grant Wiggins
Big Idea #1 – The Common Core Standards have new emphases and require careful reading.
Big Idea #2 – Standards are not curriculum. Big Idea #3 – Standards need to be “unpacked.” Big Idea #4 – A coherent curriculum is mapped backwards
from desired performances. Big Idea #5 – The standards come to life through the
assessments.
Source:http://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_standards.pdf
Closing
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Other Needs,
Questions, or/and
Discussion Items