where the rubber hits the road – next generation assessments susan gendron, senior fellow...
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Where the Rubber Hits the Road – Next Generation Assessments
Susan Gendron, Senior FellowInternational Center for Leadership in Education
October 3, 2011
Rigor/Relevance For
All Students
2
A B
DC
1. Awareness2.Comprehension
3. Application4. Analysis5. Synthesis 6. Evaluation
Knowledge Taxonomy
3
Application Model1. Knowledge in one discipline2. Application within one
discipline3. Application across
disciplines4. Application to real-world
predictable situations5. Application to real-world
unpredictable situations 4
Levels
C D
A B 1 2 3 4 5
456
321
Bloom’s
Application 5
Kn
ow
led
ge
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
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
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
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
Rigor/Relevance Framework© International Center for Leadership in Education
1 2 3 4 5
456
321
Application Model
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/ Awareness
Knowledgein one
discipline
Apply in one
discipline
Apply Across
disciplines
Apply toreal-world predictable situations
Apply toreal-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
A B
DC
Standards
A B
DC
Assessments
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
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
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
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
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
PARCC Assessment PrioritiesMathematics:• 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
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
Sample Items• PISA
http://nces.ed.gov/surveys/pisa/educators.asp
• http://pisa-sq.acer.edu.au/• MARS
http://www.nottingham.ac.uk/~ttzedweb/MARS/tasks/
• SBAC http://www.k12.wa.us/SMARTER/ Resources.aspx
International Center for Leadership in Education
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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“Hurdles Race”
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Think of the Content involved
• 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
Think of the Practices involved
• 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.
Your State Standards CCSS
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