CORE Performance Assessment Development ... - REL West - WestEd
CORE California Office to Reform Education
CORE Performance Assessment Development and Pilot Initiative 2012-2013
What is CORE? CORE is a unique collaborative of ten California districts committed to collectively developing the capacity to: Increase overall student achievement Eliminate disproportionality Close achievement gaps Ensure high quality instruction Increase college and career readiness CORE California Office to Reform Education
2
CORE Districts District • Long Beach • Los Angeles • Fresno • Clovis • Sanger • San Francisco • Oakland • Sacramento • Garden Grove • Santa Ana Total
Student Pop
82,256 655,455 73,689 39,894 10,916 56,970 46,486 47,616 47,599 57,410
1,118,291
CORE California Office to Reform Education
CORE Standards, Assessment and Instruction Initiative • The 50 member Standards, Assessment and Instruction team is comprised of groups of senior instructional leaders from each CORE district • Its initial charge was to focus on the college and career readiness objective, primarily by supporting district capacity to successfully implement the Common Core State Standards
• The question was, how? CORE California Office to Reform Education
4
Why Focus on Formative Assessment? A. CCSS were adopted by CA in August, 2010. B. New performance-based state assessments (SBAC) come on line in 2014-15. C. Starting with the end in mind: 1. The need to establish student learning expectations before teaching the content. 2. Engaging in formative assessment to adjust instruction based on student performance data. CORE California Office to Reform Education
CORE Summer Design Institute • 200 Teachers and District staff attended 3 day Summer Design Institute in Berkeley (facilitated by renowned experts), and engaged in 2-3 additional days of follow up work • Product Outcomes: 84 Performance Task Modules developed • Process Outcomes: Professional Learning about the CCSS, SBAC and Formative Assessment CORE California Office to Reform Education
Module Content/Grade Levels ELA Grades: 1, 4, 7 and 9 Math Grades: 3, 5 and 7
CORE California Office to Reform Education
Performance Task Assessment Design • The CORE Performance Task Assessment Modules are: – modeled after the SBAC design specifications. – aligned to the CCSS in ELA and math content. – focus on the CCSS “instructional shifts” CORE California Office to Reform Education
SBAC-Aligned Performance Task Assessment Module
CORE California Office to Reform Education
Summer Design Institute Participant Evaluation Summary Percent of Agreement
Evaluation Statements 1. At the SDI I gained a better understanding of the Instructional Shifts.
83.7%
2. The information I learned about CCSS is directly applicable to my work.
91.3%
3. I enjoyed the process and experience of working collaboratively with teachers to create the performance tasks.
93.4%
4. I increased my understanding of the role of formative assessment in implementing the CCSS.
86.6%
CORE California Office to Reform Education
Summer Design Institute Participant Feedback Perception of Knowledge of CCSS: Before SDI vs. After
CORE California Office to Reform Education
CORE Fall Pilot • 64 of the original 84 modules selected and revised for content and context alignment • Just over 400 individual teachers across the 8 CORE districts participated in Fall Pilot • Modules being piloted in many more classrooms (i.e., secondary teachers with multiple class sections) ~ 20,000 students total • Teachers evaluated student work with Rubrics, selected 8 exemplar samples (2 at each rubric level) • Teachers filled out “experience Log” surveys CORE
California Office to Reform Education
Fall Pilot Research Investigation Working in collaboration, three organizations are studying the implementation of the performance tasks across all of the piloting districts. California Education Partners (Ed Partners) The Center for Future Teaching and Learning at West Ed (CFTL) the Regional Educational Laboratory West (REL West) at WestEd CORE California Office to Reform Education
Fall Pilot Research Goals The specific goals of this joint research investigation are to: 1. Garner feedback from teachers on the performance tasks modules to inform the implementation of future CORE initiatives. 2. Understand teacher’s perceptions and experiences implementing the performance tasks. 3. Receive feedback through teachers regarding student learning and their reactions to the use of the performance tasks. 4. Understand how the formative assessments help elementary teachers in CORE districts better understand the instructional shifts called for by the Common Core State Standards. 5. Understand what participating teachers see as their greatest challenges in teaching to the Common Core, in terms of their own knowledge and skill and any other systemic barriers to change. 6. Determine what additional/next-step support teachers need.
CORE
California Office to Reform Education
Key Lessons Learned • The best kind of PD is generative • There is really no such thing as a formative assessment • There are various kinds of assessments (e.g., selected response, constructed response, performance tasks) which can be used A. Formatively (embedded within instruction) B. As an interim benchmark (i.e. mini summative) C. As an end of year summative benchmark
• The key for us was the notion of performance assessment CORE California Office to Reform Education
Panel Discussion • • • • • •
Michelle Carr (Sanger Unified) Cynthia Chavez (Sanger Unified) Hannah Valencia (Sanger Unified) Molly Stuart (Fresno Unified) Patricia Hernandez (Fresno Unified) Marlene Wilson (Oakland Unified)
CORE California Office to Reform Education
Panelist Question 1 • If you participated in the Summer Design Institute, how would you describe the experience of working on a team to generate performance assessment modules? What impact, if any, did the process have on your understanding of the CCSS and/or the SMARTER Balanced assessments?
CORE California Office to Reform Education
Panelist Question 2 • Overall how would you describe the experience participating in the CORE Pilot?
CORE California Office to Reform Education
Panelist Question 3 • How are the performance tasks similar to or different from the kinds of work your students normally experience? • How did your students generally react to the tasks? Did they think they were difficult? Did they feel equipped to engage in those tasks?
CORE California Office to Reform Education
Panelist Question 4 • How would you describe the process of evaluating student work—individually, of if applicable, as part of a team? • What, if anything, did the student work results tell you about your students’ current achievement levels on CCSS and SBAC-aligned tasks?
CORE California Office to Reform Education
Panelist Question 5 • What does that work tell you about what you, and/or your colleagues might do differently? • In this regard, do these tasks serve as formative assessments, or are they better suited to mini-summative tasks (or both)?
CORE California Office to Reform Education
CORE Performance Assessment Development and Pilot Initiative 2012-2013
What is CORE? CORE is a unique collaborative of ten California districts committed to collectively developing the capacity to: Increase overall student achievement Eliminate disproportionality Close achievement gaps Ensure high quality instruction Increase college and career readiness CORE California Office to Reform Education
2
CORE Districts District • Long Beach • Los Angeles • Fresno • Clovis • Sanger • San Francisco • Oakland • Sacramento • Garden Grove • Santa Ana Total
Student Pop
82,256 655,455 73,689 39,894 10,916 56,970 46,486 47,616 47,599 57,410
1,118,291
CORE California Office to Reform Education
CORE Standards, Assessment and Instruction Initiative • The 50 member Standards, Assessment and Instruction team is comprised of groups of senior instructional leaders from each CORE district • Its initial charge was to focus on the college and career readiness objective, primarily by supporting district capacity to successfully implement the Common Core State Standards
• The question was, how? CORE California Office to Reform Education
4
Why Focus on Formative Assessment? A. CCSS were adopted by CA in August, 2010. B. New performance-based state assessments (SBAC) come on line in 2014-15. C. Starting with the end in mind: 1. The need to establish student learning expectations before teaching the content. 2. Engaging in formative assessment to adjust instruction based on student performance data. CORE California Office to Reform Education
CORE Summer Design Institute • 200 Teachers and District staff attended 3 day Summer Design Institute in Berkeley (facilitated by renowned experts), and engaged in 2-3 additional days of follow up work • Product Outcomes: 84 Performance Task Modules developed • Process Outcomes: Professional Learning about the CCSS, SBAC and Formative Assessment CORE California Office to Reform Education
Module Content/Grade Levels ELA Grades: 1, 4, 7 and 9 Math Grades: 3, 5 and 7
CORE California Office to Reform Education
Performance Task Assessment Design • The CORE Performance Task Assessment Modules are: – modeled after the SBAC design specifications. – aligned to the CCSS in ELA and math content. – focus on the CCSS “instructional shifts” CORE California Office to Reform Education
SBAC-Aligned Performance Task Assessment Module
CORE California Office to Reform Education
Summer Design Institute Participant Evaluation Summary Percent of Agreement
Evaluation Statements 1. At the SDI I gained a better understanding of the Instructional Shifts.
83.7%
2. The information I learned about CCSS is directly applicable to my work.
91.3%
3. I enjoyed the process and experience of working collaboratively with teachers to create the performance tasks.
93.4%
4. I increased my understanding of the role of formative assessment in implementing the CCSS.
86.6%
CORE California Office to Reform Education
Summer Design Institute Participant Feedback Perception of Knowledge of CCSS: Before SDI vs. After
CORE California Office to Reform Education
CORE Fall Pilot • 64 of the original 84 modules selected and revised for content and context alignment • Just over 400 individual teachers across the 8 CORE districts participated in Fall Pilot • Modules being piloted in many more classrooms (i.e., secondary teachers with multiple class sections) ~ 20,000 students total • Teachers evaluated student work with Rubrics, selected 8 exemplar samples (2 at each rubric level) • Teachers filled out “experience Log” surveys CORE
California Office to Reform Education
Fall Pilot Research Investigation Working in collaboration, three organizations are studying the implementation of the performance tasks across all of the piloting districts. California Education Partners (Ed Partners) The Center for Future Teaching and Learning at West Ed (CFTL) the Regional Educational Laboratory West (REL West) at WestEd CORE California Office to Reform Education
Fall Pilot Research Goals The specific goals of this joint research investigation are to: 1. Garner feedback from teachers on the performance tasks modules to inform the implementation of future CORE initiatives. 2. Understand teacher’s perceptions and experiences implementing the performance tasks. 3. Receive feedback through teachers regarding student learning and their reactions to the use of the performance tasks. 4. Understand how the formative assessments help elementary teachers in CORE districts better understand the instructional shifts called for by the Common Core State Standards. 5. Understand what participating teachers see as their greatest challenges in teaching to the Common Core, in terms of their own knowledge and skill and any other systemic barriers to change. 6. Determine what additional/next-step support teachers need.
CORE
California Office to Reform Education
Key Lessons Learned • The best kind of PD is generative • There is really no such thing as a formative assessment • There are various kinds of assessments (e.g., selected response, constructed response, performance tasks) which can be used A. Formatively (embedded within instruction) B. As an interim benchmark (i.e. mini summative) C. As an end of year summative benchmark
• The key for us was the notion of performance assessment CORE California Office to Reform Education
Panel Discussion • • • • • •
Michelle Carr (Sanger Unified) Cynthia Chavez (Sanger Unified) Hannah Valencia (Sanger Unified) Molly Stuart (Fresno Unified) Patricia Hernandez (Fresno Unified) Marlene Wilson (Oakland Unified)
CORE California Office to Reform Education
Panelist Question 1 • If you participated in the Summer Design Institute, how would you describe the experience of working on a team to generate performance assessment modules? What impact, if any, did the process have on your understanding of the CCSS and/or the SMARTER Balanced assessments?
CORE California Office to Reform Education
Panelist Question 2 • Overall how would you describe the experience participating in the CORE Pilot?
CORE California Office to Reform Education
Panelist Question 3 • How are the performance tasks similar to or different from the kinds of work your students normally experience? • How did your students generally react to the tasks? Did they think they were difficult? Did they feel equipped to engage in those tasks?
CORE California Office to Reform Education
Panelist Question 4 • How would you describe the process of evaluating student work—individually, of if applicable, as part of a team? • What, if anything, did the student work results tell you about your students’ current achievement levels on CCSS and SBAC-aligned tasks?
CORE California Office to Reform Education
Panelist Question 5 • What does that work tell you about what you, and/or your colleagues might do differently? • In this regard, do these tasks serve as formative assessments, or are they better suited to mini-summative tasks (or both)?
CORE California Office to Reform Education
