Performance Assessments: Session 4

Performance Assessments: Session 4

Sequence of Sessions

Overarching Objectives of this July 2013 Network Team Institute

• I can describe how the 3-8 modules increase in complexity over time.
• I can describe the impact of student engaged assessment practices on student achievement.
• I can describe the strategy of close reading.
• I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
• I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
• I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
• I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
• I can foster a growth mindset through feedback that promotes positive change.
• I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their implementation of the ELA curriculum modules.

High-Level Purpose of this Session

For participants to engage in a data analysis protocol using assessment information from an ELA module performance assessment.They will learn how performance assessment data can be analyzed in a similar fashion to selected response assessments, as well as tools and procedures for doing so.

Related Learning Experiences

Session 6B Long Term Planning

Key Points

• Performance assessments offer a wealth of information to teachers in regards to student performance on common core standards
• Performance assessments can and should be used for engaging teachers in collaborative data inquiry cycles

Session Outcomes

• I can analyze student assessment data using the ELA module performance assessments and a collaborative analysis protocol.

• Complete action plan template
• Implementation plan in afternoon session

Session Overview

Session Roadmap

• I can analyze student assessment data using the ELA module performance assessments and a collaborative analysis protocol.

• As educators we are continually being asked to become more and more comfortable in analyzing student achievement data. We think this is an important skill for us to have and believe deeply that analyzing student data with the modules will give us a wealth of information about students’ learning.
• In February, we asked participants to look at small subset of student work, but looking at data the way we are about to is a way to look at whole class trends, grade level trends, multiple grade levels, and school level data.
• Looking at data this way gives educators an opportunity to calibrate their assessment practices with one another.
• Most importantly: What data are we getting – or can we get from these module assessments? What role can these assessments play within our larger assessment framework?

• Facilitator answers clarifying questions about the protocol before participants begin, and circulates to continue to answer questions and support participants in following the steps of the protocol.

• Facilitator – makes sure the group follows each step of the protocol and guides the process
• Process Checker – supports the facilitator; might use language like “let’s do a quick process check” if the group seems to be off track
• Timekeeper – sets a timer for each step of the protocol and transitions the group when time is up

• Individually read the spreadsheet and reference the rubric to determine strengths and

• The facilitator asks: “What do you see?”
• During this period, the group shares as much information as possible from the data.
• Group members describe what they see in data, avoiding judgments or interpretations. It is helpful to identify where the observation is being made—e.g., “On page one in the second column, third row . . .”

• Go around: each person on team names the top 2-3 areas they noticed that students had challenge areas” at top of chart
• Group members ask “What evidence do you have?” as needed and take notes while each other are speaking to capture additional challenges

• Participants look at student work with the challenges identified in mind

• Of the challenges identified, which should be prioritized?

• Team comes to agreement about top two challenges to focus on right now

• Go around: Each team member shares an idea or proposal for addressing the challenges evidenced in the student work
• If you don’t have an idea, say “pass”
• No judgments made. If you like an idea, when it’s your turn, simply say, “I would like to add onto that idea by…”
• Continue going back and forth, about 30 seconds at a time, to suggest new ideas/proposals for the full 5 minutes

1. One person proposes an action with the rationale for what makes it effective.
2. Other group members weigh in on agreement with thumbs up, disagreement with thumbs down or unsure with a thumb in the middle. For any responses other than thumbs up, briefly discuss reasons for diverse ideas, clarify the specific action and re-do the vote.

Use the following icons in the script to indicate different learning modes.

Turnkey Materials Provided

Fac Guide 4A Module Assessments and Data Cycles_NTI 0713

PPT Module Assessments and Data Cycles_4A_NTI 0713

1.Connect Extend Challenge_NTI 0713

2.Central Beliefs about Data Inquiry Teams_NTI 0713

3.Looking at Data from Student Work Protocol_NTI0713

4.Student Work Samples_NTI 0713.pdf

5.5M3A.2 Essay Rubric_NTI 0713

6.Grade 5 Data Table_NTI 0713

7.Looking at Data from Student Work Note Catcher_NTI 0713

8.Action Planning Template_NTI 0713.docx

9.5M3A.2 Unit Overview_NTI 0713.pdf

10. Participant reflection form 4A_B_NTI0713

Additional Suggested Resources

Driven by Data (2010), Paul Bambrick-Santoyo, Josey-Bass.