Performance Assessments For Deeper Learning D R . R UTH C HUNG W EI - PowerPoint PPT Presentation

Performance Assessments For Deeper Learning D R . R UTH C HUNG W EI S TANFORD U NIVERSITY N OVEMBER 19, 2014 Stanford Center for Assessment, Learning, & Equity

SCALE’ S M ISSION SCALE is an assessment development and research laboratory at the Stanford University Graduate School of Education. SCALE's mission is to improve instruction and learning through the design and development of innovative, educative , state-of-the-art performance assessments and by building the capacity of schools to use these assessments in thoughtful ways, to promote student, teacher, and organizational learning. Stanford Center for Assessment, Learning, & Equity

A S AMPLE OF SCALE P ROJECTS • Ohio Performance Assessment Pilot Project • New York City Local Measures Performance Assessment Project • Smarter Balanced Performance Tasks • Learning Through Performance PBL Courses (George Lucas Education Foundation) • Innovation Lab Network Performance Assessment Pilot (Sandler & Hewlett Foundations) – CA, OR, NH, CT, (+CO, KY, IA) • Literacy Design Collaborative Scoring Tools & Jurying System Common Assignments Study (Gates Foundation) – CO, • KY Stanford Center for Assessment, Learning, & Equity

PERFORMANCE ASSESSMENT Asks students to do and to produce, to construct an answer.

PERFORMANCE ASSESSMENT Assesses skills and knowledge that matter and preparing for performance assessment improves skills and knowledge that matter

“H IGHER O RDER T HINKING S KILLS ” Examples Examples • Analyze information • Analyze information • Compare/contrast • Compare/contrast ideas ideas • Synthesize • Synthesize information/ideas information / ideas • Evaluate ideas • Evaluate ideas

P AST W ORK WITH E NVISION S CHOOLS • Developed (with teams of Teacher Leaders) a set of common rubrics for core disciplinary areas • Provided scorer training through selection of anchor papers with goal of calibrating teachers across schools • Co-developed the College Success Portfolio Defense process and scoring tools • Conducted three studies on the impact of the performance assessment system on teaching and learning Ø Study of the impact of the college success portfolio on teaching and learning (2009) Ø Graduate Follow-Up Study (2010) Ø Study of Student-Centered Schools (2014) Stanford Center for Assessment, Learning, & Equity

O NGOING W ORK WITH E NVISION E DUCATION Deeper Learning Student Assessment Initiative • Provided technical consulting for DLSAI partner networks (ConnectEd Schools, New Tech Schools Network, Asia Society Int’l Schools) • Built performance task quality rubric and training protocol to evaluate and support quality of teacher-designed performance tasks Stanford Center for Assessment, Learning, & Equity

H OW DO PERFORMANCE ASSESSMENTS SUPPORT DEEPER LEARNING ? Well designed performance assessments… • Engage students in authentic tasks that resemble adult work in the real world • Support student interest in topics that are relevant and meaningful to their lives • Require student decision-making and choice • Have clear and rigorous learning and performance targets • Are scored using high quality scoring tools (common rubrics) Stanford Center for Assessment, Learning, & Equity

C OMMON R UBRICS Envision Schools College Success Portfolio Performance Assessment: ENGLISH LANGUAGE ARTS TEXTUAL ANALYSIS S CORING E MERGING E/D D EVELOPING D/P P ROFICIENT P/A A DVANCED D OMAIN A RGUMENT • Argument is unclear or • Makes a somewhat clear, • Makes a clear and well • Makes a clear, well underdeveloped but general argument that developed argument that developed, and convincing What is the • Makes unclear or reflects passive reading or demonstrates engaged argument that demonstrates evidence that the thinking reading and critical thinking engaged reading and irrelevant claims student can develop original critical thinking • One claim dominates the • Makes relevant claims • Makes relevant claims that • an argument? argument and alternative • Briefly alludes to support the argument Makes relevant and or counter-claims are questions, counter- claims, • Acknowledges questions, significant claims that support the argument absent or alternative counter-claims, or • Acknowledges and • Draws superficial interpretations when alternative interpretations appropriate when appropriate responds to questions, connections or counter- claims, or conclusions • Draws general or broad • Makes specific connections alternative interpretations to connections or conclusions and draws meaningful conclusions sharpen the argument when appropriate • Makes insightful connections, draws meaningful conclusions, and raises important implications E VIDENCE • Relies on one or two • Refers to limited textual • Refers to sufficient and • Refers to most important reasons, examples, or evidence (reasons, detailed textual evidence textual evidence (reasons, What is the quotations relevant to examples, or quotations) (reasons, examples, and examples, quotations) evidence that the argument relevant to argument quotations) relevant to relevant to argument student can support • Makes no reference to the • Briefly notes the author's argument • Evaluates the author's point author's point of view or point of view or purpose in a • Determines the author's of view or purpose in a text the argument? purpose in a text text point of view or purpose in a and its impact on overall text and its impact on meaning and credibility of overall meaning ideas A NALYSIS • Demonstrates minimal • Demonstrates basic • Demonstrates • Demonstrates understanding of text(s) understanding of text(s) comprehensive comprehensive and critical What is the • Summarizes but does not • Summarizes and attempts understanding of text(s), understanding of text(s) evidence that the analyze or evaluate ideas or to analyze the central ideas including both explicit and including both explicit and student can analyze claims or claims inferred meanings inferred meanings evidence? • Makes no reference to • Briefly refers to author's • Analyzes the central ideas or • Analyzes and evaluates author's choices to support choices (e.g., language use, sequence of events and their complex ideas or sequence central ideas or claims literary/rhetorical devices, development over the course of events and explains how of the text(s) individuals, ideas, or organization) that support events interact and central ideas or claims • Analyzes how author's develop over the course of choices (e.g. language use, literary/rhetorical devices, the text(s) organization) support central • Analyzes how author's ideas or claims choices (e.g., language use, literary/ rhetorical devices, organization) support central ideas or claims and the effectiveness of the text

H OW DO COMMON RUBRICS SUPPORT DEEPER LEARNING ?

E VIDENCE OF O UTCOMES Enrollment and Persistence in College, Envision Schools Graduates 2007-2009 2008 ¡ ¡ 2009 ¡ 2007 ¡(MSAT) ¡ Gradua&ng ¡Class ¡ ¡ (CAT, ¡ (CAT, ¡Metro) ¡ Metro) ¡ Total ¡Graduates ¡ ¡ 69 ¡ 85 ¡ 91 ¡ Total ¡Enrollment ¡in ¡ 62 ¡(90%) ¡ 83 ¡(98%) ¡ 80 ¡(88%) ¡ College ¡ Total ¡Persistence ¡ 62 ¡/ ¡62 ¡ 78 ¡/ ¡83 ¡ into ¡2 nd ¡Year ¡of ¡ (100%) ¡ (94%) ¡ College ¡ Sources: National Student Clearinghouse & Direct Follow-Up with Graduates

E VIDENCE OF O UTCOMES Persistence in College, Envision Schools Graduates Who Enrolled In College 2008-1012 ¡ ¡ CAT ¡ Impact ¡ ¡ ¡ 2008 ¡ 2009 ¡ 2010 ¡ 2011 ¡ 2012 ¡ 2011 ¡ 2012 ¡ 5 ¡years ¡of ¡ 48.3% ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ enrollment ¡ ¡ 4 ¡years ¡of ¡ 21.7% ¡ 84.5% ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ enrollment ¡ ¡ 3 ¡years ¡of ¡ 8.3% ¡ 5.2% ¡ 67.6% ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ -­‑-­‑ ¡ enrollment ¡ ¡ 2 ¡years ¡of ¡ 5.0% ¡ 1.7% ¡ 8.1% ¡ 72.7% ¡ -­‑-­‑ ¡ 59.7% ¡ -­‑-­‑ ¡ enrollment ¡ ¡ 1 ¡year ¡or ¡less ¡of ¡ 16.7% ¡ 8.6% ¡ 24.3% ¡ 27.3% ¡ 100.0% ¡ 40.3% ¡ 100.0% ¡ enrollment ¡ Total ¡N ¡of ¡enrolled ¡ 60 ¡ 58 ¡ 37 ¡ 77 ¡ 70 ¡ 67 ¡ 59 ¡ graduates ¡ Sources: National Student Clearinghouse & Direct Follow-Up with Graduates

G RADUATE S URVEYS AND I NTERVIEWS Strong Preparation for College • Public speaking, presentations, seminar discussions • Collaborating with others • Writing research papers and essays • Self-management, project management • Resourcefulness, self-advocacy Challenges in College • Mathematics skills and fluency • Science content knowledge and fluency • Learning from lectures • Learning in large classes • Financing college – balancing work and study