performance assignment elementary and middle school logistics

Los Angeles Unified School DistrictLos Angeles Unified School DistrictLocal District ELocal District E

Instructional Support ServicesInstructional Support Services

Standards-Based Standards-Based Education Education

Performance Assignment Performance Assignment

Training Session for Analytic Training Session for Analytic ScoringScoring2003-042003-04

PERFORMANCE ASSIGNMENTPERFORMANCE ASSIGNMENT

ELEMENTARY AND MIDDLE ELEMENTARY AND MIDDLE SCHOOLSCHOOL

LOGISTICSLOGISTICS

Data ResultsData ResultsChangesChangesTesting Testing ScheduleScheduleRater Rater ReliabilityReliability

PERFORMANCE PERFORMANCE ASSIGNMENTASSIGNMENT

DATA RESULTSDATA RESULTSIn grades 2-9, scores increased 2% In grades 2-9, scores increased 2% (total students tested = 276,319)(total students tested = 276,319)40% scored proficient or above in 40% scored proficient or above in English (107,497)English (107,497)42% scored proficient or above in 42% scored proficient or above in Spanish (3,181)Spanish (3,181)29% improved their performance 29% improved their performance level (53,608)level (53,608)


DATA RESULTSDATA RESULTSResponses from Responses from Student and Teacher Student and Teacher QuestionnaireQuestionnaire validate the correlation validate the correlation between students’ opportunity to learn between students’ opportunity to learn and their Performance Assignment and their Performance Assignment scores.scores.Positive relationship between higher Positive relationship between higher frequency of quality reading and frequency of quality reading and writing experiences and higher scores.writing experiences and higher scores.Students who have less practice with Students who have less practice with reading and writing score lower.reading and writing score lower.

PERFORMANCE PERFORMANCE ASSIGNMENT ASSIGNMENT CHANGES FOR CHANGES FOR

2003-042003-04Elementary GradesElementary Grades

Performance Assessment aligns with OCPerformance Assessment aligns with OCThird periodic assessmentThird periodic assessment

Middle SchoolMiddle SchoolThird periodic assessmentThird periodic assessment

SBACs & Literacy Coaches work togetherSBACs & Literacy Coaches work togetherAnalytic scoring replaces holistic scoringAnalytic scoring replaces holistic scoring


TESTING SCHEDULETESTING SCHEDULEElementaryElementary

Third Periodic AssessmentThird Periodic Assessment

Middle SchoolMiddle SchoolThird Periodic AssessmentThird Periodic Assessment

Single Track: Single Track: February 23-February 23-2727

Three Track: A Three Track: A March 29 - April 3March 29 - April 3B & CB & C January 26-30January 26-30

Four Track: A & BFour Track: A & B March 1-5March 1-5C & DC & D January January

26-3026-30


RATER RELIABILITY RATER RELIABILITY

Target PercentageTarget Percentage

2001-022001-02 50-60%50-60%

2002-032002-03 55-65%55-65%

2003-042003-04 60-60-7070%%


RATER RELIABILITY – RATER RELIABILITY – SCHOOLSSCHOOLS

70-79% RATER AGREEMENT70-79% RATER AGREEMENTAllesandro Coop. Learning Magnet (grade 4)Allesandro Coop. Learning Magnet (grade 4)Alta Loma (grade 2)Alta Loma (grade 2)Arlington Heights (grade 4)Arlington Heights (grade 4)Atwater (grade 3)Atwater (grade 3)Buchanan (grade 3)Buchanan (grade 3)Bushnell Way (grade 4)Bushnell Way (grade 4)Clifford (grade 4)Clifford (grade 4)

PERFORMANCE ASSIGNMENTPERFORMANCE ASSIGNMENTRATER RELIABILITY – SCHOOLSRATER RELIABILITY – SCHOOLS

70-79% RATER AGREEMENT70-79% RATER AGREEMENTDayton Heights (grade 2) Dayton Heights (grade 2) Fletcher Drive (grades 2 and 3)Fletcher Drive (grades 2 and 3)Garvanza (grade 3)Garvanza (grade 3)Grant (grade 4)Grant (grade 4)Hobart (grade 3)Hobart (grade 3)Ivanhoe (grade 4)Ivanhoe (grade 4)Micheltorena (grade 4)Micheltorena (grade 4)


70-79% RATER AGREEMENT70-79% RATER AGREEMENT

Monte Vista (grade 5)Monte Vista (grade 5)Pio Pico (grade 3)Pio Pico (grade 3)Ramona (grades 2 and 3)Ramona (grades 2 and 3)San Pascual (grade 3)San Pascual (grade 3)Selma (grade 4)Selma (grade 4)Wilshire Crest (grade 3)Wilshire Crest (grade 3)Wilton Place (grade 3)Wilton Place (grade 3)



80-89% RATER AGREEMENT80-89% RATER AGREEMENTAtwater (grade 2)Atwater (grade 2)Franklin (grade 3)Franklin (grade 3)Gardner (grade 5)Gardner (grade 5)Grant (grade 3)Grant (grade 3)Selma (grade 3)Selma (grade 3)Wilton Place (grade 5)Wilton Place (grade 5)



90-100% RATER 90-100% RATER AGREEMENTAGREEMENTAragon (grade 2)Aragon (grade 2)

Arroyo Seco Museum Sci. Magnet (grade Arroyo Seco Museum Sci. Magnet (grade 5)5)Cheremoya (grade 4)Cheremoya (grade 4)Dorris Place (grade 4)Dorris Place (grade 4)Eagle Rock G/HA Elem. Magnet (grade 3)Eagle Rock G/HA Elem. Magnet (grade 3)


90-100% RATER AGREEMENT90-100% RATER AGREEMENT

Micheltorena (grade 3)Micheltorena (grade 3)Pio Pico (grade 2)Pio Pico (grade 2)Queen Anne (grades 4 and 5)Queen Anne (grades 4 and 5)Selma (grade 2)Selma (grade 2)

Rater Reliability Data from: Rater Reliability Data from: Use of Periodic AssessmUse of Periodic Assessments to Promote Literacy Achievementents to Promote Literacy Achievement


RATER RELIABILITYRATER RELIABILITY

SECONDARY SCHOOLSSECONDARY SCHOOLSEagle Rock (gd. 8)Eagle Rock (gd. 8) 74%74%Pio PicoPio Pico (gd. 7)(gd. 7) 58%58%Irving (gd. 8)Irving (gd. 8) 57%57%Burbank (gd. 6)Burbank (gd. 6) 54%54%Burroughs (gd. 8)Burroughs (gd. 8) 51%51%LeConteLeConte (gd. 6)(gd. 6) 51%51%King (gd. 6)King (gd. 6) 50%50%Mount Vernon (gd. 7/8)Mount Vernon (gd. 7/8) 47%47%


Analytic Scoring Analytic Scoring for Elementaryfor Elementary

SCORINGSCORING Holistic ScoringHolistic Scoring

Procedure which yields a Procedure which yields a single score based on an single score based on an overall impression of overall impression of students performancestudents performance

SCORINGSCORINGAnalytic ScoringAnalytic Scoring

Procedure which yields Procedure which yields multiple scores based on two multiple scores based on two or more separate scales for or more separate scales for evaluating performance on evaluating performance on selected dimensions or traits; selected dimensions or traits; each trait receives a separate each trait receives a separate score.score.

SCORINGSCORING

looks at the entire writing piece

analyzes separate aspects of student writing

a form of assessment that looks at writing

both use rubrics

both can be indicators for teacher’s next steps

captures an overall picture of student’s writing

gives one score

a single scale

is often more efficient

writing is read through for each scorescores are given for each analytic categoryuses multiple scales

Provides more detailed info for improving instruc- tion and communicating with students

ANALYTICALHOLISTIC

SCORINGSCORINGAnalytic Scoring for Analytic Scoring for

Unit 3Unit 3Applications (genre) Applications (genre) = = 45%45%

Writing Strategies (traits) = Writing Strategies (traits) = 45%45%

WOELWOEL Writing and Oral English LanguageWriting and Oral English Language

(Conventions) (Conventions) = = 10%10%

PREPARING FOR A SCORING TRAINING PREPARING FOR A SCORING TRAINING SESSIONSESSION

Scoring Handbook (Part I)Scoring Handbook (Part I)

Major Major Responsibilities:Responsibilities:Determine who will attendDetermine who will attend

Schedule training sessionSchedule training session

Find appropriate locationFind appropriate location

Prepare training packetsPrepare training packets



MaterialsMaterialsTraining packet (grade level)Training packet (grade level)

Prompt and rubricPrompt and rubric

Set of anchor and training papersSet of anchor and training papers

Scoring HandbookScoring Handbook

Assessment form for Assessment form for recording student scores recording student scores (Literacy Coach)(Literacy Coach)



MaterialsMaterialsTraining Paper Score SheetTraining Paper Score SheetRater Agreement Rater Agreement Summary SheetSummary SheetCalculatorCalculatorTraining Papers KeyTraining Papers Key



Time Time

1.5 to 2.5 1.5 to 2.5 hourshours

CONDUCTING A SCORING TRAINING CONDUCTING A SCORING TRAINING SESSIONSESSION

Scoring Handbook (Part II)Scoring Handbook (Part II)

Open Court WritingOpen Court Writing

Unit 1Unit 1

Scoring MaterialsScoring Materials

Grade 3Grade 3



Step 1Step 1Read the task (prompt) carefully…Read the task (prompt) carefully…

Think about the stories you have read in Think about the stories you have read in the the Friendship UnitFriendship Unit and what it is like to and what it is like to be a friend. Write a story be a friend. Write a story about your best about your best friend and tell about a special time or friend and tell about a special time or memorable event that you have shared as memorable event that you have shared as friendsfriends. Be sure to use concrete sensory . Be sure to use concrete sensory detailsdetails to describe where you wereto describe where you were. . Describe what was special to you and Describe what was special to you and your friend and tell why this special time your friend and tell why this special time was something you will always rememberwas something you will always remember..



Step 2Step 2Review the rubric for Review the rubric for

ApplicationsApplications……Working with a partner, carefully Working with a partner, carefully read aloud the description of read aloud the description of each score point in the rubric. each score point in the rubric. Start with level 3/Proficient.Start with level 3/Proficient.

5 minutes5 minutes



Step 3Step 3Read and discuss anchor paper Read and discuss anchor paper

focusing only on focusing only on ApplicationsApplicationsAnchor papers represent the Anchor papers represent the lowest performance levellowest performance level

In packet, there are anchor In packet, there are anchor papers for 2, 3, and 4papers for 2, 3, and 4



Step 3Step 3Focusing only on Focusing only on ApplicationsApplications…… Read Anchor 3 paper aloud. Briefly discuss the Read Anchor 3 paper aloud. Briefly discuss the

qualities of the paper, referring to each componequalities of the paper, referring to each component of the rubric. Describe why it received the scont of the rubric. Describe why it received the score it did. Repeat for Achors 2 and 4. Discuss dire it did. Repeat for Achors 2 and 4. Discuss distinctions in levels referring to the rubric as neestinctions in levels referring to the rubric as needed.ded.

10 minutes10 minutes



Step 4Step 4Repeat the same process from Steps 2 Repeat the same process from Steps 2

and 3 focusing only on the and 3 focusing only on the Writing Writing StrategiesStrategies category. category.

Step 2 – review the rubricStep 2 – review the rubricStep 3 – read and discuss anchor Step 3 – read and discuss anchor

paperspapers




Step 5Step 5 Repeat the same process from Repeat the same process from

Steps 2 and 3 focusing only on the Steps 2 and 3 focusing only on the WOEL (Conventions)WOEL (Conventions) category. category.

Step 2 – review the rubricStep 2 – review the rubricStep 3 – read and discuss anchor Step 3 – read and discuss anchor

paperspapers

5 minutes5 minutes



Step 6Step 6

Score training papersScore training papersTraining papers already have Training papers already have assigned scores by expert assigned scores by expert ratersraters

Goal is to obtain at least 70% Goal is to obtain at least 70% agreementagreement



Step 6: Score Training Step 6: Score Training PapersPapersA. Score Training Paper AA. Score Training Paper A

Read Training Paper A. Compare Read Training Paper A. Compare each response to the set of anchor each response to the set of anchor papers and rubric criteria for each papers and rubric criteria for each category. Use the category. Use the Training Paper Training Paper Score SheetScore Sheet (at the bottom of your (at the bottom of your packet) to record scores.packet) to record scores.

5 minutes5 minutes



Step 6: Score Training PapersStep 6: Score Training PapersA. Score Training Paper AA. Score Training Paper AYou should have 3 scores for paper You should have 3 scores for paper A. Using the A. Using the Rater Agreement Rater Agreement Summary SheetSummary Sheet, record the , record the frequency of each score frequency of each score (Applications, Writing Strategies, (Applications, Writing Strategies, Conventions). In each category, Conventions). In each category, circle the highest number. circle the highest number.

5 minutes5 minutes



Step 6: Score Training Step 6: Score Training PapersPapers

A. Score Training Paper AA. Score Training Paper A

Overall Score = 2Overall Score = 2



Step 6: Score Training PapersStep 6: Score Training PapersB. Score Training Paper BB. Score Training Paper B

(use same procedures as (use same procedures as before)before)

Read Training Paper B. Compare Read Training Paper B. Compare each response to the set of anchor each response to the set of anchor papers and rubric criteria for each papers and rubric criteria for each category. Use the category. Use the Training Paper Training Paper Score SheetScore Sheet (at the bottom of your (at the bottom of your packet) to record scores.packet) to record scores.

5 minutes5 minutes



Step 6: Score Training Step 6: Score Training PapersPapers

B. Score Training Paper BB. Score Training Paper B

Overall Score = 3Overall Score = 3



Step 6: Score Training PapersStep 6: Score Training PapersC. Score Training Paper C & DC. Score Training Paper C & D

Score training papers C and D Score training papers C and D following the same following the same procedures used to score procedures used to score training papers A and B.training papers A and B.

5 minutes5 minutes



Step 6: Score Training PapersStep 6: Score Training PapersC. Score Training Paper C & DC. Score Training Paper C & D

Training Paper C – Score=3Training Paper C – Score=3

Training Paper D – Score=2Training Paper D – Score=2



Step 6: Score Training PapersStep 6: Score Training PapersD. Check rater agreementD. Check rater agreementUsing the Using the Rater Agreement Rater Agreement Summary SheetSummary Sheet, and the sample , and the sample page WS-4 in your page WS-4 in your Scoring Scoring HandbookHandbook, follow the directions to , follow the directions to calculate rater agreement.calculate rater agreement.




Step 7: Student Writing Step 7: Student Writing SamplesSamples

Score student writing Score student writing samples and record on the samples and record on the Classroom Assessment Classroom Assessment Summary FormSummary Form provided provided by the Literacy Coach.by the Literacy Coach.

performance assignment elementary and middle school logistics

Documents

selma grade

grant grade

clifford grade

cheremoya grade

buchanan grade

hobart grade

gardner grade

ivanhoe grade