Speaking and Listening Tools:

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Transitioning to new standards and aligned assessments:

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TIMELY DATA FROM NON-SUMMATIVE ASSESSMENTS

RESOURCES

PROFESSIONAL DEVELOPMENT AND “PEER-T0-PEER LEARNING”

Supporting Educators

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Non-Summative Tools

Non-Summative Tools

Diagnostic K-2 Speaking and Listening

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Principles of Design:

• Create high quality formative tools that could be used K-12 in any discipline

• Build in professional development for teachers to support understanding of the Speaking and Listening standards

• Ensure the widest accessibility possible—including students who are deaf or hard of hearing

• Establish models for curriculum embedded assessment

1952 The Council for Aid to Education (CAE), a nonprofit organization based in New York City, is founded.

1996 CAE becomes part of the RAND Corporation and begins developing performance-based assessments to measure critical-thinking skills.

2002 CAE launches the Collegiate Learning Assessment (CLA)

2005 CAE becomes an independent organization to more effectively address organizational growth and to focus on assessment.

CAE—the primary contractor for the Speaking and Listening Tools

K-12 Speaking and Listening Tools

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• Classroom Discussion Materials• Sample performance tasks• Listening Logs and Rubrics

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Classroom Discussion Materials

• Developed for all grade levels.• The purpose is to structure, support, and evaluate authentic

classroom discussions.• There are several scenarios to preview, but the emphasis is on

using the grade level materials a teacher may already in his/her classroom with the PARCC developed tools.

• Can be implemented in ANY content classroom.

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Kindergarten – 2nd Grade Performance Tasks:

• Purpose• Materials–Overview–Task Models–Checklist directions–Checklist–Prompts–Planning sheet

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Mode 1

• While students are engaged in listening/viewing the text/video, they complete a Listening Log.

• The Listening log guides students to analyze the material critically in preparation to discuss with others.

• Students are given time to reflect both before and after discussion with peers.

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Mode 1

• Materials/Documents– Guidelines– Listening Log and Listening Log Rubric– Discussion Directions and Discussion Rubric– Task Models– Performance Tasks

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Mode 2

• Materials/Documents– Guidelines– Task Models–Rubric Directions–Rubrics (Research and Presentation)–Exemplar Tasks

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Mode 2

• Exemplar prompts have been developed, but teachers may readily substitute provided topics with others that better suit their curriculum.

• Students have opportunities to develop and refine both their research and presentation skills.

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Considerations & Clarifications

• Materials were developed initially by CAE and then reviewed collaboratively by educators for educators

• Materials have been pilot tested with a diverse population of students and revised to reflect changes called for by teachers and students

• Will be available for use Fall of 2015

Revisions Based on Feedback from Schools

Significant revisions were made to the Speaking and Listening Tools based on feedback from teachers and students.

• Rubrics were re-formatted for ease of use.

• Guidelines were streamlined for clarity.

• Language was added to stress that teachers should use their professional judgment and their knowledge of their students to make accommodations to the tasks.

• Suggested language for teacher modeling was added to tasks.

• Insights into how to make tasks accessible to all students were incorporated.

• Prompts to students were clarified.

Students & Teachers Found the Tasks Enjoyable

• At one school, 88% of participating kindergarteners and 91% of first graders said they learned something from the task and would like to participate in a similar task in the future.

• A middle school teacher reported that the task was “absolutely valuable” and that “the structure of the task is great – very relevant.”

Kindergarten Performance Task

Tasks Are Accessible to All Students

• A primary teacher noted, “All students regardless of abilities were able to complete task. The lesson was easily differentiated to the student’s current level.”

• Teachers in grades 3-5 indicated that the Mode 1 videos were age-appropriate, cognitively appropriate, and engaging for their students, as well as appropriate for students from multiple backgrounds.

• A teacher of deaf students observed that during the planning stage for her students’ presentations, there was an unusually high level of active and productive inter-student discussion. The Planning Sheet was helpful for her students, and the rubric was very helpful in structuring her observations. Overall, her students performed more highly on this task than she expected.

AccommodationsVideo Link

Formative Tools Aid Instruction of Speaking and Listening Skills

• High school teachers and their students reported that the rubrics provided instructionally useful information “to a high extent.”

• K-2 teachers had similar feedback: “The rubric provides useful feedback to students. Helps rate them as far as where they are.” “Definitely could share in the form of a conference.”

• 81% of fourth grade students who participated in a Mode 2 performance task indicated that the activity helped them learn how to make a presentation.

• Field tests showed a wide variety in student performance. Some students exhibited sophisticated discussion skills, while others lacked relevant experience. Students in some classrooms exhibited strong research and presentation skills, but others struggled. PARCC formative tools can help teachers structure speaking and listening tasks, focus their observations of students, and target the areas where further instruction is needed.

Applicable to a Range of Subject Areas

• Teachers reported that the Mode 2 Performance Task “Enhances curriculum. Can be applied to all subject areas as a different form of assessment.”

Grade 10 Classroom Discussion – Geometry

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Questions and Comments?

–bhain@parcconline.org–@PARCCPlace–parcconline.org