Maryland Reading/Writing-Language Performance Task
A Thinking Connection
by
Program Assessment,
Hannah Kruglanski
Evaluation, and Instructional Support Branch
Presented at:
The Second National Conference on Assessing Thinking:
Sharing Perspectives
Marriott Inner Harbor Hotel, Baltimore
December 4 and 5, 1990
e~
o
In assessing thinking we are looking for: mental processees and
skills that learners use in solving problems; their use of dcmain
knowledge and thoughtful applications of knowledge; their strategic
behaviors and their dispositions.
Various models, theories, and frameworks of thinking were offered
by philosophers, cognitive psychologists, and educators in works
such as the concept of critical thinking by Ennis (1962, 1985), the
triarchic theory of Intelligence by Sternberg (1983), the theory of
multiple intelligence by Gardner
(1983), the model of formal
reasoning
by Linn
(1982),
Bloom's
taxonomy
(1965),
and the
cognitive strategy research by Borkowski (1983). These models and
others have identified components, facets, and an array of skills
and processees that mediate intelligence,
critical and creative
thinking, reasoning, and problem solving.
When considering a framework for assessing thinking, these
various models can be reframed under a broader classification into
aspects of cognitive and metacognitive processees pertinent to the
learner.
Cognitive
*
*
*
*
*
*
aspects pertinent
*
*
*
include:
domain knowledge
critical and creative thinking
formal and informal reasoning skills
deductive and inductive skills
problem solving skills
decision making skills
Metacognitive
*
to learners
aspects pertinent to learners
include:
reflexive knowledge about one's declarative knowledge
(i.e, domain knowledge, problem types and methods of inquiry)
reflexive knowledge about one's procedural knowledge
(i.e, planning strategies, monitoring, problem solving)
learning strategies
knowledge about self (dispositions)
Why are performance tasks an appropriate,
instrument to measure thinking?
effective,
and
valid
In measuring thinking through multiple choice items, we are at best
tapping discrete, limited, and isolated, cognitive skills in a
decontextualized and atomistic mode. We are focusing solely on
convergent
productive
thinking
and
on
reactive
(constructed) response mode.
(selected)
rather
than
Performance tasks reflect an authentic thinking performance by
using a form of assessment that mirrors closely the phenomena it
measures.
These tasks require students to:
*
engage in sustained reasoning
*
utilize and apply domain knowledge and clusters of skills in
solving multi-step problems or in generating their own
meaning constructions
*
apply a step-by-step sequential problem solving process
*
consider and examine multiple and /or alternate approaches
*
examine and apply multiple and/or alternate solutions
*
engage in divergent thinking prior to converging on any
solution path
*
formulate a judgement or a position
Performance tasks are therefore holistic, meaningful, organic, and
ecologically valid instruments for measuring thinking and, more so,
they provide an opportunity to observe the process on-line.
The Maryland School Performance Assessment Program (MSPAP) is in
the process of developing performance tasks to be administered in
the spring of 1991 to all third, fifth, and eight grade students as
part of an integrated assessment in reading/writing/language usage
(R/W/LU) and in mathematics. To ensure a high quality assessment
that will foster higher order thinking, the Board has adopted the
ASCD Dimensions of Thinking document as a heuristic, and, as such,
it guided the development of the MD Learning Outcomes and the
assessment.
MD R/W assessment
prototype
The Md R/W prototype is based on an integrated interactive R/W
process model and the definition of reading as students ability to
construct
examine and extend meaning.
The R/W tasks
include
stimulus materials (various text types) and assessment activities
that
require
extended
resposes/prompts
and
will
be
scored
holistically for reading and for writing.
Thinking
*
*
*
*
features
included
in the R/W tasks
construction of meaning activities
examining and negotiating meaning activities ( using various
information sources: written or peer discussions)
reading stances activities (for the 4 stances: global,
interpretation, personal and critical)
a purpose and a context for the reader
*
*
*
*
*
*
*
a p u r p o s e and an a u d i e n c e for the w r i t e r
a c t i v i t i e s that ensure m u l t i p l e o p p o r t u n i t i e s for i n t e r a c t i n g
w i t h the text
i n t e g r a t i o n of texts
a c t i v i t i e s to allow d i f f e r e n t o r i e n t a t i o n s (using v a r i o u s text
types)
pre- a s s e s s m e n t a c t i v i t i e s (to activate p r i o r knowledge)
m e t a c o g n i t i v e r e f l e c t i v e activities
a c t i v i t i e s with a l t e r n a t e response m o d e s (written,
pictorials, graphic organizers, oral)
All t h e s e a c t i v i t i e s r e q u i r e students to a c t i v a t e t h e i r p r i o r
knowledge, to integrate, a n a l y z e and s y n t h e s i z e i n f o r m a t i o n , and
create linkages among p a r t s of texts and a c r o s s texts. It also
requires
students
to c o m p a r e
text i n f o r m a t i o n
with
personal
k n o w l e d g e and to form a position, assume a p e r s p e c t i v e , and argue
for a p o i n t of view.
P e r f o r m a n c e tasks b e c a u s e of their close link to i n s t r u c t i o n have
become
the mode that m a n y
states opted
for t h e i r
statewide
assessments.
A successful
implementation
of p e r f o r m a n c e
tasks
require
cutting
edge
methodologies
that
will
increase
the
r e l i a b i l i t y and the g e n e r a l i z a b i l i t y of these instruments.
References
Borkowski, J. G., & Buchel, F. (1983).
Learning and memory
strategies in the m e n t a l l y retarded.
In M. Pressley & J. R.
Levin (Eds.), Cognitive strategy research.
New York:
Springer-Verlag.
Bloom, B. S., ed. Taxonomy of Educational Objectives
Handbook: Cognitive Domain. New York: MCGraw-Hill, 1971.
Ennis, R. H. "A Concept of critical Thinking."
Educational Review 32 (1962): 81-111.
Harvard
Ennis, R. H. "Large Scale Assessment of Critical Thinking
in the Fourth Grade." Paper presented at the annual meeting
of the Americal Educational Research Association. Chicago.
1985.
Gardner, H. (1983).
Frames of mind:
The theory of
multiple intelligence.
New York:
Basic Books.
Linn, M. C. "Theoretical and Practical Significance of
Formal Reasoning." Journal of Research in Science Teaching
21 (1982) : 235-254.
Sternberg, R. J. (1984a).
Beyond IQ: A triarchic theory
of human intelligence.
New York:
Cambridge University
Press.
Attachment
A
~aryland
Reading
5ci~ooL
Learning
Performance
Ou£comes
Assessment
May
1990
Program
(MSPAP)
READING O U T C O M E S M O D E L G R A D E S 3, 5, 8, II
Co.slrucling, E:amining,
and
Exlendi.g Meaning
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N
SOURCE DOCUIWRNTS
Rea,~!ng
The following source documents were considered in the identification of
outcomes for reading.
Anderson, R.C., Hiebert, E.H., Scott. J.A., and Wiikenson. I.A., Becoming A
Nation of Readers, Urbana, Ill.. University of Illinois Center for the Study of
Reading, 1985.
Davidson, J a n e (editor), Counterpoint and Beyond, National Council of
Teachers of English, Urbana, Ill., 1988.
Farstrup, A., Farr, R., Hurste, J., Kapinus, B. Koretz, D., Selden. R.. Valencia.
S. and Guthrle, J., "Point/Counterpoint State-by-State Comparisons on
National Assessments," Reading Todd', 7:1, 11-15. December 1 9 8 9 / J a n u a r y
1990.
Goodman, Kenneth. What Is Whole Lan~uaEe?. Richman Hill. Onta_no.
Scholastic TAB, 1986.
-
-
T
Goodrn~n, K., Goodman, Y., and Hood, W., The Whole LanEuage Ev~lua~Qn
Book. Port.mouth, NH. Heineman, 1989.
Heald-Taylor. G., The Admini3~at0r's Guide To Whole Language, Katonah.
N.Y., Richard O. Owen Publishers. 1989.
National Assessment Governing Board. "Aspects of Reading Literacy."
National Assessment of Educational Progress. Washington. D.C.. (in press).
Langer. J u d i t h . The Process Of Understanding Literature, Albany. N.Y..
Center For The Learning And Teaching Of Literature, 1989.
[.anger. Judith. The New Look At Literature Instruction. (in press).
Leslie, Connie and Wingert. Pat, "Not As Easy As A. B or C," Newsweek.
115:56-58, J a n u a r y 8, 1988.
Maryland School Performance
Assessment
Writing Learning Outcomes
May 1 9 9 0
Program
(MSPAP)
WRITING/LANGUAGE USAGE OUTCOMES MODEL
PROCESS
GRADES 3, 5, 8, II
OF
WRITING
I[
Revising
Proofreading
-uses scff. pccr,
and Icachcr inpul
!o rcvisc
-considers
- a
Prewriling
-Uscs background
and knowicdgc
e.4
q
H
Drafting
-writes lira drab
for a puq)osc
and an audience
-gcncralcs idcas
for Iopics
-considers
changcs
-cslablishcs
mcaniag
-considers
complclcncss
-scls purpose
-considers
approprialcncss
o[ slyl¢
-ordc~ idcas
-idcnlifics
audicnccs
-chooscs form
COITCCmCSS
A
1"
"r
I
1'
IJ
!)
E
s
I
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i:.
T
A
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O
(;
N
!
'|'
i
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N
SOURCE D O C E N T S
Writ£~,/Lang, aage Usage
The following source d o c u m e n t s were considered in the identification of
outcomes for writing/language usage:
Applebee, Arthur M., Langer, J u d i t h A., and J e n k i n s , Lynn B., The Writing
Re~ort Card. 1984-1988:
F i n d i n g s from the Nation's Report Card.
Princeton. National Assessment of Educational Progress. November. 1986.
Applebee, Arthur M., Langer, J u d i t h A. a n d MuLlis, Ina V.S.. The Writina
Re~ort Card: Writlnff Achievement in American Schools, Princeton, National
Assessment of Educational Progress. November. 1986.
At'well, Nancie, In the Middle, Portsmouth. New Hampshire. H e i n e m a n n ,
1987.
Calkins, Lucy McCormick, The Art of Teachin~ Wrl/;Ing, Portsmouth. New
Hampshire, Heinemann, 1986.
Faigley, Lester, et al., A s s e s s i n g Writers' Knowledge and Processes
. ¢ ~ ~ ,
Norwood, New Jersey, Ablex, 1985.
of
Maryland English Language Arts Task Force, English Language Arts: A
Maryland Curricular FrarocwQrk, Baltimore, Maryland State Department of
Education, 1988.
Murray, Donald. A Writer TeaChes Writing, 2nd edit.ion. Boston. Houghton
Mifflin, 1984.
Thaiss, Christopher and Suhor. Charles, Editors, Soe3_kin~ and Writing K12, Urbana. Illinois, National Council of Teachers of English. 1984.
Williams, Patl"icia and Reeves, Barbara M.,
1987 Wri~in~ S u p p l e m e n t ,
Baltimore, Maryland State Department of Education, J u n e 1987.
Attachment
B
I n t e g r a t e d A s s e s s m e n t of t h e
P r o c e s s - I n t e r a c t i v e Model of
R e a d i n g and W r i t i n g / L a n g u a g e - U s a g e
"Performance Task Cluster"
cO
-~ Prior Knowledge
•.~ Topic Familiarity
Pre-reading activities, including supplying and assessing prior
knowledge and topic familiarity.
0
,
Assessment activity for:.
Initial interaction with p r i m a r y / t a r g e t text.
CO Asse~sment activity for:. ~- Constructing meaning through
four stances:
• alobal understanding
• Interpretation
•
t
3,
Critical s t a n c e
Personal stance
Discussion; examination of secondary text.
CO Assessment activity
~.. Constructing meaning through
(extended response) for:.
one of the stances
~, Integration across types
of reading
o Writing (Reading dependent)
4. co
Assessment
activity:.
-.~ Writing (Thematically connected,
I ~ d i n g non-dependent) of draft
of extended response(s) foP.
• Persuasive
• Informative
• Expre~ive
~ . Writing Conferencing
6. co
~i~i~i!!i~i~!~iii!i~ii~ii!i~ii!~iiiii
Asse~.~ment activity:
.:- Writing/Language-Usage
Revision of extended written
response(s) for:
t Meaning
• Completeness
• Correctness
Attachment
C
%
L
Maryland School Performance Assessment Program
Prototype Reading-Writing~anguage Usage Task
Reading-Writing/Language Usage Assessment
Grade 8
Student Response Book
August 1990
Maryland SchoolPerformance
AssessmentProgram
Reading-Writing~
Language Usage
I
lou.mal Page
Page 2
Student Response Book
I
Maryland SchoolPerformance
AssessmentProgram
Reading-Writing~
Language Usage
I
Reading Assessment
Reading for Literary Experience
Directions to the student: When readers think about stories they have read, or share them with friends,
they think of certain important parts of the story. The questions will help you to think about your
response to the story and how you might share the important parts of the story with friends, Alter
reading "I'o Build a Fire," do Numbers 1-3 below,
Supposeyour friend asked you what
the story is about.
1. For your friend, describe or draw a picture of the place where the story takes place.
l Stan~ asscss~ Global Undo~tamlin g ]
2, Briefly write your friend a note telling whathappened to the man in the story.
[S tancJ" assessed: Global Understanding]
Student Response Book
PaRe,3
g
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
3. Briefly write your friend a note telling what happened to the dog in the story.
[Stance a s s ~ k Global Understanding]
Directions: Now do questions 4--12. Please look back at the story as often as necessary. Support y o u r
statements with examples from the story.
.
The man in the story becomes gradually aware of how cold it reallyis. There is a point in the story
when he knows he will not survive. Make a list or a chain of five key events in the story. Then circle
the event that shows the point in the story when the man knew he would not survive.
[Stance a.~sed. £X,veloFing int~, ~,,ctatian]
. Some readers may sense the man's danger before the man does. At what point in the story did you
know the man would no.__ttsurvive? Explain how you knew it.
I Stance assessed: Personal ResFonsel
Page 4
S t u d e n t Response Book
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
6. The author of the story gives clues that the man will not survive. Imagine that you are a detectiv?
looking for these dues. List the dues you find and explain briefly how each clue predicts what win
happen.
IStance ~
Critical Stam~I
OR
6. The author of the story gives clues that the man will not survive. Imagine that you are a detective
looking for these clues. A magnifying glass can help us see clues. Write the clues you find on these
magnifying glasses and explain briefly how each clue predicts what will happen. You may draw
more glasses if you need to.
[S tanct assrssc.d: Critical Stanc~ l
[Insert art - 4 magnifying glasses - here]
Student Response Book
Pa~e 5
Maryland SchoolPerformance
AssessmentProgram
7. From the point of view of the dog and ~ g
when the dog returned to camp alone.
Reading-Writing~
Language Usage
information in the story, tell what probably happer.ed
OR
7. From the point of view of the dog and using your own knowledge and experience, tell what probably
happened when the dog returned to camp alone.
[Stance assessed:Per~nal Respon.~l
Page 6
Student Response Book
I
Maryland SchoolPerformance
AssessmentProgram
II
Reading-Writing~
Language Usage
8. "The man's attitude toward the old-timer changed during the stow." Explain whether or not yo~
agree with this statement. Use examples from the story. You may draw a chain if you wish.
[Stanceassessed: Devela~ng l n ~ t i a n
l
9. Remember what you wrote in y o u r journal about your own cold weather experience. Think about
the experience of the man in the story. Write briefly about the ways that y o u r experience and the
experience of the man in the story are alike or different.
lStanct assesse~ PersonalPaeTeasel
10. Throughout the story, the author calls the main character "the man." What effect was the author
trying to achieve when he decided not to give the man a name?
[Stance assessed: Critical Stancel
ii
Student Response Book
Pa£e 7
Reading-Writing~
Language Usage
Maryland SchoolPerformance
Assessment Program
11. The author could have told us what happened to the man without putting a dog into the story. What
does the ~ c e of the dog add to the story?
[Stan~ ~
Critical Stan~]
12. On a rating scale of 1 (positively no) to 5 (positively yes), would you recommend this story to a
friend? Draw a circle around the number you choose.
1
2
3
4
5
positively no
probably no
not sure
probably yes
positively yes
What are some things you would tell your friend about the story to support your selection?
lStanczassesse~Persona/Res~nsel
Page8
Student Response Book
III
II
Reading-Writing~
Language Usage
Maryland SchoolPerformance
Assessment Program
I
I
Directions: N o w do questions 13 through 15 to tell how you felt about reading the story.
13. On a rating scale of I (very easy) to 5 (very hard), draw a circle around the number that shows how
hard you found the story to read.
1
very easy
2
somewhat easy
3
4
5
about average
somewhat hard
very hard
Why did you select that number?
14. On a rating scale of I (no understanding) to 4 (excellent understanding), rate your understanding of
the story.
1
no
2
some
3
good
understanding
understanding
understanding
4
excellent
understanding
Why did you selectthat rating?
lReading strategiesidentifizd]
15. When you are reading a story like "To Build a Fire" and come to a part you do not understand, what
do you do? Why do you do that?
lReading strategiesidentifiedl
STOP
Student Response Book
Page 9
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
I
Letter to the M a n
Page 10
Student Response Book
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
lit
R e a d i n g for I n f o r m a t i o n
Directions: After reading "Preventing Hypothermia," do Number 16 below.
16. Briefly teL1what the article is about.
[$ tanr.¢ assessed: C labal U mkn~ta~l in81
Directions: Now do Numbers 17 through 19. Please look back at the article as often as necessary. Use
examples from the article in your answers.
17. Remember what you wrote in your journal about your cold weather experience. Would your
experience have been different if you had read this article first? Explain your answer.
[5tm~ Assessed: Personal Responsel
18. How did the author organize the information in this article?
IStance assessed:Critical 5tanctl
Student Response Book
Pa~e 11
n
Maryland SchoolPerformance
AssessmentProgram
Reading-Writing~
Language Usage
19. Imagine that you are going to present the information in this article to a group of young children who
are going to a cold climate. Retell the article in language that they will understand, OR create a visual
aid, such as a diagram, chart, web, or map, that will help the children understand the information in
the ar~cle.
Directions: To do Numbers 20-23, look back at both the article, "Preventing Hypotherrnia," and the
story, "To Build a Fire," as often as necessary.
20. The man in the story "To Build a Fire" did not follow several pieces of advice given in the article,
"Preventing Hypothermia." Select one of those pieces of advice. Tell what might have happened if
the man had followed that piece of advice.
[Stance ass~sstd: Critical Stance, I n t e g ~ t ~ of Tcxtsl
Page12
Student Response Book
Q
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
21. You first read the story, "To Build a Fire." You then read the article, "Preventing Hypothermia." Did
the article help you to have a better understanding of the problems faced by the man in the story?
Why or w h y not?
22. When the man in "To Build a Fire" gets wet, it could be considered a turning point in the story. Why
is this statement true?
lStmct Assessed: Critical Stanct ]
What information from the article. "Preventing Hypothermia," supports this statement?
[Stanceasst,ssed:Dcado~ing Interpretation!
S t u d e n t Response Book
Pa,~e 13
II
Maryland SchoolPerformance
AssessmentProgram
Reading-Writing~
Language Usage
23. The article and the story represent two different types of writing. Explain how they are used and why
they are different.
[Stan~ ~
Criti~ St~m=i
Directions: Now do question 24 to tell how you felt about reading the story and the article.
24. When you come to difficult words in a piece of writing such as the story, "To Build a Fire," or the
article, "Preventing Hypothermia," what do you do? Why?
"lR~ing srra~.gits identifiedl
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Student Response Book
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
Writing Assessment
Writing to inform
Directions: Complete the writing activity below. Read the prompt carefully. You may look back at the
story and the article as necessary.
Suppose you and several friends have the opportunity to go on a winter weekend trip. You will be
staying in an isolated area, and it may get very cold. In preparation, write a plan for what you will need
to bring and do in order to be safe and comfortable while having a good time.
As you write, you may want to do the following:
First, use a graphic organizer or pre-writing strategy, such as listing or webbing, to come up with
ideas about things to bring and do. If you wish, use as resources the story and artide you have
read about surviving in cold weather conditions.
• Then, use these ideas to write a rough draft of your plan.
•
Self-evaluation: Before revising this draft, stand back and consider it. Imagine actually going on
this trip and following your plan exactly. What have you forgotten? Does anything seem silly or
unnecessary? Keep in mind that you will be gone two days, that there will be no one but you and
friends around, and that it is the middle of winter. Think about the organization of your plan.
• Now revise your plan, taking into consideration the ideas you have from evaluating your writing.
• Look over your plan. Proofread it now using the proofreading guidesheet and prepare a final
copy of your plan.
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Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
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Student Response Book
Maryland SchoolPerformance
Assessment Program
Reading-Writing~
Language Usage
Writing a personal/expressive r e s p o n s e
Directions: Complete the writing activity below. Read the prompt carefully. You may look back at the
story or the article as necessary.
Your class has been discussing what it's like to experience extreme cold. Now your teacher would like
you to share your ideas and feelings about experiencing other extreme conditions as well, such as extreme
heat, hunger, fatigue, or any other condition that was extremely uncomfortable.
Your teacher is interested in having you express your ideas imaginatively. You may choose to compose a
story, a play, a poem, or any other creative piece of writing.
In composing your writing, you may want to think about the extreme conditions experienced, how the
person tried to cope with the extreme condition, how the person felt about the experience, and any other
information necessary to express your ideas.
As you write, you may want to do the following:
First, use a graphic organizer or pre-writing strategy, such as listing or webbing, to come up with
ideas about extreme conditions and the kind of creative writing you want to do. If you wish, you
may Use as resources the story and article you have read about coping with cold weather
conditions.
• Then, use these ideas to write a rough draft.
• Self-evaluation: Before revising this draft, stand back and consider it. Imagine actually
experiencing the extreme condition you have described. How do you feel? What are you thinking
about? What are you going to do? Keep in mind the kind of creative writing you are doing.
• Now, revise your work, taking into consideration the ideas you have from evaluating your
writing.
• Look over your work. Proofread it now, using the proofreading guidesheet, and prepare a final
copy of your work.
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Marytand School Performance
Assessment Program
Reading-Writing~
Language Usage
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Student Response Book
I
Maryland SchoolPerformance
AssessmentProgram
Reading-Writing~
Language Usage
W r i t i n g to p e r s u a d e
Directions: Complete the writing activity below. Read the prompt carefully. You may look back at the
story "To Build a Fire" and the article "Preventing Hypothermia" as necessary.
Your class thinks it would be exciting to take a field trip to the Yukon for two weeks out of school. The
"old timer," a personal friend of your teacher, has returned from the Yukon and has a g r ~ d to speak to
your class about his experience.
You are all looking forward to hearing from someone who has survived in the Yukon. Based on your
reading, it is evident that his main purpose will be to persuade inexperienced campers such as yourselves
to avgid travel in the Yukon. You are to write out his talk to your class.
As you write, you may want to do the following:
• First, use a graphic organizer or prewriting strategy, such as listing or webbing, to come up with
arguments that will convince your enthusiastic classmates that the Yukon is too dangerous for a
student field trip. You may wish to consider the effect of Yukon temperatures on food, clothing,
shelter, and mobility. If you wish, use as resources the story and article that you read.
• Then, use these ideas to write a rough draft of the talk the "old-timer" will give to persuade your
class NOT to travel to the Yukon.
•
Self-evaluation. Before revising this draft, consider what you have written. Imagine your most
enthusiastic classmate. Think about the arguments and examples you have used. Will they
convince that classmate?
Now, revise the talk, taking into consideration the ideas you have from evaluating your writing.
Look over your talk. Proofread it now using the proofreading guidesheet and prepare a final copy of
the talk.
Student Response Book
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Maryland SchoolPerformance
Assessment Program
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Reading-Writing~
LanguageUsage
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