performance-based assessments

Performance-Based Performance-Based AssessmentsAssessments

EUPISDEUPISDDecember 4-5, 2012December 4-5, 2012

JR@TeachLearnTech.comJR@TeachLearnTech.com

TeachLearnTech.com/pbt.htmlTeachLearnTech.com/pbt.html

JR@TeachLearnTech.com JR@TeachLearnTech.com

Who am I?Who am I?Who are you?Who are you?

TeachLearnTech.com

Who are you?Who are you?

Please let the group knowPlease let the group know• Your school systemYour school system• Your roleYour role• Grade levelGrade level• Content or other specialtyContent or other specialty

If you’d like to collaborate, identify potential If you’d like to collaborate, identify potential partners during introductions.partners during introductions.

Gimme 5!Gimme 5!

On a scale from 1 to 5, how familiar are you with On a scale from 1 to 5, how familiar are you with Understanding by Design or another instructional Understanding by Design or another instructional design model?design model?

1.1.This is new to me, but I’m ready to learn!This is new to me, but I’m ready to learn!

2.2.I’ve heard about it, but haven’t used it.I’ve heard about it, but haven’t used it.

3.3.I’ve learned about it but don’t use it all the time.I’ve learned about it but don’t use it all the time.

4.4.I use it fairly often to plan lessons/unitsI use it fairly often to plan lessons/units

5.5.I’m an expert and could be running this I’m an expert and could be running this workshop!workshop!

ObjectivesObjectives

• Determine performance-based tasks Determine performance-based tasks (PBTs)(PBTs)

• Use a multistep process to create PBTsUse a multistep process to create PBTs

• Situate PBT in the curriculumSituate PBT in the curriculum

• Craft PBT for Spring 2013Craft PBT for Spring 2013

• Identify potential classes/schools for Identify potential classes/schools for implementation implementation

Shifts in Standards & Shifts in Standards & AssessmentsAssessments

ELA/Literacy: 3 shiftsELA/Literacy: 3 shifts

1.1. Building knowledge through content-rich Building knowledge through content-rich nonfictionnonfiction

2.2. Reading, writing, and speaking grounded Reading, writing, and speaking grounded in in evidence from textevidence from text, , both literary and both literary and informationalinformational

3.3. Regular practice with Regular practice with complex text complex text and and its its academic languageacademic language

From achievethecore.orgFrom achievethecore.org

Mathematics: 3 shiftsMathematics: 3 shifts

1.1. Focus: Focus: Focus strongly where the Focus strongly where the standards focus.standards focus.

2.2. CoherenceCoherence: : ThinkThink across grades, and across grades, and link link to major topics to major topics

3.3. Rigor: Rigor: In major topics, pursue In major topics, pursue conceptual understanding, conceptual understanding, procedural procedural skill and skill and fluency, fluency, andand application application

From achievethecore.orgFrom achievethecore.org

Shifts in “NextGen” ScienceShifts in “NextGen” Science

• Real world interconnectionsReal world interconnections

• Crosscutting conceptsCrosscutting concepts

• Concepts build coherentlyConcepts build coherently

• Deeper understanding and application of Deeper understanding and application of contentcontent

• T & E! Integrate technology & engineering, T & E! Integrate technology & engineering, especially engineering designespecially engineering design

• Coordinate with language arts and mathCoordinate with language arts and math

Sample Assessment ItemsSample Assessment Items

Designing CurriculumDesigning Curriculum

““Would you tell me, please, which way I ought Would you tell me, please, which way I ought to go from here?”to go from here?”

““That depends a good deal on where you want That depends a good deal on where you want to get to,” said the Cat.to get to,” said the Cat.

““I don’t much care where,” said Alice.I don’t much care where,” said Alice.““Then it doesn’t matter which way you go,” said Then it doesn’t matter which way you go,” said

the Cat.the Cat.  Lewis Carroll, Lewis Carroll, Alice’s Adventures in Wonderland Alice’s Adventures in Wonderland

What Works in SchoolsWhat Works in Schools

Hierarchy of CognitionHierarchy of Cognition

WHO WHAT WHEN WHERE

HOW

WHY

1 2 3 4 5 6 7 8 9

Research & Information FluencyCommunication & Collaboration

Critical Thinking & Problem Solving

Creativity & Innovation

EQ?

Understanding by DesignUnderstanding by Design

Start with the end in mind: Start with the end in mind: Backwards designBackwards design

Activity:Activity:When do you know you’ve learned something?When do you know you’ve learned something?

UnderstandingUnderstanding

“…“…the ability to thoughtfully and the ability to thoughtfully and actively ‘do’ the work with actively ‘do’ the work with discernment, as well as the discernment, as well as the ability to self-assess, justify, ability to self-assess, justify, and critique such ‘doings’” and critique such ‘doings’”

(p. 41).(p. 41).- Wiggins & McTighe- Wiggins & McTighe

Three StagesThree Stages

1.1. Identify desired resultsIdentify desired results– What will the students know, understand,

and be able to do?

2.2. Determine evidenceDetermine evidence– How will you know your students have

achieved the desired results?

3.3. Plan learningPlan learning– Instruction, practice, coaching, feedback for

enduring understanding

Building Performance TasksBuilding Performance Tasks

The Steps in ActionThe Steps in Action

Steps 1 & 2Steps 1 & 2

Identify and Unpack Standards or Identify and Unpack Standards or Learning OutcomesLearning Outcomes

Learning GoalsLearning Goals

• StandardsStandards– Common Core– Next Generation Science– Others

• Division or Department ObjectivesDivision or Department Objectives• Exit-level Outcomes (Certifications, etc.)Exit-level Outcomes (Certifications, etc.)• 2121stst Century Skills (or other) Century Skills (or other)

Your Turn: Steps 1 & 2Your Turn: Steps 1 & 2

• List and analyze standards for potential List and analyze standards for potential tasktask

• Target delivery: Spring 2013Target delivery: Spring 2013

• See handouts for guidanceSee handouts for guidance

Essential QuestionsEssential Questions

• Promote inquiry into big ideas and contentPromote inquiry into big ideas and content• Provoke thought, discussion, inquiry, new Provoke thought, discussion, inquiry, new

understanding, and more questionsunderstanding, and more questions• Rarely have one correct answerRarely have one correct answer• Require students to consider alternatives, Require students to consider alternatives,

weigh evidence, support ideas, justify weigh evidence, support ideas, justify answersanswers

• Connect prior learning and experienceConnect prior learning and experience• Naturally recur in and across domainsNaturally recur in and across domains• Review the “shifts”Review the “shifts”

Types of QuestionsTypes of Questions

OverarchingOverarching

• Relate to big ideas across Relate to big ideas across domainsdomains

• Promote transferPromote transfer• Framework for courses Framework for courses

and programs of studyand programs of study

TopicalTopical

• Point to critical contentPoint to critical content• Resolved within the unit Resolved within the unit

of instructionof instruction• Necessary for achieving Necessary for achieving

unit priorities, but unit priorities, but insufficient to make insufficient to make connections across unitsconnections across units

The EssentialsThe Essentials

Skills Knowledge Questions

What learners need to do.

What learners need to know.

Why skills and knowledge are important.

Tips for Essential QuestionsTips for Essential Questions

• Use a reasonable number of questions—2 to Use a reasonable number of questions—2 to 5—per unit.5—per unit.

• Prioritize content for students; focus on a few Prioritize content for students; focus on a few key questions.key questions.

• Questions should be age-appropriate, Questions should be age-appropriate, engaging, and provocative; use kid-friendly engaging, and provocative; use kid-friendly language.language.

• Select/design specific activities and inquiries Select/design specific activities and inquiries for each question.for each question.

• Sequence the questions so they naturally Sequence the questions so they naturally lead from one to another. lead from one to another.

Your Turn: Step 3Your Turn: Step 3

• Generate (multiple) essential questions for Generate (multiple) essential questions for your PBTyour PBT– Overarching– Topical

CurriculaCurricula

Shaped by Essential QuestionsShaped by Essential Questions

Anchored by Performance TasksAnchored by Performance Tasks

1 2 3 4 5 6 7 8 9

Research & Information FluencyCommunication & Collaboration

Critical Thinking & Problem Solving

Creativity & Innovation

EQ?

Your Performance TaskYour Performance Task

Authentic Performance TasksAuthentic Performance Tasks

• Set in a real world contextSet in a real world context

• Require judgment and innovationRequire judgment and innovation

• Ask student to “do” the subjectAsk student to “do” the subject

• Assess students’ ability to use a repertoire Assess students’ ability to use a repertoire of knowledge and skills (novice vs. expert)of knowledge and skills (novice vs. expert)

• Provide opportunities to practice, consult Provide opportunities to practice, consult resources, get feedback, refine outcomesresources, get feedback, refine outcomes

Problems vs. ExercisesProblems vs. Exercises

Your Turn: Step 4Your Turn: Step 4

• Using the handouts provided, Using the handouts provided, BEGIN BEGIN to to develop your PBTdevelop your PBT– Match to Essential Question(s)– GRASPS– Outline Document Library– Day 2: Rubric

Wrap-upWrap-up

• Identify potential sites for Spring 2013Identify potential sites for Spring 2013

• Follow-up support with John Ross Follow-up support with John Ross (JR@TeachLearnTech.com) (JR@TeachLearnTech.com)

• Recap for new participants on Day 2:Recap for new participants on Day 2:– What’s the big idea? – What I learned.– Questions and concerns or things I need to

know more about.

Performance-Based Performance-Based AssessmentsAssessments

Day 2Day 2

EUPISDEUPISDDecember 4-5, 2012December 4-5, 2012

JR@TeachLearnTech.comJR@TeachLearnTech.com

TeachLearnTech.com/pbt.htmlTeachLearnTech.com/pbt.html

Welcome and IntroductionsWelcome and Introductions

ObjectivesObjectives

• Determine performance-based tasks Determine performance-based tasks (PBTs)(PBTs)

• Use a multistep process to create PBTsUse a multistep process to create PBTs

• Situate PBT in the curriculumSituate PBT in the curriculum

• Craft PBT for Spring 2013Craft PBT for Spring 2013

• Identify potential classes/schools for Identify potential classes/schools for implementation implementation

Recap from Day 1Recap from Day 1

– What’s the big idea? – Questions and concerns or things I need to

know more about.

Problems vs. ExercisesProblems vs. Exercises

Lake Texoma ProjectLake Texoma Project What if…Civil War EditionWhat if…Civil War Edition

Your Turn: Step 4 (part II)Your Turn: Step 4 (part II)

• Report out on your progress of your PBTReport out on your progress of your PBT

• Using the handouts provided, work on Using the handouts provided, work on your PBTyour PBT– Match to Essential Question(s)– GRASPS– Document Library– Next: Rubric

Designing RubricsDesigning Rubrics

• Assess standards/learning outcomes Assess standards/learning outcomes – NOT just process

• TipsTips– Start on the ends in work in– Gradations based on consistent terminology

for factors– You can have too many levels

• When in doubt: RubistarWhen in doubt: Rubistar

Learning ProgressionsLearning Progressions

1 2 3 4 5 6 7 8 9

Research & Information FluencyCommunication & Collaboration

Critical Thinking & Problem Solving

Creativity & Innovation

EQ?

Your Turn: Step 5Your Turn: Step 5

• Analyze tasks for content skills & Analyze tasks for content skills & knowledgeknowledge

• Analyze task for process and technology Analyze task for process and technology skillsskills

Mini TasksMini Tasks

Made In AmericaMade In America

• Olympic uniforms Olympic uniforms made in Chinamade in China

• What do you own What do you own that’s Made in that’s Made in America?America?

• Can you buy only Can you buy only products Made in products Made in America?America?

This activity based on one developed by Dr. Tonya Belton & Dr. Kendall LathamThis activity based on one developed by Dr. Tonya Belton & Dr. Kendall Latham

If Americans spent 1% more ($0.18 per If Americans spent 1% more ($0.18 per day) on American goods, then 200,000 day) on American goods, then 200,000 jobs would be created.jobs would be created.•Do you believe the report?Do you believe the report?

– What additional information do you need?– What resources/tools could you use?

This activity based on one developed by Dr. Tonya Belton & Dr. Kendall LathamThis activity based on one developed by Dr. Tonya Belton & Dr. Kendall Latham

• Language artsLanguage arts– Create a product to convince your peers, local

government, or the VFW of your position. • MathMath

– Create a mathematical argument and display data to support your position; suggest a cost-effective alternative.

• Social StudiesSocial Studies– Incorporate information from primary documents related to

the textile industry.• ScienceScience

– Investigate the role of different textiles/uniform choices for promoting athletic accomplishments.

Dan Meyer: Three-Act MathDan Meyer: Three-Act Math

101 Questions101 Questions

What’s the science?What’s the science?

Your Turn: Step 4 (part III)Your Turn: Step 4 (part III)

• Finish as much of your PBT as feasibleFinish as much of your PBT as feasible– Match to Essential Question(s)– GRASPS– Document Library– Rubric

• 2:00 – Show and Tell!2:00 – Show and Tell!

Wrap-upWrap-up

• Identify potential sites for Spring 2013Identify potential sites for Spring 2013

• Follow-up support with John Ross Follow-up support with John Ross (JR@TeachLearnTech.com) (JR@TeachLearnTech.com)