looking at performance tasks as another way to assess what students know and are able to do !
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Looking at Performance Tasks as Another Way To Assess What Students Know and Are Able to Do !. Group Norms to Enhance Our Time Together. Set cell phones to vibrate Stay positive Listen actively Engage in what we’re doing If you need release, go and come back. - PowerPoint PPT PresentationTRANSCRIPT
Looking at Performance Looking at Performance Tasks as AnotherTasks as Another
Way To Assess What Way To Assess What Students Students KnowKnow and and
Are Are Able to DoAble to Do! !
Looking at Performance Looking at Performance Tasks as AnotherTasks as Another
Way To Assess What Way To Assess What Students Students KnowKnow and and
Are Are Able to DoAble to Do! !
Group Norms to Enhance Our Time
Together• Set cell phones to vibrate • Stay positive• Listen actively• Engage in what we’re doing• If you need release, go and come
back
Looking at Performance Tasks as Another Way
To Assess What Students Know and are
Able to Do!
Standards-Based TeachingStandards-Based Teaching
• Teachers embed the vocabulary (words, people, events, and concepts) from the standards into their curriculum, instruction, and assessment
• Teachers monitor students’ progress towards meeting and exceeding the standards
Analyze the StandardAnalyze the Standard
• Step 1: After reviewing the data, select a standard that you want to target for your students. Standard:
• Step 2: What students should be able to do: (verbs) What students should know/understand (nouns).
• Step 3: What lessons does the teacher need to include to insure the students’ understanding.
Find the Big Ideas and Develop Find the Big Ideas and Develop Essential QuestionsEssential Questions
Select the standard/benchmark that you want to address.
What are some big ideas or key concepts that students should explore within the context of the content and standards?
What are five essential questions that students should be able to answer about the content and big ideas at the end of the unit?
1.
2.
3.
4.
5.
Application Two-Application Two-Teacher ChecklistTeacher Checklist
• Review the standards and descriptions.
• Write each term on a sticky note.
• Classify or cluster the terms into groups or headings.
• Create “holding titles” for big categories
• Add terms that will help clarify the process using bullet points.
• Create a checklist using a template.
Teacher Checklist Teacher Checklist TemplateTemplate
Copyright © 2006 by Corwin Press. All rights reserved. Reprinted from the book From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, K-8, by Kay Burke. Thousand Oaks, CA: Corwin Press, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Teacher Checklist Template Standard: _____________________________________________________________________ Criteria/Elements/Performance Indicators
Not Yet
0
Some Evidence
1
Figure 3.16
Develop Student ChecklistDevelop Student Checklist
Copyright © 2006 by Corwin Press. All rights reserved. Reprinted from the book From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, K-8, by Kay Burke. Thousand Oaks, CA: Corwin Press, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Develop Student Checklist
Application Criteria / Elements / Performance Indicators
Not Yet
0
Some Evidence
1
Figure 5.11
EQ How do we design How do we design
teaching, learning, and teaching, learning, and assessment tasks to assessment tasks to ensure mastery of ensure mastery of Georgia Performance Georgia Performance Standards?Standards?
A Performance Task . .A Performance Task . . “requires a student to demonstrate
their achievement by producing an extended written or spoken answer, by engaging in group or individual activities, or by creating a specific product.”
~A.J. Nitko
Extended written or spoken answer
Engaging in group or individual activities
Creating a specific product
Discuss examples of what students might do that fit into the three parts of a performance task.
Extended written or spoken answer
Engaging in group or individual activities
Creating a specific product
Discuss examples of what students might do that fit into the three parts of a performance task.
EssaySpeechPWPTRap/SongLetterNewspaper Article
PlayInterview/Talk ShowVideo
PoemModelDisplayTime CapsuleBrochure
Why Performance Why Performance Assessments?Assessments?
Sometimes passing the written test just isn’t enough!
Bloom’s Taxonomy Bloom’s Taxonomy (Revised)(Revised)
Two Types of Performance Two Types of Performance TasksTasks
Restricted (Single-Focus) Highly structured to fit one standard:
Examples– Read aloud a selection of
poetry– Construct a graph from a
given set of data– Calculate the mean of
several scores– Write a letter to the
editor about a problem– Measure the area of the
classroom
Extended Multi-focusedComprehensive to include
multiple standardsExample: The principal has
asked us to prepare a bid to landscape our school. We need to prepare 1) a written proposal of the cost 2) a diagram of the landscape design 3) a video of the campus 4) a powerpoint showing pictures of the flowers and plants
How do you create a How do you create a performance task?performance task?
Subject Grade
GPSVerbs from standard
Task detail
Consider choice, learning styles,
and ability
Elements
Look at the Performance Task Calling All Toymakers
Refer to the Performance Task Checklist with an evaluative eye
Did the Performance Task include the following criteria?
Headings:
Problem Scenario:
On the easel paper using post-its, list:
1. What students should be able to do (verbs) and
should know/understand (nouns)
2. What lessons does the teacher need to teach to insure understanding
Look at the Performance Look at the Performance Task Task
Calling All ToymakersCalling All Toymakers
Look at the Performance Task Which One Doesn’t Belong!
Look at the Performance Task Which One Doesn’t Belong!
Refer to the Performance Task Checklist with an evaluative eye
Did the Performance Task include the following criteria?
Headings:Problem Scenario:
On the easel paper using post-its, list: 1. What students should be able to do (verbs) and should know/understand (nouns) 2. What lessons does the teacher need to teach to insure understanding
Looking at Performance Tasks as Another Way
To Assess What Students
KnowKnow and are
Able to DoAble to Do!!• What was most valuable in
this session?
• How will you use what you have learned?
• Other thoughts…? Other support?
THANK YOU for your participation!!!
