This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

Making Performance Assessments Perform

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

ONLINE ASSESSMENT RESOURCES USED DURING THE TRAINING

RUBISTAR

RELEARNING.ORG

ERIC Center for Evaluation and Assessment

EXEMPLARS.COM

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT

(NOT AN ABSOLUTE SEQUENCE)

1. Identify content standard(s) and benchmark(s) that will be included in the performance assessment.

2. Structure the assessment around one of the possible complex reasoning skills.

3. Determine a meaningful context.

4. Identify what will be produced.

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT

(NOT AN ABSOLUTE SEQUENCE)

5. Determine student resources.

6. Determine how students will work.

7. Construct a draft.

8. Identify lifelong learning standards (if any).

9. Determine learning experiences students will need

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT

(NOT AN ABSOLUTE SEQUENCE)

10. Reflect and revise.

11. Identify criteria to use to evaluate student products or performances.

12. Generate or select exemplary responses for the products or performances.

13. Construct the scoring tool for each activity:  rubric, checklist, scoring key, etc.

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

ASSESSMENT DESIGN IN PRACTICE

SELECTTARGETS

(Steps 1,2,8)

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

ASSESSMENT DESIGN IN PRACTICE

DESCRIBE

PERFORMANCES OR PRODUCTS (Steps 3, 4, 5, 6, 7, 9)

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

ASSESSMENT DESIGN IN PRACTICE

CRAFT

ASSESSMENT TOOLS

(Steps 11, 12, 13)

This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002

ASSESSMENT DESIGN IN PRACTICE

ASSESSCOLLECTREFLECTREVISE

(Steps 10 &12)

“THE TEST”� How can we protect the student by

ensuring that high-scoring local papers–the local standards–are truly excellent? We cannot unless we can relate local standards (through samples or corellations) to regional, state and national standards.

Wiggins

RIGOR� STANDARDS-BASED� VALID� RELIABLE� PUBLIC & TRANSPARENT

DRILLING DOWN

SELECT� Choose from existing documents

Standards

Complex Reasoning Processes

Lifelong Learning Standards

“READY..FIRE...AIM”

� …most teacher instinctually build assessments on the foundation of existing classroom activities without scrutinizing those activities for their aptness in measuring specific achievements.

Wiggins

DRILLING DOWN

DESCRIBE� Choose VVIIVVIIDD terminology

� Play on existing interests

� Listen to your enthusiasm

DRILLING DOWN

DESCRIBEMythic Job Search

Select an epic hero from the literature we have read and write a letter to the hero in which you apply for a job as a crew member on his expeditions.

DRILLING DOWN

DESCRIBEMove it!

How can you get wood to make a treehouse up that tree?? Students will plan and diagram a simple machine to do just that. In a written report, they will explain how their machine works and the principles of physics involved to accomplish this task

“CRAFTING”� Assessment that does not merely audit

student knowledge but improves student performance requires careful, sound design.

Wiggins

“Peter’s Task”

� Give Beverley a pencil.

DRILLING DOWN

CRAFTCONSIDER:

Audiences (Adult and Student)

Purpose (Guide, Discriminate)

Form (Structure, Materials)

DRILLING DOWN

THINKWhat went well?What went well?What could be What could be

improved?improved?What did we learn?What did we learn?

FULLY DEVELOPEDPERFORMANCE ASSESSMENTS

INCLUDE:CLEARLY ARTICULATED STANDARDS, BENCHMARKS, SKILLS AND TRAITS

PRODUCT & PERFORMANCE DESCRIPTIONS AND STUDENT MATERIALS

REFINED ASSESSMENT TOOLS FOR STUDENTS AND EVALUATORS

EXEMPLARS FOR EACH LEVEL OF PERFORMANCE FOR EACH TRAIT

NECESSARY NOT SUFFICIENT

Standards and

Benchmarks

Descriptions and Materials

Assessment Tools Exemplars Result

Absent Present Present PresentUNFOCUSED

IRRELEVANT

Present Absent Present PresentVAGUE

FRUSTRATING

Present Present Absent PresentARBITRARY

INVALID

Present Present Present AbsentABSTRACT

FLUID

AFTER LUNCH

MATH TEST!

MATH STANDARDSFOUNDATIONAL KNOWLEDGE

•Plotting•Calculation•Equivalents•Number line

COMMUNICATION AND REASONING

•Explanation•Justification•Verification•Math Language

Math Exemplar #1

• • • •A B C D

0 3/4 2.25

The way that I got the value of point C is all I did was use mentel math and look at the size difference between all four of the letters. Because if B is 3/4 which means it is a quarter away from zero all that you have to do is add 3/4 + 3/4 = 1 1/2 and that is how I got the value of point C.

1 1/2

Math Exemplar #2

• • • •A B C D

0 3/4 2.25

First I divided 2.25 by 3 which turned into .75. B was .75. Each opening between dots were .75 units. There were two units before C so I added to units. That turned out into .75 + .75 = 1.5 which is point C.

1.50

Math Exemplar #3

• • • •A B C D

0 3/4 2.25

I plotted 4/4 on letter C. because it goes 3/4 4/4 1 hole

4/4

Explanation is difficult to understand and is missing several components OR was not included.

Math Exemplar #4

• • • •A B C D

0 3/4 2.25

Point C equals 1.5 or 1 1/2. I got my answer by adding 3/4 to 3/4 and got 6/4. Since 6/4 is an improper fraction I changed it to a mixed number. I got 1 2/4 then reduced it to 1 1/2. I know that a half is .5 so I added 1 to .5 and got 1.5 to get my decimal answer.

1.5