performance-based assessment – focus on presentational writing august 18,19,& 20, 2008...
TRANSCRIPT
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Performance-Based Assessment – Focus on Presentational Writing
August 18,19,& 20, 2008
Workshop
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Goals for the Workshop Gain knowledge and understanding of
performance based assessment (PBA) for Presentational Writing & Interpretive Reading
Analyze and distinguish effective & ratable PBAs from less effective and unratable PBAs
Apply workshop concepts to develop effective performance-based assessment tasks, prompts, and associated scoring rubrics
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3 Day Progression… Day 1: Interactive Input
Day 2: Guided Practice
Day 3: Independent, (but collaborative) Practice
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Why?
“Ultimately, we want students to grow to be independent. For them to do that, they have to have a sense of what the criteria (are) that make them successful. For a long time, the criteria (have) been a mystery to students…”
R.J. Tierney, M. Carter, & L. Desai
Portfolio Assessment in Reading-Writing Classroom
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Student assessment should be grounded in the authentic, real-life activities that are carried out in the classroom. Because effective language learning is meaningful, enjoyable, and interactive, assessment should reflect a similar focus… Students engaged in this process become more and more actively involved in their learning.
(Armstrong, 1998, p. 233)
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“Writing well is one of the greatest intellectual challenges; no wonder it is difficult to teach students to write meaningfully, coherently, persuasively in a foreign language.”
Marva Barnett, University of Virginia
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Secondary Goals Value of teaching writing as a process Various ways to develop students’
writing skills (including peer editing) Research connections to ODE
graduation standards
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What is Performance-Based Assessment (PBA)? Monitors students’ progress in relationship to
learner outcomes Requires students to create answers or
products/presentations/performances demonstrating their knowledge and skills applicable for real-life based purposes
Differs widely from traditional testing (single answer or fill in the blank).
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PBA - Some Key Points
It takes time to develop, implement, refine, and get to that “comfort” zone in using PBA
BUT THE PAY OFF IS TREMENDOUS!
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Key Point #1
Instructional design and decisions should start with assessment
What do we want students to learn? How will we know when they have learned it? How will I use the results?
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Key Point #2 Students should know the criteria
and what’s expected UP FRONT.
Performance-based task(s) Scoring Guides (rubrics) Exemplars of “excellent” work
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Key Point #3 Practice, practice, practice…
improves performance! Research supports the notion that all
students (especially low achievers) will improve when given multiple opportunities to practice
When students feel “successful & hopeful” their motivation & performance increase
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Key point #4 - Knowing the targets, feedback, & reflection
Function Frameworks & LinguaFolios
“…when student are informed about the learning targets from the beginning, engage in self-assessment, keep track of and regularly reflect on their own growth, and play a role in communicating their learning – the achievement gains are profound, especially for low achievers.” Rick Sitggins, ETS
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Major Key Point #5 Curriculum-embedded
performance and “on demand” performance are not equal… Students tend to perform higher in
classroom activities, then they do when assessment is “on demand”
WYSI (not) WYG
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Key Point #6 Instruction and assessment should be
congruent.
Proficiency-oriented instruction should be matched with proficiency-based assessment
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Key Point #7 Student Involvement: A sound
assessment system involves students in self-assessment, recording keeping, and/or communication.
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Course GoalsEssential Learnings
National Standards
State & District Standards
Function Frameworks
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ODE Essential Skills Requirements for the Graduating Class of 2012
In accordance with OAR 581-22-0615 Assessment of Essential Skills, the graduating class of 2012 will be required to demonstrate proficiency in the following Essential Skills in order to receive a high school diploma:• Read and comprehend a variety of texts• Write clearly and accurately • Speak clearly and coherently• Apply mathematics in a variety of settings
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Writing Work Samples Expository Persuasive Narrative
Definition: b. “Essential Skills” means process skills that
cross academic disciplines and are embedded in the content standards. The skills are not content specific and can be applied in a variety of courses, subjects, and settings.
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Characteristics of Effective PBA Tasks
Students are active participants Intended outcomes are clearly identified
& guide the design of the performance task
Students are expected to demonstrate mastery of those intended outcomes when completing the task
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Improving Test Scores Becoming a better Reader & Writer in a
world language results in improved standardized test scores in English.
Research has shown that the skills you develop in the second language are transferred to skills in the first language.
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Some Issues to Think About Developing a series of PBA writing
tasks & prompts (also for speaking) Producing ratable student work samples
(on-demand vs. edited) Getting all teachers on the same page Inter-rater reliability in scoring student
work samples
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Writing As A Process
Essential Question:
Why do we need to teach a Writing Process? How can it help students?
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Writing as a Process - Article
1)Form into 6 groups of 3 to 4 each2) Read the Section for your group• Read independently, highlighting key
phrases• Conduct a table discussion and come
up with at least 3 to 4 key points from your section for sharing
• Share out
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Writing process
Invention Collection Organization Drafting Revising Proofreading
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Invention: coming up with your topic
Brainstorming: Getting your ideas on
paper so you can give yourself the widest range of topics possible
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Brainstorming: coming up with ideas that interest you
Listing:Political apathyAnimal abuseNFL instant replayAir pollutionTelemarketing scamsInternet censorshipNBA salary caps
Paper Topics
Brainstorming
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Clustering: mapping out ideas
MEInternet censorship
telemar-ketingscams
NFL instantreplay
NBA
politicalapathy
three-partysystem
salarycaps
sportsmanship
animalabuse
First Amendment
Flag Burning Amend-
ment
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Collection
Gathering ideas Locating and
evaluating research
Conducting interviews
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Organizing: putting information in an outlineOUTLINE
I. IntroductionA. Grab attentionB. State thesis
II. BodyA. Build pointsB. Develop ideasC. Support main claim
III. ConclusionA. Reemphasize main idea
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Drafting
Give yourself ample time to work on your project.
Find a comfortable place to do your writing.
Avoid distractions. Take breaks.
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Revising: reviewing ideas
Review higher-order concerns: Clear communication of
ideas Organization of paper Paragraph structure Strong introduction and
conclusion
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Proofreading
Review later-order concerns: Spelling Punctuation Sentence
structure Documentation
style
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Proofreading tips Slowly read your paper
aloud. Read your paper
backwards. Exchange papers with a
friend.
NOTE: Spell check will not catch everything, and grammar checks are often wrong!