Curriculum Embedded Interdisciplinary

Performance Tasks

VTCLA Presentation

Performance Assessment Resources

http://education.vermont.gov/common-core/english-language-arts/resources

K-K-6

K-6PLT

7-12 PLT

VRI Summer Institute Strand

August 4-5, 2015: Creating Authentic Formative Assessment Opportunities: Incorporating Performance Assessment into a Standards-Based CurriculumLori Dolezal and Kris Breen

A research-driven, powerfully engaging tool for proficiency-based, personalized learning experiences, performance assessment provides learners with opportunities to engage in real-word tasks, transfer knowledge, and apply complex skills in an authentic environment. This workshop will guide participants through the process of exploring and creating performance assessments personalized to their curriculum and specifically tailored to their content area and grade band level. Individuals or school teams are encouraged to participate. Upon completion of this workshop, participants will be able to: describe both the theoretical and structural overview of curriculum-embedded performance assessments, outline the process of designing multi-disciplinary performance assessments through a sample framework and criteria for evaluating tasks, and develop multidisciplinary, standards based, curriculum-embedded performance assessments with a team of elementary or secondary educators. Gr. K-12

http://www.vriuvm.org/projects/summer-institute/

Definitions

Students complete a process or produce a product in a context that closely resembles real-life situations (AERA et al., 1999, cited in Reynolds, Livingston, & Willson, 2009).

Asks students to think and to produce--to demonstrate learning through work authentic to the discipline and/or real world (Stanford University, Introduction to Performance Assessment : WHAT ARE PERFORMANCE ASSESSMENTS AND WHY SHOULD I USE THEM ?, Online Course Document, 2014 )

“…demonstrates the skills …intended to measure by doing real-world tasks that require those skills, rather than…answering questions asking how to do them.” (ETS)

Authentic Learning and Assessment

Performance assessment is the “application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.” These tasks, …are “strategically placed in the lesson or unit to enhance learning as the student ‘pulls it all together’.”

From A Teacher’s Guide To Performance Assessment by Tom Vander Ark ~te@chthought.com

What do they look like? Performance assessments can take the

form of constructed response items, on-demand tasks, curriculum embedded tasks, or complex projects.

Rich tasks focus on standards and transferable skills, require application in authentic contexts, ARE rich learning experiences AND assessments

May focus on process AND/OR product

Definitions

Elements of Performance Assessment

Real-world scenario and authentic Student-centered Proficiency-based, standards-based Complex process Multiple outcomes Higher-order thinking Teaching, learning, and assessing combined Transparent evaluation criteria Formative and summative

Performance Task Distinctions

Curriculum Embedded

Formative and summative

C-I-A loop Instructional support Backwards design Personalized

Stand-Alone/On-Demand

Summative Drop-in curriculum No instructional support Evidence-centered

design One size fits all

SBACPLT

Connecting Curriculum, Instruction and Assessment

Think of these as curriculum embedded tasksLearning tasks used during regular instruction and formatively assessedEven the summative results may be used formatively in this case!Students will transfer skills learned in these instructional tasks on the end of year summative assessments

Benefits

Performance Tasks: allow for multiple opportunities and approaches

to collecting evidence of student knowledge, skills and abilities.

include context, skills, processes and products that are authentic.

By using carefully constructed performance assessments, it is possible to assess important skills that are excluded from high-stakes tests

Benefits

Personalized Learning:o performance tasks incorporate student-centered learning

experiences and can produce high levels of motivation and engagement, especially if student choice is employed.

Formative Assessment:o Progress monitoring can occur throughout instruction and

tasks leading to the culminating product or performance.  Proficiency and Standards-Based Education:

o Performance assessments are often the best way to apply knowledge and skills–particularly those difficult to measure in traditional ways such as critical thinking, collaboration, effective communications, and academic mindset.

Activity/Task,Sources

TransferableSkills &Content Knowledge

Activity/Task,

Sources

Transferable Skills &Content Knowledge

Activity/Task,Sources

Transferable

Skills &Content Knowledge

Activity/Task,Sources

TransferableSkills &Content Knowledge

ENDURING UNDERSTANDINGS

STANDARDS : Learning Targets, PBGRs

Activity/Task,Sources

Transferable Skills &Content Knowledge

Summative Assessment

CulminatingProduct or Performance

Integrate

Essential Questions

SummarizeAnalyze

Interpret

Describe

Compare

Recognize

Explain

Draw conclusions

PLP Evidence

Process Skills in Content Performance Indicators

Formative Tasks and Assessment Opportunities

Interface Content and Transferable Skills

http://education.vermont.gov/pbgr/sample-pbgr

PLP Evidence

http://screencast.com/t/avSsdGhIca

http://screencast.com/t/Fk03udr5cAC

http://screencast.com/t/YXZG5Iro

https://sites.google.com/a/mpsvt.org/team-summit/home/personal-learning-plans 

Designing Performance Assessments

Sources/content

Readings Audio/Visual

clips Graphs, charts,

other visuals Expert speakers Digital text Primary

Standards

Information Processing

Research questions

Comprehension questions

Internet search Student

Discussion

Product/Performance Essay, report,

story, script Argument, debate Speech

with/without graphics, other media

Models

Components of a Performance Task

What will students do with the content/sources? How will you assess along the way?Assessments FOR Learning

What will students produce to demonstrate learning?Assessments OF Learning

Framework for Planning

Quality Criteria for Selecting Tasks

Designing and Piloting

Assessments

Professional Learning Team

Alysia Backman, Literacy Coach, S. Burlington HS Kelly Ahlfeld Patrick Halladay Lindy Johnson