performance assessment may 2015
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Performance Assessments
Curtis Chandler, Ph.DBetterLearningForSchools.com
@CurtisChandler6
Performance Assessments
Unskilled and Unaware of It...
Unskilled and Unaware of It...
Performance Assessments
Performance Assessments
Performance Assessments
Performance Assessments
“Unskilled and Unaware of It...”
Talk-listen...listen...talkTalk-listen...listen...talk
“Unskilled and Unaware of It...”
1. Person A talks for 60 seconds while person B listens.2. Person B talks for 60 seconds while person A listens, but tries not to repeat...
Talk-listen...listen...talk
Duck on the Pond Effect
“Are some ducks better swimmer than others?”
Duck on the Pond Effect
Duck on the Pond Effect
Performance Assessment
How well can each duck really swim?
How well can each duck really swim?
Performance Assessment...
• focusses on the completion/performance of an authentic task• has clearly established parameters/defined conditions• is often open-ended and requires extended response• can take the form of a portfolio• is evaluated based on an agreed-upon set of criteria
To what extent does student teaching
display these characteristics?• focusses on the completion/performance of an authentic task• has clearly established parameters/defined conditions• is often open-ended and requires extended response• can take the form of a portfolio• is evaluated based on an agreed-upon set of criteria
What could this look like in your content area?
• focusses on the completion/performance of an authentic task• has clearly established parameters/defined conditions• is often open-ended and requires extended response• can take the form of a portfolio• is evaluated based on an agreed-upon set of criteria
What could this look like in your content area?
As discussed earlier this month, Ray Bradbury’s Fahrenheit 451 can be described as a work of projective investigation. Your task is to select specific events, ideas, or trends in modern society and show how accurately Bradbury projected them into the future. You should select a field of study of interest such as fashion, technology, health, sports, the economy, the arts, politics, etc. and analyze how current events, trends, and ideas compare with what was predicted in Fahrenheit 451. You should use (1) quotes and/or passages from F451 as well as information from modern books, magazines, articles, etc. as resources. events. You will be assessed on your ability to identify and understand basic beliefs in a text, your ability to identify and extend predictions, and your ability to communicate effectively in a variety of ways.
What could this look like in your content area?
As discussed earlier this month, Ray Bradbury’s Fahrenheit 451 can be described as a work of projective investigation. Your task is to select specific events, ideas, or trends in modern society and show how accurately Bradbury projected them into the future. You should select a field of study of interest such as fashion, technology, health, sports, the economy, the arts, politics, etc. and analyze how current events, trends, and ideas compare with what was predicted in Fahrenheit 451. You should use (1) quotes and/or passages from F451 as well as information from modern books, magazines, articles, etc. as resources. events. You will be assessed on your ability to identify and understand basic beliefs in a text, your ability to identify and extend predictions, and your ability to communicate effectively in a variety of ways.
How well did Ray Bradbury predict what ________ would look like in our day?
7th grade
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be
large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
iceberg, or two-tier questions
iceberg, or two-tier questions
selection/identification
justification/explanation
Writing Close-Ended Questions
Multiple Choice
STEM + CORRECT CHOICE + VIABLE DISTRACTORS
Multiple Choice
Matching
Alternate Choice
True or False
Multiple Reason
Fill in the Blank
Matching
Matching
minimize reading time for each item
avoid trick items
avoid verbatim phrasing from classroom
materials
avoid verbiage when writing items
avoid negative phrasing
include the central idea and most of the phrases in the
stem
(Haladaya, 1994; 1997)
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Something that actually provides
insight into student’s thinking/
understanding.
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
(adapted from Brookhart, 2014)
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
(adapted from Brookhart, 2014)
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
(adapted from Brookhart, 2014)
The level of student thinking is determined (in part) by the degree of autonomy we afford our to students.
The level of student thinking is determined (in part) by the degree of autonomy we afford our to students.
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Look at each row in the chart above. Where did assessments we fretted about in the spring fall in the chart above?
7th grade
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
Look at each row in the chart above. Where did the drawing performance assessment that we just completed fall?
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Less Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem, pose question, or
define task.
Student poses a question, problem,
or task.
Teacher gives a selection of questions
for the students to choose from or adapt.
Teacher provides the question,
problem, or task.
Select & use strategies and/or
materials
Student selects strategies and/or
materials.
Teacher suggests strategies/materials for students to use
or adapt.
Teacher provides students strategies
and materials.
Present solution, answer,
performance, or final product.
Student decides how to present
solution, answer or final product.
Teacher suggests a method or format for presentation.
Teacher gives students directions for presentation.
How might this performance assessment be adjusted to afford students more control ?
Rubrics
Standards driven and designed
Rubrics
“Like essays, performance tasks are ideally suited to
scoring via rubrics.”Marzano, 2000
Rubrics...need to be teacher and student friendly
Rubrics...need to be teacher and student friendly
Does this rubric tell me (the teacher)
what I want to know?
Does this rubric tell them (the
students) what they want to know?
Brookhart’s (2014) Guidelines for Creating Performance
Assessments
1. Identifying the content knowledge and skills to be assessed.2. Identify the thinking skills to be assessed.3. Draft a task and criteria to match these intended learning outcomes.
Brookhart’s (2014) Guidelines for Creating Performance
Assessments
1. Identifying the content knowledge and skills to be assessed.2. Identify the thinking skills to be assessed.3. Draft a task and criteria to match these intended learning outcomes.
4. Does our draft match our intended content/thinking skills?5. Did we accidentally add additional/irrelevant skills6. Revise the task/develop criteria into rubrics that include descriptions of performance levels.
Brookhart’s (2014) Guidelines for Creating Performance
Assessments
1. Identifying the content knowledge and skills to be assessed.2. Identify the thinking skills to be assessed.3. Draft a task and criteria to match these intended learning outcomes.
4. Does our draft match our intended content/thinking skills?5. Did we accidentally add additional/irrelevant skills6. Revise the task/develop criteria into rubrics that include descriptions of performance levels.
7. Try out the task and rubrics. Revise as necessary.
Time-Savers
1. Use high-stakes assessments/questions as a guide2. Adapt existing stuff (i.e...tasks that your team plans to continue with next year)3. Using existing texts/materials if you can avoid completely making stuff up4. The more work you do on the front end the less you have to do on the back end5. Use technology to aggregate/grade student answers.
My suggestions...
1. Identifying the content knowledge and skills to be assessed.2. Identify the thinking skills to be assessed.3. Draft a task and criteria to match these intended learning outcomes.
4. Does our draft match our intended content/thinking skills?5. Did we accidentally add additional/irrelevant skills6. Revise the task/develop criteria into rubrics that include descriptions of performance levels.
1. Pattern it after state assessments.2. Tweak something you are doing.
7. Try out the task and rubrics. Revise as necessary.
My suggestions...
1. Identifying the content knowledge and skills to be assessed.2. Identify the thinking skills to be assessed.3. Draft a task and criteria to match these intended learning outcomes.
4. Does our draft match our intended content/thinking skills?5. Did we accidentally add additional/irrelevant skills6. Revise the task/develop criteria into rubrics that include descriptions of performance levels.
7. Try out the task and rubrics. Revise as necessary.
1. Pattern it after state assessments.2. Tweak something you are doing.
Your performance task...
1. Identifying the content knowledge and skills to be assessed.2. Identify the thinking skills to be assessed.3. Draft a task and criteria to match these intended learning outcomes.
4. Does our draft match our intended content/thinking skills?5. Did we accidentally add additional/irrelevant skills6. Revise the task/develop criteria into rubrics that include descriptions of performance levels.
Design a performance task and rubric with your colleagues.
7. Try out the task and rubrics. Revise as necessary.
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