performance assessment takeaways
TRANSCRIPT
Higher-level Thinking
Performance Assessment
Mid-to-high stakes activities!
Performance Assessment
Product Process Both
Criteria and Scoring Scheme
Performance Assessment
ProcessProduct Both
7 steps for creating performance assessments...
1. Identify the content knowledge and skills2. Identify the thinking skills3. Draft a task to match the learning outcomes4. Check you draft to verify that it matches the learning outcomes5. Verify the performance task does not include additional, irrelevant skills6. Revise the task and create rubrics that include criteria of performance levels7. Pilot the tasks/rubrics. Revise as necessary.
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.
What students SHOULD be doing instead of what they COULD
be doing.
Look at your standards and school/team
learning objectives.
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.
(adapted from Brookhart, 2014)
Rubrics
Rating scales ChecklistScoring or feedback
guide
Rubrics
Rating scales ChecklistScoring or feedback
guide
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)
...Work to master performance assessment
rather than prepare for a state assessment!
Constructing Open-Ended Questions
There is no such thing as an un-interrupted
path to helping students reach their learning
goals.
Higher-level Thinking &
Performance Assessments
Curtis Chandler, Ph.DBetterLearningForSchools.com
@CurtisChandler6