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Performance-Based Assessment – Focus on Presentational Writing
August 18,19,& 20, 2008
Workshop
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
3 Day Progression… Day 1: Interactive Input
Day 2: Guided Practice
Day 3: Independent, (but collaborative) Practice
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
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)
“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
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
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).
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!
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?
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
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
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
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
Key Point #6 Instruction and assessment should be
congruent.
Proficiency-oriented instruction should be matched with proficiency-based assessment
Key Point #7 Student Involvement: A sound
assessment system involves students in self-assessment, recording keeping, and/or communication.
Course GoalsEssential Learnings
National Standards
State & District Standards
Function Frameworks
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
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.
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
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.
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
Writing As A Process
Essential Question:
Why do we need to teach a Writing Process? How can it help students?
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
Writing process
Invention Collection Organization Drafting Revising Proofreading
Invention: coming up with your topic
Brainstorming: Getting your ideas on
paper so you can give yourself the widest range of topics possible
Brainstorming: coming up with ideas that interest you
Listing:Political apathyAnimal abuseNFL instant replayAir pollutionTelemarketing scamsInternet censorshipNBA salary caps
Paper Topics
Brainstorming
Clustering: mapping out ideas
MEInternet censorship
telemar-ketingscams
NFL instantreplay
NBA
politicalapathy
three-partysystem
salarycaps
sportsmanship
animalabuse
First Amendment
Flag Burning Amend-
ment
Collection
Gathering ideas Locating and
evaluating research
Conducting interviews
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
Drafting
Give yourself ample time to work on your project.
Find a comfortable place to do your writing.
Avoid distractions. Take breaks.
Revising: reviewing ideas
Review higher-order concerns: Clear communication of
ideas Organization of paper Paragraph structure Strong introduction and
conclusion
Proofreading
Review later-order concerns: Spelling Punctuation Sentence
structure Documentation
style
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!
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