Performance assessment takeaways

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  • 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 students 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