Performance assessment takeaways

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    15-Jul-2015

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<ul><li><p>Higher-level Thinking</p></li><li><p>Performance Assessment </p><p>Mid-to-high stakes activities!</p></li><li><p>Performance Assessment </p><p>Product Process Both</p><p>Criteria and Scoring Scheme</p></li><li><p>Performance Assessment </p><p>ProcessProduct Both</p></li><li><p>7 steps for creating performance assessments...</p><p>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.</p></li><li><p> Less Structure More Structure</p><p> Less Structure More Structure</p><p> Less Structure More Structure</p><p> Less Structure More Structure</p><p>Task Feature Not Provided Guided Provided</p><p>Identify problem, pose question, or </p><p>define task.</p><p>Student poses a question, problem, </p><p>or task.</p><p>Teacher gives a selection of questions </p><p>for the students to choose from or adapt.</p><p>Teacher provides the question, </p><p>problem, or task.</p><p>Select &amp; use strategies and/or </p><p>materials</p><p>Student selects strategies and/or </p><p>materials. </p><p>Teacher suggests strategies/materials for students to use </p><p>or adapt. </p><p>Teacher provides students strategies </p><p>and materials.</p><p>Present solution, answer, </p><p>performance, or final product.</p><p>Student decides how to present </p><p>solution, answer or final product.</p><p>Teacher suggests a method or format for presentation.</p><p>Teacher gives students directions for presentation.</p><p>Something that actually provides </p><p>insight into students thinking/</p><p>understanding.</p><p>What students SHOULD be doing instead of what they COULD </p><p>be doing.</p></li><li><p>Look at your standards and school/team </p><p>learning objectives.</p></li><li><p>The level of student thinking is determined (in part) by the degree of autonomy we afford our to students.</p></li><li><p> Less Structure More Structure</p><p> Less Structure More Structure</p><p> Less Structure More Structure</p><p> Less Structure More Structure</p><p>Task Feature Not Provided Guided Provided</p><p>Identify problem, pose question, or </p><p>define task.</p><p>Student poses a question, problem, </p><p>or task.</p><p>Teacher gives a selection of questions </p><p>for the students to choose from or adapt.</p><p>Teacher provides the question, </p><p>problem, or task.</p><p>Select &amp; use strategies and/or </p><p>materials</p><p>Student selects strategies and/or </p><p>materials. </p><p>Teacher suggests strategies/materials for students to use </p><p>or adapt. </p><p>Teacher provides students strategies </p><p>and materials.</p><p>Present solution, answer, </p><p>performance, or final product.</p><p>Student decides how to present </p><p>solution, answer or final product.</p><p>Teacher suggests a method or format for presentation.</p><p>Teacher gives students directions for presentation.</p><p>(adapted from Brookhart, 2014)</p></li><li><p>Rubrics</p><p>Rating scales ChecklistScoring or feedback </p><p>guide</p></li><li><p>Rubrics</p><p>Rating scales ChecklistScoring or feedback </p><p>guide</p></li><li><p>minimize reading time for each item</p><p>avoid trick items</p><p>avoid verbatim phrasing from classroom </p><p>materials</p><p>avoid verbiage when writing items</p><p>avoid negative phrasing</p><p>include the central idea and most of the phrases in the </p><p>stem</p><p>(Haladaya, 1994, 1997)</p></li><li><p>...Work to master performance assessment </p><p>rather than prepare for a state assessment! </p></li><li><p>Constructing Open-Ended Questions</p></li><li><p>There is no such thing as an un-interrupted </p><p>path to helping students reach their learning </p><p>goals.</p></li><li><p>Higher-level Thinking &amp; </p><p>Performance Assessments</p><p>Curtis Chandler, Ph.DBetterLearningForSchools.com</p><p>@CurtisChandler6</p></li></ul>