Performance Based Assessment Presenters Jamee Childs Gina Mahoney Andrea Masten I am calling on our nation’s governors and state education chiefs to develop.

Performance Based Assessment

PresentersJamee Childs

Gina MahoneyAndrea Masten

I am calling on our nation’s governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem solving and critical thinking, entrepreneurship and creativity.

— President Barack Obama, March 2009

What is performance based assessment?

• Performance assessment is one alternative to traditional methods of testing student achievement.

• Performance assessment requires students to demonstrate knowledge and skills, including the process by which they solve problems.

• Performance assessments measure skills such as the ability to integrate knowledge across disciplines, contribute to the work of a group, and develop a plan of action when confronted with a new situation.

What does performance based assessment and the 21st Century

classroom?

Common Core Standards have been developed that outline internationally benchmarked concepts and skills needed for success in the modern world. The standards, which intend to create “fewer, higher, and deeper” curriculum goals, are meant to ensure that students are college and career-ready (21st Century Skills).

In the 21st Century Classroom students need to be able to:• find, evaluate, synthesize, and use knowledge in new contexts•frame and solve non-routine problems•produce research findings and solutions•acquire well-developed thinking, problem solving, design, and communication skills

Social Studies Interactive Notebook

• Students learn information through the “Input” side of the notebook and process their learning on the “Output” side of the notebook

• The teacher can see how the learning progresses throughout the unit as changes/additions are made in the notebook rather than an individual snapshot of a worksheet on a given day.

Examples of SS IN

Input: Chart

Output: Pictures and words

2-2.1 Locate on a map the places and features of a local community, including urban, suburban, and rural areas.

Examples of SS INInput:Cloze Activity

Output: Pictures

2-1.3 Summarize the cultural contributions Native American nations, African Americans, and immigrant groups in different regions of the United States.

ReflectionsAt conclusion of a unit, students reflect on what

was learned through choice of activities.Teachers can discuss reflections with students

to assess what students have mastered.

Reflections

Students recognize their strengths and

weaknesses by describing what they felt they are good at and what they need to work

harder on.

Reflections

Assessment: RubricsFor Notebook

For Group Problem Solving

Activity

How does PBA look with EDM?

Using ongoing assessment allows gives the teacher to monitor and adjust instruction as well give students AND parents prompt feedback about student progress.

Monitoring student progress

2 = Making adequate progress (Can do on their own)

1 = Still Working (Can do with much teacher guidance and prompting)

0 = Did not attempt

*= Anecdotal notes (for adjusting instruction, re-teaching, and providing feedback to students and parents)

Weekly grades

Students (and parents!) are tuned into what we CAN DO!

PBM in ScienceAlready built in to FOSS & STC!

Growth in student knowledge is evidenced by what they can do:

pictures they drawvocabulary they use/write

what they constructdiscussions they have with teachers and other students

Primary Student Rubric

http://www.exemplars.com/media/pdf/rubrics/igetit.pdf

Students reflect on their progress in:

Content Knowledge- “facts” and concepts of the unit

+Conducting Investigations-skills needed for scientific inquiry

+Building Explanations-students communicating their ideas & building connections between ideas about how the world works

=

21st Century Skills

Can Do List

• I can use creative dramatics to interpret meanings of idioms.• I can use context clues to interpret the meaning of idioms.• I can use a glossary to find the meaning of the idioms.• I can use Google to find the meaning of the idioms.• I can create a Power Point to illustrate our group idioms.• I can use fluency and expression when I present the group

play

Student created Power Points

Mr. Becker Gets the Ball Rolling

Response to Oral Presentations

Rubric for Oral Presentation

Resources used for this presentation

• http://www.delta-education.com/science/foss/whatisfoss.shtml• Everyday Mathematics Interactive Teacher’s Lesson Guide• http://www.exemplars.com/media/pdf/rubrics/igetit.pdf• http://edpolicy.stanford.edu/pages/pubs/pub_docs/assessment/

scope_pa_overview.pdf Beyond Basic Skills: the Role of Performance Assessment in Achieving 21st Century Standards of Learning