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Slide 1
PERFORMANCE BASED ASSESSMENTS Amory School District November 1,
2012
Slide 2
WHAT WE KNOW ABOUT PBA 1. Build on content knowledge taught in
class and help students develop work habits that will help them in
the future 2. Designed for real world application of skills 3.
Opportunities for cooperative learning 4. Allow students to pull
things together 5. Examples of PBAs are speeches or oral
presentations 6. Not all PBAs have to be huge, ongoing projects. As
long as the activity forces students to think on the higher levels
of Blooms then the activity can be considered performance-based. 7.
Help students to think critically and use problem solving skills 8.
Deeper understanding of a concept is required 9. Takes time to
complete
Slide 3
WHY USE PBA IN THE CLASSROOM? 1. Shows real-life examples of
math applications 2. Makes learning relevant to students 3.
Provides opportunity for more than simply recalling information 4.
Provides opportunity for collaboration among students and encourage
deeper thought 5. Assessed in common core 6. Requires students to
use higher order thinking skills and to have a deeper understanding
of a concept 7. Fosters critical thinking and social skills that
are necessary for college and career readiness
Slide 4
TWO COMPONENTS OF THE SUMMATIVE ASSESSMENT Performance
Assessment Given primarily on the computer; composed primarily of
performance tasks with emphasis on hard-to- measure standards
Results will be returned in 2 weeks This assessment will be given
75% into the school year. End of Year Assessment Given on computer
with multiple item types Scored entirely by computer for fast
results *These two assessments will be combined for an overall
score.
Slide 5
THE PERFORMANCE ASSESSMENT Students will complete project-like
tasks that draw on a range of skills. ELA tasks will focus on
writing effectively when analyzing texts, using evidence from the
texts to support claims. Math tasks will require students to apply
key mathematical skills, concepts, and processes to solve complex
problems of the types encountered in everyday life, work, and
decision-making
Slide 6
WHAT IS A PBA? Traditional assessments of student performance
rely heavily on standardized testing methods. Performance-based
assessments is an alternative that is designed to encompass a
better overall representation of student progress. The goal is to
gather a demonstration of the scope of knowledge a student has on a
subject rather than simply testing the accuracy of their response
on a selection of questions.
Slide 7
TIME Performance Based Assessments range from short activities
taking only a few minutes to projects culminating in polished
products for audiences in and outside of the classroom.
Slide 8
ADVANTAGES OF PERFORMANCE BASED ASSESSMENTS Measure students
readiness for college and the workforce Track student growth
Provide a variety of info for teachers Provide a model for what
teachers should be teaching and students should be learning Serve
as professional development opportunities for teachers involved in
creating and scoring them Provide more direct measures of student
abilities than multiple choice items Teachers are able to assess
students knowledge and skills at deeper levels
Slide 9
PBA EXAMPLES Group projects enabling students to work together
on a complex problem that requires planning, research, internal
discussion, and group presentation Essays assessing students
understanding of a subject through a written description, analysis,
explanation, or summary Experiments testing how well students
understand scientific concepts and can carry out scientific
processes Portfolios allowing students to provide a broad portrait
of their performance through files that contain collections of
students work, assembled over time
Slide 10
THOUGHTFUL, CAREFUL PLANNING When well-designed PBAs are
administered and scored in the classroom, they can provide valuable
information for evaluating and improving instruction.
Slide 11
METHODS TO ASSESS PERFORMANCE Open-ended or extended response
exercises: questions or prompts that require students to explore a
topic orally or in writing Extended tasks: assignments that require
sustained attention in a single work area and are carried out over
several hours or longer Portfolios: selected collections of a
variety of performance-based work
Slide 12
THINK ABOUT IT The pressure to cover the curriculum is perhaps
the most direct and immediate pressure teachers feel about state
tests. Too often, the curriculum becomes divorced from the teachers
who teach it. When one must cover items, and usually there are far
too many items in the curriculum to be covered adequately one tends
to focus on teaching content instead of students. J. Golub
A WASTE OF TIME Assignments and assessments that are not
aligned to standards and do not involve students in meaningful work
are a waste of time. Which assignment is more rigorous? 1. Create a
diorama for Mothers Day about something you and your mother like to
do. 2. Interview your mother about an event in her life that was
important to her and write it up for her to keep on Mothers
Day.
Slide 15
PBA EXAMPLES
Slide 16
DEVELOPING PERFORMANCE BASED ASSESSMENTS Decide on topic,
standards; then write final assessment What activities do I need to
take students through, so they can be successful on the final
assessment?
Slide 17
A MATH EXAMPLE A group of five families on your block is having
a garage sale in which clothes, toys, and books will be sold. Your
family has 12 items to sell and will need 18 square feet to display
the items; the Hamlets have 13 items and need 20 square feet; the
Phillips, 7 items, 10 square feet; Garcias, 15 items and 15 square
feet; the Smiths, 10 items and 30 square feet. Rental tables
measure 6 feet by 2.5 feet and cost $6 per day. The garage where
the sale will be held is 20 feet by 30 feet. Newspaper advertising
costs $11 for the first 10 words and $1.50 for each additional
word.
Slide 18
MATH EXAMPLE CONTINUED 1. How many tables will you need?
Explain your answer. 2. Draw a diagram showing how many tables can
be arranged in the garage to allow the customers to move about with
at least 4 feet between the tables. 3. Write an ad for your sale
that includes essential information. 4. How much money do you have
to earn from your sale for the families to break even?
Slide 19
7 WONDERS OF THE WORLD EXAMPLE Through research students will
study the 7 Wonders of the World and the ongoing arguments over
what should be classified as one of the 7 Wonders of the World.
Research Niagara Falls and write an argument for why it should or
should not be on the 7 Wonders of the World list. Be sure to cite
evidence from your research to support your view.
Slide 20
ASSESSMENT PLANNING Teachers should consider assessment before
they begin planning activities and tasks. To be a good test
designer ask yourself these four questions: 1. What am I going to
assess? 2. What learning activities do I need to provide for
students, so they will be successful on the assessment? 3. What are
the best, available resources to utilize? 4. What instructional
strategies will I use in my classroom to reach all learners?
Slide 21
MINI TASKS FROM BILL & MELINDA GATES FOUNDATION These could
assist teachers in any content area in writing quality essay type
questions that will likely closely resemble what will be on the
CCSS assessment.
Slide 22
YOUR TURN Work in the following groups to create a PBA. -Group
1: Tiffany Herndon and Tabitha Goodin -Group 2: Heather Gault,
Sarah Clark, and Emily Allmond -Group 3: Brittany Pace, Stephanie
Gallop, and Amy Johnson -Group 4: Michelle Harris, Michelle Holman,
and Debbie Leech -Group 5: Amy Jones, Wayne Walls, and Linzy
Patterson -Group 6: Leigh Stanford and Priscilla Black -Group 7:
Julie Clark and Mary Beth Black -Group 8: Rachael Faulkner, Masha
Laney, and Vickie Palmer
Slide 23
CAROUSEL ACTIVITY Travel with your partner(s) to each posted
PBA. Discuss how to improve the item. Consider the following when
providing feedback. 1. Does the task clearly state what the student
is to do? 2. Is the standard embedded in the task? 3. Is the task
engaging/challenging/rigorous? Make suggestions for revision on the
chart.
Slide 24
REVISION Consider the suggestions made on your written task.
Make any revisions you choose to make. Share your thoughts.
Slide 25
ADVANTAGES OF RUBRICS Improve student performance by showing
students how their work will be evaluated (expectations) Help
students become better judges of quality work Force teachers to
clarify criteria in specific terms Provide useful feedback to the
teacher for modifying instruction-and for students for
concentration or effort Understandable guidelines-easy to
use/explain
Slide 26
RUBRICS Examples of skills or processes that adapt well to
rubrics include: -the writing process -the application of the
method of scientific inquiry -thinking skills -cooperative
learning
OTHER WAYS TO ASSESS Checklist-check whether or not certain
elements are present in the students performance Rating
scale-teacher indicates the degree to which standards are met
Portfolio-look for progression of skill/content Self/peer
evaluation-students evaluate performance
Slide 29
PORTFOLIO ASSESSMENT Portfolio Assessments are folders of
student work that tells a story of student
effort/progress/achievement Advantages: -tell more about student
specific skills; students carry the skills forward into new
contexts -motivates; student takes charge of own learning (sees
growth over time; learns to meet explicit expectations) -encourages
problem solving and self reflection -parents appreciate the
information
Slide 30
APPENDIX B SAMPLE PERFORMANCE TASKS K-5 Kindergarten and 1 st
Grade Page 28-Stories and Poetry Page 36-Informational Texts 2 nd
Grade and 3 rd Grade Page 53- Stories and Poetry Page
61-Informational Texts 4 th Grade and 5 th Grade Page 70-Stories
and Poetry Page 76-Informational Texts
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APPENDIX B SAMPLE PERFORMANCE TASKS 6-10 6 th -8 th Grade Page
89-Stories, Drama, and Poetry Page 93-Informational Texts (ELA)
Page 100-Informational Texts (history/social studies, science,
mathematics, and technical subjects) 9 th and 10 th Grade Page
121-Stories, Drama, and Poetry Page 129-Informational Texts (ELA)
Page 138-Informational Texts (history/social studies, science,
mathematics, and technical subjects)
Slide 32
APPENDIX B SAMPLE PERFORMANCE TASKS 11-CCR Grades 11-CCR Page
163-Stories, Drama, and Poetry Page 171-Informational Texts (ELA)
Page 183-Informational Texts (history/social studies, science,
mathematics, and technical subjects)
Slide 33
RECOMMENDED READING Students Taking Charge by Nancy Sulla ISBN:
9781596671850 Sulla shows you how to design problem-based learning
activities for students and rubrics for assessment.
Slide 34
PBA WEBSITES Math Grades 5-8 http://www.yummymath.com/ Math
Grades K-8
http://www.monroe.k12.mi.us/exemplars/math2/start_here.html All
Subjects and Grades http://www.bie.org/ Project Based Learning
(lots of student examples found here)
http://www.edutopia.org/project-based-learning-guide
Slide 35
COMMON CORE RESOURCES COMMON CORE http://www.corestandards.org/
http://www.commoncore.org/free/index_php/maps/grades PARCC
http://PARCConline.org MDE Website www.mde.k12.ms.us
Slide 36
ASSIGNMENT Create one Performance Based Assessment with the
teachers in your building. I would like for you to share this at
our next meeting.
Slide 37
EXIT TICKET Write your response to the following. 1. What are
you going to do to either begin (or increase) using Performance
Based Assessments in your classrooms? 2. How do you see this
benefitting students?