Curriculum Embedded Interdisciplinary
Performance Tasks
VTCLA Presentation
Performance Assessment Resources
http://education.vermont.gov/common-core/english-language-arts/resources
K-K-6
K-6PLT
7-12 PLT
VRI Summer Institute Strand
August 4-5, 2015: Creating Authentic Formative Assessment Opportunities: Incorporating Performance Assessment into a Standards-Based CurriculumLori Dolezal and Kris Breen
A research-driven, powerfully engaging tool for proficiency-based, personalized learning experiences, performance assessment provides learners with opportunities to engage in real-word tasks, transfer knowledge, and apply complex skills in an authentic environment. This workshop will guide participants through the process of exploring and creating performance assessments personalized to their curriculum and specifically tailored to their content area and grade band level. Individuals or school teams are encouraged to participate. Upon completion of this workshop, participants will be able to: describe both the theoretical and structural overview of curriculum-embedded performance assessments, outline the process of designing multi-disciplinary performance assessments through a sample framework and criteria for evaluating tasks, and develop multidisciplinary, standards based, curriculum-embedded performance assessments with a team of elementary or secondary educators. Gr. K-12
http://www.vriuvm.org/projects/summer-institute/
Definitions
Students complete a process or produce a product in a context that closely resembles real-life situations (AERA et al., 1999, cited in Reynolds, Livingston, & Willson, 2009).
Asks students to think and to produce--to demonstrate learning through work authentic to the discipline and/or real world (Stanford University, Introduction to Performance Assessment : WHAT ARE PERFORMANCE ASSESSMENTS AND WHY SHOULD I USE THEM ?, Online Course Document, 2014 )
“…demonstrates the skills …intended to measure by doing real-world tasks that require those skills, rather than…answering questions asking how to do them.” (ETS)
Authentic Learning and Assessment
Performance assessment is the “application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.” These tasks, …are “strategically placed in the lesson or unit to enhance learning as the student ‘pulls it all together’.”
From A Teacher’s Guide To Performance Assessment by Tom Vander Ark [email protected]
What do they look like? Performance assessments can take the
form of constructed response items, on-demand tasks, curriculum embedded tasks, or complex projects.
Rich tasks focus on standards and transferable skills, require application in authentic contexts, ARE rich learning experiences AND assessments
May focus on process AND/OR product
Definitions
Elements of Performance Assessment
Real-world scenario and authentic Student-centered Proficiency-based, standards-based Complex process Multiple outcomes Higher-order thinking Teaching, learning, and assessing combined Transparent evaluation criteria Formative and summative
Performance Task Distinctions
Curriculum Embedded
Formative and summative
C-I-A loop Instructional support Backwards design Personalized
Stand-Alone/On-Demand
Summative Drop-in curriculum No instructional support Evidence-centered
design One size fits all
SBACPLT
Connecting Curriculum, Instruction and Assessment
Think of these as curriculum embedded tasksLearning tasks used during regular instruction and formatively assessedEven the summative results may be used formatively in this case!Students will transfer skills learned in these instructional tasks on the end of year summative assessments
Benefits
Performance Tasks: allow for multiple opportunities and approaches
to collecting evidence of student knowledge, skills and abilities.
include context, skills, processes and products that are authentic.
By using carefully constructed performance assessments, it is possible to assess important skills that are excluded from high-stakes tests
Benefits
Personalized Learning:o performance tasks incorporate student-centered learning
experiences and can produce high levels of motivation and engagement, especially if student choice is employed.
Formative Assessment:o Progress monitoring can occur throughout instruction and
tasks leading to the culminating product or performance. Proficiency and Standards-Based Education:
o Performance assessments are often the best way to apply knowledge and skills–particularly those difficult to measure in traditional ways such as critical thinking, collaboration, effective communications, and academic mindset.
Activity/Task,Sources
TransferableSkills &Content Knowledge
Activity/Task,
Sources
Transferable Skills &Content Knowledge
Activity/Task,Sources
Transferable
Skills &Content Knowledge
Activity/Task,Sources
TransferableSkills &Content Knowledge
ENDURING UNDERSTANDINGS
STANDARDS : Learning Targets, PBGRs
Activity/Task,Sources
Transferable Skills &Content Knowledge
Summative Assessment
CulminatingProduct or Performance
Integrate
Essential Questions
SummarizeAnalyze
Interpret
Describe
Compare
Recognize
Explain
Draw conclusions
PLP Evidence
Process Skills in Content Performance Indicators
Formative Tasks and Assessment Opportunities
Interface Content and Transferable Skills
http://education.vermont.gov/pbgr/sample-pbgr
PLP Evidence
http://screencast.com/t/avSsdGhIca
http://screencast.com/t/Fk03udr5cAC
http://screencast.com/t/YXZG5Iro
https://sites.google.com/a/mpsvt.org/team-summit/home/personal-learning-plans
Designing Performance Assessments
Sources/content
Readings Audio/Visual
clips Graphs, charts,
other visuals Expert speakers Digital text Primary
Standards
Information Processing
Research questions
Comprehension questions
Internet search Student
Discussion
Product/Performance Essay, report,
story, script Argument, debate Speech
with/without graphics, other media
Models
Components of a Performance Task
What will students do with the content/sources? How will you assess along the way?Assessments FOR Learning
What will students produce to demonstrate learning?Assessments OF Learning
Framework for Planning
Quality Criteria for Selecting Tasks
Designing and Piloting
Assessments
Professional Learning Team
Alysia Backman, Literacy Coach, S. Burlington HS Kelly Ahlfeld Patrick Halladay Lindy Johnson