Building a Great Performance Task
Please open our slide deck linked in the Sched session description OR use this link: https://tinyurl.com/HQPADL23
About Soraya
soraya@envisionlearning.org
Introduce yourselves.
Share was is drawing you to this workshop and something that feels inspiring or overwhelming in your educator universe right now.
Our Driving Questions
DEEPER LEARNING COMPETENCIES
Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
CONTENT EXPERTISE
Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
CRITICAL THINKING & PROBLEM SOLVING
Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
COLLABORATION
Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
EFFECTIVE COMMUNICATION
Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
SELF DIRECTED LEARNING
Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
ACADEMIC MINDSET
Adapted from Margaret Wheatley
Session Agreements
Community of Care
Please feel free to step away to attend to your needs:
Taking a Learning Stance
What does your LEARNING hat look like?
Grounding in Place
Border
You are Here
Define a graduate profile for the learner
3
2
1
Design an assessment system that measures that graduate profile
Implement pedagogies & school structures that lead to success with that assessment system
Theory of Action
What is a performance assessment?
Permit Exam
Driver’s Tests
What makes performance assessment an important practice in education today?
Process Moment
Performance assessment is essential �to your content standards.
1
Performance assessment is essential �to your district’s graduate profile.
2
Performance assessment is essential �to a whole-child education.
3
Assessment is for learning,
not for sorting
What makes a performance assessment high quality?
The Attribution-NonCommercial-ShareAlike 3.0 Unported license means that you can use our materials, must give appropriate credit, and indicate if any changes have been made.
You may not use the material for any commercial purpose. And you must re-share any adaptations under the same kind of license.
The Attribution-NonCommercial-ShareAlike 3.0 Unported license means that you can use our materials, must give appropriate credit, and indicate if any changes have been made.
You may not use the material for any commercial purpose. And you must re-share any adaptations under the same kind of license.
The Attribution-NonCommercial-ShareAlike 3.0 Unported license means that you can use our materials, must give appropriate credit, and indicate if any changes have been made.
You may not use the material for any commercial purpose. And you must re-share any adaptations under the same kind of license.
The Attribution-NonCommercial-ShareAlike 3.0 Unported license means that you can use our materials, must give appropriate credit, and indicate if any changes have been made.
You may not use the material for any commercial purpose. And you must re-share any adaptations under the same kind of license.
Just like necessity drives innovation, authenticity and purpose give shape to HQPA design. Pursuing real goals for real reasons is a powerful motivator for learners to take intellectual risks, develop their identities, persist in solving elusive problems, and increase their connections to their community and the world around them. Doing work in authentic contexts also provides a more valid demonstration of how students are able to apply, transfer, and integrate their learning.
The Attribution-NonCommercial-ShareAlike 3.0 Unported license means that you can use our materials, must give appropriate credit, and indicate if any changes have been made.
You may not use the material for any commercial purpose. And you must re-share any adaptations under the same kind of license.
HQPA presents learning opportunities for everyone involved. Learners can see how they have grown, and be provoked to think differently than they have. Teachers can learn what their students know and can do in order to plan responsive instruction, and identify areas for individual student goal-setting and support. Additionally, the learning sciences have shown that people learn by doing and then engaging in metacognitive reflection. Learning by doing, taking many opportunities to practice and apply skills and knowledge, and reflecting on the process, enables us to internalize and consolidate learning, reinforce the neural pathways needed to expand our cognitive capacities, and identify what worked and didn’t work in the learning process.
The Attribution-NonCommercial-ShareAlike 3.0 Unported license means that you can use our materials, must give appropriate credit, and indicate if any changes have been made.
You may not use the material for any commercial purpose. And you must re-share any adaptations under the same kind of license.
Exploring HQPA in Projects
Taking Care of our Environment (K)
What did students have to produce in this project?
| What did we see that aligned with HQPA? |
What additional evidence of learning could we collect and assess?
|
Tiny House Project (ES)
What did students have to produce in this project?
| What did we see that aligned with HQPA? |
What additional evidence of learning could we collect and assess?
|
March Through Nashville (6th)
What did students have to produce in this project?
| What did we see that aligned with HQPA? |
What additional evidence of learning could we collect and assess?
|
Finance Project PA (HS)
What did students have to produce in this project?
| What did we see that aligned with HQPA? |
What additional evidence of learning could we collect and assess?
|
Exploring HQPA in Projects
How do we start designing a PA?
Performance Outcomes
Performance Outcomes
…should describe WHAT students will learn and demonstrate, NOT HOW they will demonstrate it.
Is this a Performance Outcome?
1: Conduct a literature search on a current events issue and write an analysis paper
OR
2: Select and analyze a variety of credible sources about a research-worthy question; Synthesize evidence from sources to make claims about the topic/question.
Is this a Performance Outcome?
1: Analyze the historical, cultural, or political context in which an artist lived, and its impact on the artist’s creative work.
OR
2: Visit the local art museum and select an artwork; Do research to learn about the artist and write a curator’s note about the work of art.
Critical Thinking & Problem Solving
Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities. |
Grade 10-12 Performance Outcomes |
|
Choosing what to measure
Critical Thinking & Problem Solving
Our Toolkit
Click the image to make your own copy.
What are you thinking now?
How can you bring this work back to your contexts?
REFLECTION