Stage 2: How do we assess with elegance?
Day 4 of Professional Development
Let’s Give Our Team a Hearty Handshake!��
A Few Important Introductory Matters
Who is the Frank winner?
Design Thinkers
�Let’s Check Our Team Score Board!
Team MM...................7 points
Team Dazzle............. 6 points
Team Juice................ 5 points
Team A Cubed............4 points
Magnificent 7..............3 points
Jet Sharks..................3 points
Merengue…………….1 point
Our Work Today
The Wisdom Circle
Turtle
Elk
Eagle
Mouse
Bear
Systems thinker,
Big picture person,
Pattern seeker
Path finder,
Adventurer,
Risk-taker
Hard worker,
Hates distractions,
Focused,
Loves checklists
Searches for common ground,
Wants every voice heard,
Sees value in multiple perspectives
Bring to Group Need from Group
Backward Planning
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.
Stephen Covey
“Stop asking me if we’re almost there. We’re nomads for crying out loud!”
Table Discussion: What Has to Happen �in Terms of Assessment in Stage 2? �
What is assessment?
Assessment is the systematic observation and evaluation of student performance.
What is assessment?
Critical Assessment Filters
Curricular Priorities and Assessment Methods
Worth being familiar with
Important to know and do
Enduring understanding
Assessment Types
Traditional quizzes and tests
Paper-pencil
Selected-response
Constructed-response
Informal Assessment
Performance tasks and projects
Open-ended
Complex
Authentic
Classroom Assessment Strategies
Selected Response
Constructed
Response
Performance Assessment
Informal Assessment
Take Self Assessment
What do the survey results suggest? What patterns do you notice? Are you collecting appropriate evidence for all the desired results, or only those that are easiest to test and grade? Is an important learning goal “falling through the cracks” because it is not being assessed?
Performance Tasks & Assessments . . .
. . . often occur over time
. . . result in a tangible product or observable performance
. . . encourage self-evaluation and revision
. . . require judgment to score
. . . reveal degrees of proficiency based on criteria established and made public prior to the performance
. . . sometimes involve students working with others
-Marzano, Pickering, & McTighe
A Performance Assessment Task includes:
What is a Performance Task?
A performance task is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do concerning a given concept.
A teacher is asking students to show that they can use the knowledge and skills they learned in an authentic real life situation.
Scenarios for Authentic Tasks
What is the Goal in the scenario?
What is the Role?
Who is the Audience?
What is your Situation (context)?
What is the Performance challenge?
By what Standards will work be judged
in the scenario?
GRASPS Ideas
G | Design, teach, explain, inform, create, persuade, defend, critique, improve |
R | Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster, editor, news show host, politician |
A | Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government |
S | The context of the situation – Create a real life scenario. |
P | Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal, brochure, slide show, puppet show |
S | What success looks like: Scoring guide, rubric & examples |
What Does a School Look Like Where Performance Assessment is at the Heart of the Work?
Performance Task: Biology, 11th
To assess this unit's enduring understandings, students work individually to design
and conduct a scientific investigation. Students identify their own
question, design and carry out their own experiment, and summarize their
results in a scientific report. Students are introduced to a method for testing
for the presence of absence of Vitamin C, as well as a method for comparing
relative concentrations. Then, they brainstorm what might affect the levels of
Vitamin C in orange juice as they assume the role of a Biologist. Students are
presented with the following prompt: "You are a Biologist working for the Citrus
Growers of America (CGA) and have been asked to evaluate the variables that
may have an impact on vitamin C levels in orange juice. Design and conduct
an experiment, using the scientific method, which investigates the levels of
vitamin C in orange juice. Your goal is to demonstrate how the vitamin C in
orange juice can be affected by specific variables. Your experiment should be
accurate and repeatable and your conclusions should be supported by data
gathered from your experiment. The CGA Director would like your written report
to contain an introduction, hypothesis, detailed descriptionof the procedure,
data and results (this includes graphs and charts), and an analysis
of your conclusions.
Performance Task: History, 11th Grade
Goal: You need to determine if the advantages of globalization outweigh the disadvantages.
Role: You are a Senator from Missouri and have been selected to be on a special Congressional panel, which is investigating the advantages and disadvantages of Globalization.
Audience: The Senate
Situation: As a senator from Missouri, you need to be familiar with the issues of Globalization. Write a formal Cause and Effect Paper using a topic that you select from the Globalization Unit that addresses the question, Do the advantages of globalization outweigh the disadvantages? After selecting your topic, complete the activities in the Cause and Effect lesson to help you prepare and write your paper.
Product: The product is the Cause and Effect paper. It should typed, doubled-spaced, in a 12-point font.
Standards: Your Cause and Effect paper will be evaluated based upon the strength of its attention grabber, thesis statement, evidence and examples, sequencing, transitions, and closing paragraphs.
Performance Tasks: Investigating Property Lines Project: (Performance Task is combined with unit 4. This task will be
completed after unit 4 is complete.)
You must demonstrate your knowledge of working with lines, angles, area, perimeter, and math calculations to help your
parents evaluate which piece of property to purchase. Documentation must accompany this figure in the form of sketches,
identified angles, and a paragraph.
Goal: The goal is to offer a recommendation to your parents in order for them to make an informed decision about which
piece of property they should purchase. This recommendation should include a scaled drawing and be based on the cost for
fencing the property, the cost for taxes, and the purchase price.
Role: You are a surveyor.
Audience: The target audience is your parents.
Situation: You are a surveyor whose parents have asked for your opinion on some property they are looking at
purchasing. You have been asked by your parents to look over two pieces of property and recommend one for purchase.
They want you to determine the best buy and must include the purchase price and yearly taxes. They have to fence either
property so their dog can play in the yard. Therefore, your recommendation must also take into account the cost of fencing.
Product: Your report should contain all of the scaled diagrams. You should explain your methods and show your calculations
for determining the perimeter, fencing costs, and taxes. Make and support a recommendation to your parents about which
piece of property to purchase. Use this handout for the activity.
Standards: This performance task is assessed using the Scoring Guide. The criteria for this task includes accurate
diagrams and calculations as well as a clear and thorough explanation
Performance Task: Geometry
Performance Task: Algebra
Students will demonstrate their understanding of exponential functions and decay by analyzing drugs that combat various bacteria.
Goal: Determine the medication that most effectively combats the bacteria with the given parameters. Prepare a document which
includes equations, graphs, and other pertinent information to support your conclusion.
Role: Pharmaceutical Researcher
Audience: Consumers who currently or potentially need the medication.
Situation: Students are divided into two groups and study one of the following situations.
Your team has been testing various drugs to combat blippiebaccilus bacteria. The work has been long, but your team has discovered
two prescriptions that may be the solution. The first drug, pergoyen-d, was administered at a concentration of 3.3 mg/ml and six hours
later the concentration had dropped to 1.55 mg/ml. The second drug, docupent-a, was administered at a concentration of 4.3 mg/ml
and eight hours later the concentration had dropped to 1.45 mg/ml.
Your team has been testing various drugs to combat cephalococcus bacteria. The work has been long, but your team has discovered
two prescriptions that may be the solution. The first drug, docupent-a, was administered at a concentration of 5.1mg/ml and six hours
later the concentration had dropped to 1.55mg/ml. The second drug, contagulent, was administered at a concentration of 5.9mg/ml and
eight hours later the concentration had dropped to 1.45mg/ml.
Product: Students answer questions regarding their situation and then determine which drug is the most effective. Students prepare
a document which includes their equations, work, graphs, and other pertinent information to support their conclusion.
Standards: Your final product will be evaulated based on the following general criteria: whether you displayed all equations, work,
graphs and other vital information and whether your calculations and answers are accurate. Criteria will be focused on:
Rate of Decay
Maximum time between doses
Which Prescription is Better?
Equation for each Prescription
Graph
Performance Task: Advanced Theatre
Goal – To recontextualize a production of Oedipus Rex to make it more accessible for a modern audience of middle and high school students. Role – You are part of an educational theatre company that teaches old stories to today’s students. This season, your troupe has decided to adapt Oedipus Rex. As a member of the company you work on adapting, designing, and performing each production. Audience – Your production is targeted toward middle and high school students (age range of 12-18) but will also be performed for adults, too. Situation – The producer of your theatre company is asking company members to present an original retelling of the Oedipus story recontextualizing the play for a modern audience while still using the play as an avenue to teach the story and elements of Greek theatre. Whoever’s idea is selected will have artistic rights (looks good on a resume) plus an additional stipend (you’re an actor—you’re broke—an extra paycheck is a good thing). So, you and a team of company actors have decided to create your own retelling of Oedipus Rex. Obviously, you recognize the importance of being relevant for today’s teenage audience as well as the significance of the education aspect (i.e. teaching elements of Greek theatre through your production). Thus, you and your team are striving to develop a creative and exciting production that meets both needs. Product – The presentation of your adapted Oedipus Rex, which includes your typed script, performance of the script, and discussion of your play. Standards – You will be evaluated on your adaptation of the script, your performance of your show, as well as your ability to explain the choices you made. See scoring guide for specific criteria.
Sample Performance Events
English Performance Events https://maine.gov/education/lres/ela/ccssspt.html#G68 from Maine
Math Sample Performance Events
http://balancedassessments.concord.org
Create a Poster for the Workroom
Create a poster for the teachers’ workroom that captures essential information about performance events as an assessment too. The team who creates the best poster will receive a rhino point!
Use the two articles in your packet as resources.
Create Your Performance Event
A rubric is a set of rules that …
Advantages of Using a Rubric:
Basic Rubric Template:
Scale
Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Audience Enthusiasm Rubric:
(16 points) | Exemplary | Acceptable | Needs Work | Retire |
Facial Expression | | | | |
Thought Process | | | | |
Movement | | | | |
Oral Participation | | | | |
Bright, lit up
Eyes not blinking
Focused on teacher
Wheels in high gear
Quick, alert motions
Non-stop on task talking
Bright, lit up
Eyes sometimes focused on teacher
Wheels in relaxed motion
Casual motions
Talks when needed or told
Eyes glazed over and bloodshot
Wheels are rusty and slow
Sluggish – an occasional itch
Occasional grunts
Eyes closed; Drooping
Wheels aren’t invented
Coma
Drooling
No sound
Pay attention that you are scoring the evidence of what you want the student to know and be able to do. How good is good enough? Don’t get confused by criteria that sounds good but doesn’t match the goal.
Hey, Biff, guess what…we’re going to the post office and then I’m going to the vet to get tutored!
Rubistar
Now Give it a Go! Create a Rubric for Your Assessment!
We will use the Rubric for Rubrics to Assess Our Rubrics!
Next Time