Performance Tasks: Part I
Approximate Time to Complete: 3 hours
Transfer Goal for the Module: The teacher will use their understanding and skills to...
- Create performance tasks for learning in a CBI and/or other unit.
- Write a performance assessment task aligned with the transfer goals of an already written unit (CBI and/or other unit).
- Use technology tools that support learning and assessment.
Essential Question: Do you think like an assessor? (Stage 2 of the backward design template)
- Read Chapter 7 & 8 (pages 146-190) of the UbD, 2nd Edition
After reading Chapter 7 & 8 discuss the following in your PLC group:
**Chapter 7: Using Figure 7.10 as a guide generate essential questions for a unit and then generate a proposed performance task. As a PLC group you can use essential questions from an already written CBI unit or generate questions for a unit yet to be written. Work on this as a collaborative group. This is not an assignment to turn in but is practice using essential questions with performance tasks.
**Chapter 8: Can a task be reliable but lack validity? When? (Think about teaching for facts as opposed to teaching for understanding) Again, work in your PLC group to have this discussion
- Assign 1 of the following articles to each teacher in your PLC group. At the completion of reading the articles each teacher will share one 'new' learning from the one article they read and one 'old' learning (you knew it but had forgotten about it).
http://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/
**Healthier Testing Made Easy: The Idea of Authentic Assessment -ASSIGN TEACHERS IN YOUR PLC TO READ
http://www.edutopia.org/authentic-assessment-grant-wiggins
**Grant Wiggins Defining Assessment-ASSIGN TEACHERS IN YOUR PLC TO READ
http://www.edutopia.org/grant-wiggins-assessment
- There is no assignment to turn in for Part I.
Assessment For Understanding: Part II
Approximate Time to Complete: 1 hour
Essential Question: How can I use the 2-Question Validity Test to make sure my assessments serve the intended purpose? (Stage 2 of the backward design template)
- Watch 'Introduction to Comprehensive Assessment'
- Read the print material provided.
- Open the 2-Question Validity Test document and review it in your PLC
- Watch the Scooter Design Challenge video and then complete the 2-Question Validity Test document for the video.
- Send the completed document, with your PLC team names on the document, to Barb at [email protected]
Effective assessment should measure the full range of student ability -- social, emotional, and academic achievement. Through various measures, including portfolios, presentations, and tests, multiple learning styles are supported.
Watch this short video clip to help you to start thinking about assessment.
An Introduction to Comprehensive Assessment (3:40)
As noted in the first module related to Stage 1-Desired Results, when understanding is our goal, we need evidence that the student have successfully made meaning of the content. We are looking for students to be able to draw sound inferences or make valid connections and explain these, as opposed to merely recalling something that the teacher or textbook said. We are looking for the ability of learners to transfer prior learning to new or novel-looking asks or settings, with minimal or no prompting from the test or the teacher. Both abilities require learners to also be able to continually address essential questions.
To be a valid test of understanding, then, success at the tasks or tests we design must depend primarily upon the depth of the understanding a student has, as opposed to a more low level of understanding demonstrated through writing definitions of words, good recall, creation of a nice product, or skill in performing in front of others. In other words, as assessors we must be clear about the essential indicators of understanding and not be swayed by tangential qualities of performance or surface features of student work.
The following prompts indicate the challenge for all of us in assessment of student learning:
The point is not that features such as factual recall and oral proficiency should never count. Rather, because the goal is understanding, assessment should focus on it-even if we also want to give feedback on work quality, accuracy, and other elements.
To be a valid test of understanding, then, success at the tasks or tests we design must depend primarily upon the depth of the understanding a student has, as opposed to a more low level of understanding demonstrated through writing definitions of words, good recall, creation of a nice product, or skill in performing in front of others. In other words, as assessors we must be clear about the essential indicators of understanding and not be swayed by tangential qualities of performance or surface features of student work.
The following prompts indicate the challenge for all of us in assessment of student learning:
- Yes, the student is articulate and offers many facts, but is their argument logical and grounded in the content of the unit on World War II?
- Unfortunately, the student forgets some details in Charlotte's Web, but doesn't he grasp the importance and consequences of the themes of friendship and motive?
- Yes, his rap was skillful and entertaining, but does the rap provide any solid evidence of understanding of Winn Dixie-the text it was supposedly based on?
- She produced a messy and poorly built Rube Goldberg-like machine, but doesn't her corresponding explanation of the physics demonstrate genuine insight into the relevant principles?
The point is not that features such as factual recall and oral proficiency should never count. Rather, because the goal is understanding, assessment should focus on it-even if we also want to give feedback on work quality, accuracy, and other elements.
2-Question Validity Test Document
Here is the Wiggins and McTighe two-question test of validity...
Here is the Wiggins and McTighe two-question test of validity...
- Could the student do poorly at the specific test but still be said to understand based on other evidence?
- Could the student do the performance but not understand?
The following document can be used for self- and/or peer-assessment of a performance task in Stage 2 of a unit.
After viewing the Scooter Design video below reflect and respond to the 2-Question Validity Test document from above and send it with PLC team names to Barb at [email protected]
Scooter Design Challenge: Newton's 3rd Law in Action-4:24
Grade 8, Science, Motion
Scooter Design Challenge: Newton's 3rd Law in Action-4:24
Grade 8, Science, Motion
Measuring IC 21st Century Skills in Performance Tasks: Part III
Approximate Time to Complete: 1 1/2 hours
Essential Question: How can I embed IC 21st Century Skills in CBI and other units?? (Stage 1 & 3 of the backward design template)
- Watch video clips
- Discuss the following: How can IC 21st Century Skills be embedded in performance tasks during learning and in Stage 2 during assessment of CBI units?
- Select one unit from those provided below (they are labeled 'Units' in red font below) and add 1C 21st Century Employability Skills to the unit. Use colored font when adding to the unit you choose. Consider all aspects of the unit (Stage 1, 2, and/or 3) and make sure you make a concerted effort to 'use' them in the unit. This is done as a PLC group. You are to use one of the units provided below.
- Send the sample unit with your additions (in colored font) of 21st Century Employability Skills to Barb at [email protected]
Videos: Watch all of these!
21st Century Skills Culture (6:24)
21st Century Skills Assessment (6:06)
2lst Century Skills in the Elementary (5:34)
The Hydrology Project-Making Learning Relevant (4:33)
Propositions Project: Overview (9:05)
Units: Use one (1) of the units below!
grade6ss-consumerchoice.docx | |
File Size: | 361 kb |
File Type: | docx |
grade8math-proportionslinesequations.docx | |
File Size: | 601 kb |
File Type: | docx |
grade11ela-nostalgia.docx | |
File Size: | 291 kb |
File Type: | docx |
grade11ss-foreignpolicy.docx | |
File Size: | 168 kb |
File Type: | docx |
Iowa Core 21st Century Skills
- Use Employability Skills (page 11) from the following document.
iowa_core_k-12_21stcentskills_.pdf | |
File Size: | 642 kb |
File Type: |
What Is Authentic Assessment?
Part IV
Approximate Completion Time: 1/2 hour
What is "Authentic" Assessment? (3:59)
Educators at New York's School of the Future have enjoyed great success at teaching and assessing their students. Both efforts are squarely focused on student understanding of fundamental concepts and real-life learning. Making these efforts relevant and authentic has been the cornerstone of their success.
See how, below.
Educators at New York's School of the Future have enjoyed great success at teaching and assessing their students. Both efforts are squarely focused on student understanding of fundamental concepts and real-life learning. Making these efforts relevant and authentic has been the cornerstone of their success.
See how, below.
- There is no assignment to turn in for Part IV.
Let's Look At Performance Tasks (Assessment) In The Classroom: Part V
Approximate Completion Time: 1 hr
Some of the tasks below are already constructed as assessments and some are examples of instructional tasks in the classroom. If the example is an instructional task talk in your group about how it might be converted into a performance assessment to measure Stage 1 transfer goals.
Also, use the 2-Question Validity Test document from above to talk and think about the videos that you watch.
Lower Elementary: Making Playdough-Mix, Mixture, Describe (4:41)
Also, use the 2-Question Validity Test document from above to talk and think about the videos that you watch.
Lower Elementary: Making Playdough-Mix, Mixture, Describe (4:41)
Upper Elementary: Table for 22 (14:22)
Middle School: Anatomy of a Project-Kinetic Conundrum (6:53)
High School: Urban Planning Task (8:58)
High School: Make It Real Connecting Math to Life (3:22)
- There is no assignment to turn in for Part V.
Performance Assessment Tasks In A Unit: Part VI
Approximate Completion Time: 3 hrs
Essential Question: What is the role of performance tasks in learning and assessment?
FINAL PRODUCT:
- As an individual select a unit from a course you currently teach and develop a summative performance task with supporting documents (rubrics, checklists, student task sheets, etc). Send the unit (if you have a written unit) or information about the unit , the summative performance task, and the supporting documents to Barb.
- Use the units below as a way to review what a task and supporting documents might look like. How does the task link to the transfer goal/s? What documents will students need to be successful with the task? Will they need a task sheet, a checklist and/or a rubric, and a self-assessment?
- Use the CBI Feedback Checklist and complete a self-assessment of your own Summative Performance Task and supporting documents.
- With a peer conduct a 'peer feedback' session related to the 'Final Project' for this module. Complete the appropriate paperwork and submit to your principal.
Sample Units