REDEFINING ASSESSMENTS: WHY INCLUDE PERFORMANCE ASSESSMENTS WITHIN A SYSTEM OF ASSESSMENTS?
-
Upload
cora-watkins -
Category
Documents
-
view
225 -
download
0
Transcript of REDEFINING ASSESSMENTS: WHY INCLUDE PERFORMANCE ASSESSMENTS WITHIN A SYSTEM OF ASSESSMENTS?
A working definition of Performance Based
AssessmentsPerformance-based learning and assessment - represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.
help answer the question, “How well can students use what they know?”
Teamwork
Problem Solving
Interpersonal Skills
Computational Skills
Reading Skills
Organizational Effectiveness
Goal Setting/Motivation
Listening Skills
Personal Career Development
Creative Thinking
Leadership
Oral Communications
WritingWriting 1
2
3
4
5
6
7
8
9
10
11
12
13
Teamwork
Problem Solving
Interpersonal Skills
Computational Skills
Reading Skills
Organizational Effectiveness
Goal Setting/Motivation
Listening Skills
Personal Career Development
Creative Thinking
Leadership
Oral Communications
1970 1999
FORTUNE 500 MOST VALUED SKILLS
Current Tests Focus on Lower-level Skills
After NCLB, most states phased out performance assessments.
RAND study of 17 states’ tests: Only 2% of math items and 21% of ELA items assess higher-order skills.
6
Knowledge, Skills, and Dispositions for Postsecondary Success
7
College & career
readiness competencies
K Prep, EOC, traditional
assessments
Research ExperimentationCommunication
Collaboration Use of technology,
etc.
Student demonstration
http://www.youtube.com/watch?v=7iQdY1v9c98
TABLE TALKWith your table partners –Generate a list of the
knowledgeskillsdispositions
demonstrated by the students in the video.
Understanding a System of Assessment Activity
Brainstorm knowledge, skills and dispositions students need to be college and career ready
List, group or label them
Chart on poster for sharing
How do you assess each group?
Discuss with table group(Consider assessments you
currently use)
Record assessment method with Post-It note
Sort your assessments on Assessment Continuum
Think-Pair-Share
Where are the gaps?
What do the gaps tell us about the needs?
How can performance based assessments bridge those gaps?
ASSESSMENT CONTINUUM
C-PASCollege ReadyAssess-ments
Narrow Assessment Assessments of Deeper LearningNarrow Assessment Assessments of Deeper Learning
CCSS Assessments
(K Prep)
Common Performance
Tasks (Ohio,
New York)
Student-Designed Projects
(Envision, NY
Performance Standards Consortium,
Singapore, IB)
Traditional Tests
Standardized, multiple-
choice tests of routine skills
Standardized performance
tasks (1-2 weeks)that include structured
inquiry and demand more
integrated skills,
including collaboration
Standardized tests with m-c & open-ended items + short
(1-2 day) performance tasks of some applied skills
Performance tasks that require
students to formulate and carry out their own inquiries,
analyze & present
findings, and (sometimes)
revise in response to feedback
Longer, deeper investigations,(2-3 months) &
exhibitions, including graduation portfolios, requiring
students to initiate, design,
conduct, analyze, revise,
and present their work in
multiple modalities
Knowledge, Skills, and Dispositions for Postsecondary Success
13
College & career
readiness competencies
K Prep, EOC, traditional
assessments
Research ExperimentationCommunication
Collaboration Use of technology,
etc.
(c) 2011 Stanford Center for Assessment, Learning, & Equity
Dep
th o
f Le
arni
ng
Knowledge Master Core Academic Content
Knowledge & Skills
Master Core Academic Content Think Critically
Communicate Effectively Solve Complex Problems
Knowledge, Skills,
Work Habits & Dispositions Master Core Academic Content
Think Critically Communicate Effectively Solve Complex Problems Work Collaboratively Learn How to Learn
Selected Response
Items
Short Constructed Response
Items
Long Constructed Response
Items
Standardized Performance
Tasks
Complex Performance
Tasks
Complex Extended Projects
ON-DEMAND, STANDARDIZED ITEMS AND TASKS CURRICULUM-EMBEDDED PERFORMANCE TASKS
ASSESSMENT CONTINUUM
Making the Case for Performance Assessments
Local Systems of AssessmentHow do we addressHigher order cognitive skills?Critical abilities/dispositions?Problem solving?Feedback on all of the above by providing opportunities for teachers to examine student work and adjust instruction?
Let’s examine the skills in the standards Read the strand assigned to your group
from the handout. Decide on a heading. Summarize the main idea in 5-10
words. Create a pictorial representation. Post your work for a gallery walk. Use Post-it Notes for
questions/comments.
Using the Critical Abilities sheet -
Choose one strand and write a multiple choice or an open-response question that addresses the skill in that strand. ( 5 minutes )
Be prepared to share.
Put the individual student in the center and consider:•What are the knowledge, skills, and dispositions critical to completion of K-12 education and postsecondary success?
•How might students, teachers, and policymakers keep track of different kinds of learning?
•What student measures do we already collect or plan to collect?
•How could we develop a profile of student success?
How Is a “System of Assessment” Built?
Writing/Communications & Critical Competencies Aligned to Standards Example
Grade 12 ELA
Sample Student Outcome: Demonstrate ability to work effectively with diverse teams.
Students collaborate with senior citizens in a digital storytelling workshop. The teams bring to life a story from a senior’s history as they collaborate on writing and creating the video. Students will conduct interviews, perform research using nonfiction texts, write and record the script, and select images and music. The finished videos are presented in a school film festival. Each team designs criteria for evaluating their video in advance, and grades their work accordingly. Students demonstrate the ability to work effectively with diverse teams.
Source: 21st Century Skills Map – English (www.p21.org)
Writing/Communications & Critical Competencies Aligned to Standards
CCSS Critical CompetenciesCOMMON CORE STANDARDS
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• Collaboration • Critical Thinking • Communication • Media Literacy • Self-Direction • Creativity
Source: 21st Century Skills Map – English (www.p21.org)
Research Analysis of Information Experimentation and Evaluation Communication in Many Forms Use of Technology Interpersonal Interaction and
Collaboration Modeling, Design, and Problem Solving
Critical Abilities Science KCAS
Assess Critical Abilities
Research and analysis Experimentation and evaluation Written communication (reading, writing) Oral communication (speaking, listening) Use of technology Collaboration, Modeling, design, and problem solving
28
To Accomplish This, New Systems of Assessment Should:
Include locally implemented performance tasks as well as tests or tasks that are more sophisticated
Involve teachers in design, review, and scoring of both kinds of assessments
Provide information useful for developing curriculum and teaching
Keep track of learning in many ways that support student engagement and reflection
29
Creating a System of Assessments
Consider a continuum of assessments that address different purposes
Develop assessments that can provide a profile of student abilities and accomplishments
Connect these assessments to curriculum, instruction, and professional learning in a productive teaching and learning system
Create an accountability system that encourages the kinds of learning and practice that are needed to reach the goals of college and career readiness and productive citizenship.
30
Creating Genuine AccountabilityAn accountability system is a set of policies and practices that are designed to:1.increase the probability that schools will use good practices on behalf of students;2.reduce the likelihood that schools will engage in test-prep practices; and3.assure that schools and educators identify and diagnose problems, and improve practices
31
Accountability =
Testing
Where do performance based assessments fit in Kentucky’s
system?In the Professional Growth and Effectiveness System:
Performance assessments provide evidence of teacher effectiveness in Domain 1 and Domain 3 of the Framework for Teaching.
Performance assessments can be used as a source of evidence for student growth goals.