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Looking at Performance Tasks as Another Way To Assess What Students Know and Are Able to Do !

Looking at Performance Tasks as Another Way To Assess What Students Know and Are Able to Do !. Group Norms to Enhance Our Time Together. Set cell phones to vibrate Stay positive Listen actively Engage in what we’re doing If you need release, go and come back.

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Looking at Performance Tasks as Another Way To Assess What Students Know and Are Able to Do !

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  1. Looking at Performance Tasks as AnotherWay To Assess What Students Know and Are Able to Do!

  2. Group Norms to Enhance Our Time Together • Set cell phones to vibrate • Stay positive • Listen actively • Engage in what we’re doing • If you need release, go and come back

  3. Looking at Performance Tasks as Another Way To Assess What StudentsKnowand areAble to Do!

  4. Standards-Based Teaching • Teachers embed the vocabulary (words, people, events, and concepts) from the standards into their curriculum, instruction, and assessment • Teachers monitor students’ progress towards meeting and exceeding the standards

  5. Analyze the Standard • Step 1: After reviewing the data, select a standard that you want to target for your students. Standard: • Step 2: What students should be able to do: (verbs) What students should know/understand (nouns). • Step 3: What lessons does the teacher need to include to insure the students’ understanding.

  6. Find the Big Ideas and Develop Essential Questions Select the standard/benchmark that you want to address. What are some big ideas or key concepts that students should explore within the context of the content and standards? What are five essential questions that students should be able to answer about the content and big ideas at the end of the unit? 1. 2. 3. 4. 5.

  7. Application Two-Teacher Checklist • Review the standards and descriptions. • Write each term on a sticky note. • Classify or cluster the terms into groups or headings. • Create “holding titles” for big categories • Add terms that will help clarify the process using bullet points. • Create a checklist using a template.

  8. Teacher Checklist Template

  9. Develop Student Checklist

  10. EQ How do we design teaching, learning, and assessment tasks to ensure mastery of Georgia Performance Standards?

  11. What is a performance task?

  12. A Performance Task . . “requires a student to demonstrate their achievement by producing an extended written or spoken answer, by engaging in group or individual activities, or by creating a specific product.” ~A.J. Nitko What does it look like in the classroom?

  13. Work with your elbow partner Discuss examples of what students might do that fit into the three parts of a performance task.

  14. What did you come up with? Discuss examples of what students might do that fit into the three parts of a performance task. Play Interview/Talk Show Video Essay Speech PWPT Rap/Song Letter Newspaper Article Poem Model Display Time Capsule Brochure

  15. Why Performance Assessments? Sometimes passing the written test just isn’t enough!

  16. Bloom’s Taxonomy (Revised)

  17. Restricted (Single-Focus)Highly structured to fit one standard: Examples Read aloud a selection of poetry Construct a graph from a given set of data Calculate the mean of several scores Write a letter to the editor about a problem Measure the area of the classroom Extended Multi-focused Comprehensive to include multiple standards Example: The principal has asked us to prepare a bid to landscape our school. We need to prepare 1) a written proposal of the cost 2) a diagram of the landscape design 3) a video of the campus 4) a powerpoint showing pictures of the flowers and plants Two Types of Performance Tasks

  18. How do you create a performance task? Create the task

  19. Sample 1 Grade Subject GPS Verbs from standard Task detail Elements Consider choice, learning styles, and ability

  20. Sample 2 Questions?

  21. Look at the Performance Task Calling All Toymakers • Look at the Performance Task Calling All Toymakers • Refer to the Performance Task Checklist with an evaluative eye • Did the Performance Task include the following criteria? • Headings: • Problem Scenario: • On the easel paper using post-its, list: • 1. What students should be able to do (verbs) and • should know/understand (nouns) • 2. What lessons does the teacher need to teach to insure understanding Work at your table for 10 minutes

  22. Let's Create a Performance Task!

  23. Look at the Performance Task Which One Doesn’t Belong! • Look at the Performance Task Which One Doesn’t Belong! • Refer to the Performance Task Checklist with an evaluative eye • Did the Performance Task include the following criteria? • Headings: • Problem Scenario: • On the easel paper using post-its, list: • 1. What students should be able to do (verbs) and • should know/understand (nouns) • 2. What lessons does the teacher need to teach to insure understanding Work at your table for 10 minutes

  24. Looking at Performance Tasks as Another Way To Assess What Students Knowand areAble to Do! • What was most valuable in this session? • How will you use what you have learned? • Other thoughts…? Other support?

  25. THANK YOU for your participation!!!

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