Performance-Based Assessments

1. Performance-Based Assessments EUPISD December 4-5, 2012 JR@TeachLearnTech.com

2. TeachLearnTech.com/pbt.html JR@TeachLearnTech.com

3. Who am I?Who are you? TeachLearnTech.com

4. Who are you? Please let the group know • Your school system • Your role • Grade level • Content or other specialty If you’d like to collaborate, identify potential partners during introductions.

5. Gimme 5! On a scale from 1 to 5, how familiar are you with Understanding by Design or another instructional design model? • This is new to me, but I’m ready to learn! • I’ve heard about it, but haven’t used it. • I’ve learned about it but don’t use it all the time. • I use it fairly often to plan lessons/units • I’m an expert and could be running this workshop!

6. Objectives • Determine performance-based tasks (PBTs) • Use a multistep process to create PBTs • Situate PBT in the curriculum • Craft PBT for Spring 2013 • Identify potential classes/schools for implementation

7. Shifts in Standards & Assessments

8. ELA/Literacy: 3 shifts • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language From achievethecore.org

9. Mathematics: 3 shifts Focus: Focus strongly where the standards focus. Coherence: Think across grades, and link to major topics Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application From achievethecore.org

10. Shifts in “NextGen” Science • Real world interconnections • Crosscutting concepts • Concepts build coherently • Deeper understanding and application of content • T & E! Integrate technology & engineering, especially engineering design • Coordinate with language arts and math

11. Sample Assessment Items

12. Performance Tasks

13. Designing Curriculum “Would you tell me, please, which way I ought to go from here?” “That depends a good deal on where you want to get to,” said the Cat. “I don’t much care where,” said Alice. “Then it doesn’t matter which way you go,” said the Cat. Lewis Carroll, Alice’s Adventures in Wonderland

14. What Works in Schools

15. Hierarchy of Cognition WHY HOW WHO WHAT WHEN WHERE

16. STANDARDS EQ ? 1 2 3 4 5 6 7 8 9 Performance Task 8 8 8 q q Research & Information Fluency Communication & Collaboration Critical Thinking & Problem Solving Creativity & Innovation

17. Understanding by Design Start with the end in mind: Backwards design

18. Activity:When do you know you’ve learned something?

19. Understanding “…the ability to thoughtfully and actively ‘do’ the work with discernment, as well as the ability to self-assess, justify, and critique such ‘doings’” (p. 41). - Wiggins & McTighe

20. Three Stages • Identify desired results • What will the students know, understand, and be able to do? • Determine evidence • How will you know your students have achieved the desired results? • Plan learning • Instruction, practice, coaching, feedback for enduring understanding

22. Building Performance Tasks

23. The Steps in Action

24. Steps 1 & 2 Identify and Unpack Standards or Learning Outcomes

25. Learning Goals • Standards • Common Core • Next Generation Science • Others • Division or Department Objectives • Exit-level Outcomes (Certifications, etc.) • 21st Century Skills (or other)

26. Your Turn: Steps 1 & 2 • List and analyze standards for potential task • Target delivery: Spring 2013 • See handouts for guidance

27. Essential Questions • Promote inquiry into big ideas and content • Provoke thought, discussion, inquiry, new understanding, and more questions • Rarely have one correct answer • Require students to consider alternatives, weigh evidence, support ideas, justify answers • Connect prior learning and experience • Naturally recur in and across domains • Review the “shifts”

28. Types of Questions Overarching Topical Point to critical content Resolved within the unit of instruction Necessary for achieving unit priorities, but insufficient to make connections across units • Relate to big ideas across domains • Promote transfer • Framework for courses and programs of study

29. The Essentials

30. Tips for Essential Questions • Use a reasonable number of questions—2 to 5—per unit. • Prioritize content for students; focus on a few key questions. • Questions should be age-appropriate, engaging, and provocative; use kid-friendly language. • Select/design specific activities and inquiries for each question. • Sequence the questions so they naturally lead from one to another.

31. Your Turn: Step 3 • Generate (multiple) essential questions for your PBT • Overarching • Topical

32. Curricula Shaped by Essential Questions Anchored by Performance Tasks

33. STANDARDS EQ ? 1 2 3 4 5 6 7 8 9 Performance Task 8 8 8 q q Research & Information Fluency Communication & Collaboration Critical Thinking & Problem Solving Creativity & Innovation

34. Your Performance Task

35. Authentic Performance Tasks • Set in a real world context • Require judgment and innovation • Ask student to “do” the subject • Assess students’ ability to use a repertoire of knowledge and skills (novice vs. expert) • Provide opportunities to practice, consult resources, get feedback, refine outcomes

36. Problems vs. Exercises

37. Your Turn: Step 4 • Using the handouts provided, BEGIN to develop your PBT • Match to Essential Question(s) • GRASPS • Outline Document Library • Day 2: Rubric

38. Wrap-up • Identify potential sites for Spring 2013 • Follow-up support with John Ross (JR@TeachLearnTech.com) • Recap for new participants on Day 2: • What’s the big idea? • What I learned. • Questions and concerns or things I need to know more about.

39. Performance-Based AssessmentsDay 2 EUPISD December 4-5, 2012 JR@TeachLearnTech.com

40. TeachLearnTech.com/pbt.html Welcome and Introductions

41. Objectives • Determine performance-based tasks (PBTs) • Use a multistep process to create PBTs • Situate PBT in the curriculum • Craft PBT for Spring 2013 • Identify potential classes/schools for implementation

42. Recap from Day 1 • What’s the big idea? • Questions and concerns or things I need to know more about.

43. Problems vs. Exercises Lake Texoma Project What if…Civil War Edition

44. Your Turn: Step 4 (part II) • Report out on your progress of your PBT • Using the handouts provided, work on your PBT • Match to Essential Question(s) • GRASPS • Document Library • Next: Rubric

45. Designing Rubrics • Assess standards/learning outcomes • NOT just process • Tips • Start on the ends in work in • Gradations based on consistent terminology for factors • You can have too many levels • When in doubt: Rubistar

46. Learning Progressions

47. STANDARDS EQ ? 1 2 3 4 5 6 7 8 9 Performance Task 8 8 8 q q Research & Information Fluency Communication & Collaboration Critical Thinking & Problem Solving Creativity & Innovation

48. Your Turn: Step 5 • Analyze tasks for content skills & knowledge • Analyze task for process and technology skills

49. Mini Tasks

50. Made In America • Olympic uniforms made in China • What do you own that’s Made in America? • Can you buy only products Made in America? This activity based on one developed by Dr. Tonya Belton & Dr. Kendall Latham