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Welcome & Opening Activity

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  1. Assessment Examples (AE) Review SessionK – 12 Program AreasArts Education, Healthful Living, World Languages

  2. Welcome & Opening Activity With the group, please share: • Your Name • Content Area • School(s) • 2 Stars and a Wish

  3. Objective • Review and provide feedback to Assessment Examples for: • Arts Education, • Healthful Living, and • World Languages

  4. AE Process • February 2012 - NCDPI Consultants met with Technical Outreach to Public Schools (TOPS) • April - May 2012 - AEs were drafted • Late May - early June – Expert Review of Draft AEs • Mid-June - TOPS created new drafts • July/August - Educators review and provide feedback to new drafts by August 31, 2012 • Ongoing - Feedback will be reviewed for revisions

  5. Assessment Examples (AEs) • AEs are: • aligned to new standards • reinforce teaching the standards to their intended level of deep mastery • illustrate ways in which the standards or part(s) of the standards might be assessed in the classroom

  6. Assessment Examples (AEs) • AEs are NOT: • Formative Assessment Examples (FA) • Measures of Student Learning (MSLs)

  7. Interpretation Key: RBT Knowledge Dimension • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Meta-Cognitive Knowledge

  8. Interpretation Key: RBT Cognitive Process • Remember • Understand • Apply • Analyze • Evaluate • Create

  9. Item Types AE Item Formats • SR: Selected Response • BCR: Brief Constructed Response • ER: Extended Response • PT: Performance Task

  10. ITEM TYPE EXAMPLES • SR: Selected Response • BCR: Brief Constructed Response • ER: Extended Response • PT: Performance Task

  11. Dance: Selected Response Why is good physical education important for dancers? A. dancers need to wear sports uniforms B. dancers need strength and endurance C. dancers need to know how to play lots of sports D. dancers don’t get any exercise without PE class

  12. Theatre Arts: Brief Constructed Response

  13. Theatre Arts: Brief Constructed Response

  14. Visual Arts: Extended Response Select from one of your pieces of art. Use the composition checklist to rate the qualities of this piece. USE: 3 –for outstanding use of this element in this design principle 2- for good use of this element in this design principle 1 –for fair use of this element in this design principle NA –for not relevant to artwork COMPOSITION CHECKLIST – Principles of Design

  15. Visual Arts: Extended Response

  16. Music: Performance Task

  17. Music: Performance Task [ musical selection with a variety of expressive elements ] Perform the selection. Demonstrate all of the expressive elements presented in the musical selection. Remember to use proper posture, technique, and breath control, when appropriate. Scoring Criteria: 3-(Proficient) performs composition; uses expressive elements; uses fundamental techniques 2-(Sufficient) fulfills 2 of 3 requirements of a level 3 performance 1-(Insufficient) fulfills only 1 of 3 requirements of a level 3 performance 0-(Unacceptable) no response or the performance does not address the task

  18. World Languages: Extended Response Research a famous musician from a target culture. Write a short description of the musician’s music and include a description of a similar artist in your own culture. Present to the class using the target language. Provide a sample of both artists’ music in your presentation. Scoring Criteria: 3 –(Proficient) uses details from research; describes music; describes similar artist from own culture; speaks clearly in the target language; includes a sample of music from both musicians2 – (Sufficient) fulfills 3 or 4 of 5 requirements of a level 3 performance1 – (Insufficient) fulfills 1 or 2 of 5 requirements of a level 3 performance0 –(Sufficient) no response or the performance does not address the task

  19. World Languages: Performance Task • You are applying for a scholarship to travel to a foreign country. Thescholarship requires you to have a basic proficiency in the language of thecountry. Give a presentation in the target language to introduce yourself.Include the following details: • Best school subjects • Favorite leisure activities • The reason you want to travel • Scoring Criteria: 3 –(Proficient) gives 3 personal details; states purpose for travel; uses appropriatepronunciations and voice inflection in the target language2 – (Sufficient) fulfills 2 of 3 requirements of a level 3 performance1 – (Insufficient) fulfills only 1 of 3 requirements of a level 3 performance0 –(Unacceptable) no response or the performance does not address the task

  20. Health Education:Performance Task

  21. Physical Education:Brief Constructed Response Select a component from each column in the chart above. List your selections here.1) _____________________ 2) _________________ Describe the relationship between the chosen components (How do they interact? How are they related?). _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Give an activity or sport that is benefited by both components. _______________________________________________________________ How do both components benefit this activity or sport? _________________________________________________________________________________________________________________ Scoring Criteria: 3–(Proficient) describes relationship; provides an activity benefited by the components; explains the benefits of each component 2–(Sufficient)fulfills 2 of 3 requirements of a level 3 performance 1-(Insufficient)fulfills only 1 of 3 requirements of a level 3 performance 0-(Unacceptable) no response or the response does not address the prompt

  22. AP Review Process • Work individually, with a partner or in small groups • Read draft APs (on website) • Respond to review criteria in online Zoomerang survey and provide additional feedback, if desired

  23. AP Review Process Arts Education: http://ances.ncdpi.wikispaces.net/Arts+Education+Assessment+Examples Healthful Living: http://hlnces.ncdpi.wikispaces.net/Healthful+Living+Assessment+Examples World Languages: http://wlnces.ncdpi.wikispaces.net/TOPS+Assessment+Examples+Work

  24. Closure • Observations/ Trends • Classroom implications

  25. Curriculum & InstructionK-12 Program Areas Helga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov919-807-3864 Les SpellHealthful Living ConsultantLes.Spell@dpi.nc.gov919-807-3637 Christie Lynch EbertArts Education ConsultantChristie.LynchEbert@dpi.nc.gov919-807-3856 Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov919-807-3865