1. How to play the game Performance Task Training

2. Purpose Train curriculum writers on the process for creating and using performance tasks as part of a balanced system of assessment.

3. Most Likely to Succeed

4. Learning Outcomes Know: ●Definition of a balanced assessment system ●Purpose of performance tasks in the greater picture of assessment ●Components of a performance task ●Rubrics should capture the content and process standards

5. Learning Outcomes Do: Participants will: ●Write performance tasks. ●Create rubrics to score the performance tasks.

6. Agenda Introduction Performance Tasks ●What is it? ●How do you write it? Rubrics ●How do you assess it? Reflection

7. What comes to mind......when you hear the words Performance Task?

8. Around the World and Back ●What is the first word that comes to mind when you hear the words “Performance Task?” o You have 1 minute to give and receive your word as many times as possible. Try to remember what you hear!

9. Around the World and Back ●Return to your table and take 45 seconds to write as many words as you can remember. ●Share your words with your table.

10. Elevator Speech ●Work with your table and use the words you all shared to write a SHORT (45-60 second) elevator speech about performance tasks. ● Videotape the speech and text it to (704) 783-5940.

11. Gardening Task Let’s do some math…

12. GRASPS Template What are the embedded math concepts? What would a rubric look like?

13. ●In our quest to prepare for state tests…, is there a danger that some students are “missing the animals?” ●In our efforts to “cover the content” are we forgetting the larger purpose underlying the standards? Are our students missing the animals?

20. Stiggins 5 Keys to Assessment

22. Balanced Assessment System Gather evidence from a range of assessments: ● Authentic tasks and projects ● Academic exam questions, prompts, problems ● Test and quiz items ● Informal checks for understanding ● Student self-assessment

23. What type of assessment do we use?

24. Based on the assessments what should the goals be? Activity: Alignment

25. Stage 2 Assessments

28. Crosswalk of Assessment Types StigginsUbD Selected ResponseQuiz and Test Items Extended Written ResponseAcademic Prompts Personal CommunicationInformal Checks for Understanding Performance AssessmentPerformance Task

29. Assessment Validity Could a student pass the test or perform the task in a way that meets your performance criteria/rubric, but not convincingly demonstrate the targeted knowledge, understanding, and/or skill proficiency? How likely is it that a student could do well on the assessment by ●Making clever guesses, parroting back, or “plugging in” what was learned, perhaps with accurate recall or limited or no understanding? ●Making a good-faith effort, with lots of hard work and enthusiasm, but with limited understanding? ●Producing a lovely product or an engaging and articulate performance, but with limited understanding?

30. Assessment Validity Could a student do poorly on the test or not meet the performance criteria/rubric, yet have attained the targeted knowledge, understanding, and/or skill proficiency? How likely is it that a student could do poorly on the assessment by ●Failing to meet the requirements of this particular task while nonetheless revealing a good understanding of the ideas? ●Not being skilled at certain aspects of the task, but those skills are not central to the goal or involve outside learning or natural talent (e.g., require acting or computer ability not related to Stage 1 goals)?

31. Performance Tasks

32. Performance Task “An assessment based on observation and judgment. Students engage in an activity that requires them to apply a performance or skill or create a product and we judge its quality.” Stiggens 2006

33. Rich Performance Tasks...

34. What do math experts have to say? 4 different types of mathematical tasks Which ones are most aligned to “performance tasks”?

35. Planning In your grade level/grade band what are some of the critical areas or key concepts that are “ripe” for performance-based assessments? What are the first concepts to write tasks about?

36. Time to Write! Find your content area group. Choose a unit plan. Decide which knowledge and skills/standards you are going to assess. Apply GRASPS to write a performance task.

37. Rubrics

38. PARK Activity

39. What is the purpose of a rubric? The items that go into preparing a performance task should not be part of the evaluative rubric. Rubrics should not be assignment directions but rather evidence of learning.

40. Jigsaw ●3 groups o Assess HOTS: Intro o How To Create and Use Rubrics: Misconceptions o How To Create and Use Rubrics: How To

41. Jigsaw - Steps ●Read your article in your “expert group.” ●After you read, prepare to share with your “home group.” ●Consider: o What was the main focus of the article? o What are the implications for assessing performance tasks? o How will this inform your work this week?

42. Time to Write! Use the performance task your group wrote and design a rubric to assess the outcomes.

43. Resources to consider… SBAC link Illustrative mathematics

44. Questions? Drew- drew.polly@uncc.edudrew.polly@uncc.edu Beth- beth.pike@cabarrus.k12.nc.usbeth.pike@cabarrus.k12.nc.us