2. Do They Know It, or Do They Understand It? Designing and Using Performance Based Assessments

3. Purpose You will understand how performance-based assessment can be used to determine student understanding and assess higher order thinking

4. Content 1. Examine the difference between knowing and understanding 2. The why, what and how of performance based assessments: Why should we use them? What characterizes a performance based assessment? How can I create and use performance-based assessments? 3. Planning a performance-based assessment

5. Performance-based assessments "represent a set of strategies for the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students” (Hibbard and others, 1996, p. 5) This type of assessment provides teachers with information about how a child understands and applies knowledge.

6. “When students are involved in the assessment process, they are required to think about their own learning, articulate what they understand and what they still need to learn — and achievement improves.” (Black and William, 1998; Sternberg, 1996; Young, 2000)

7. Formative - Assessment for learning “A moving picture” Summative – Assessment of learning “A snapshot in time”

8. Assessing Understanding How do we measure what went in? How can we get the information we want out? Let’s look at Performance Tasks ………….as assessment.

9. What is Performance Assessment? Students demonstrate what they “can do” with what they know rather than “how much” they know. Students construct various types of “products” to demonstrate learning. Students are involved in developing the process to get to the end product.

10. What is Performance Assessment? What it is: Applying knowledge in context—doing something with it Engaging authentic, and student- centered A measure of knowledge and understanding that includes process A demonstration of students’ thinking What it isn’t: A regurgitation of knowledge Just any hands-on activity A “performance” One correct way to answer One-way communication

11. Planning Performance Assessments Have clear targets and know the traits of a strong performance Put the task in a meaningful context--“authentic” Develop a step by step plan Develop a fair and accurate scoring system Provide examples of good quality work for your students Share meaningful feedback with students

12. How to Evaluate a Performance Assessment There are many ways to evaluate a student’s performance: A criterion grade—letter grade or points Narrative feedback Checklist Rating scale Student self-assessment and/or peer assessment Recorded observation Rubric

13. Rubrics Where to start: What concept(s), skill(s), or knowledge am I trying to assess? What should my students know and be able to do? At what level should my students be performing? (What should it look like?)

14. Creating a Rubric Keep it fair and simple Base ratings on observable behaviors and product characteristics--measurable Be specific with what you expect Allow for individuality and creativity

15. Time to Assess

16. Take Your Pulse In 8 Words Collaborate with your group to craft an 8 word definition that best summarizes your current understanding of performance based assessment.

18. Some Common Performance-Based Assessments Writing Tasks: Drawing: Letter writingTechnical manual Comic strips Newspapers ReflectionsDiagrams/charts Story writingDiaryTechnical drawings Training manualReading responseIllustrations (captioned) ReviewsPicture postcardMaps MagazineEssaysWord Art Exit ticketPoetryGrafitti Book Report Advertisement Storyboard Recipe Journal Brochure Dictionary Summary Oral Presentations:On-Line Resources: SpeechDebateBlog Wordle Press conferenceConversationXtranormal Quia Reader’s theater InterviewToonDo Dramatic performance Song Other: RAFT Labs Inventions Musical composition Collections Models Photography Graphic organizers Living Museum Foldables Games PowerPoint or Prezi Simulations Movies

19. Give It a Try 1. Group yourselves by content area 2. You will be visiting 4 stations: RAFT Debate/ Journal (Demo) Virtual Museum (View the PowerPoint) Foldables (Demo) 3.Please share any awesome ideas you have on the sheet attached to each station. Thanks!

21. Exit Ticket From your learning today, what is something that you can apply to your classroom?