1.  VTCLA Presentation

2. http://education.vermont.gov/common-core/english-language-arts/resources K- K- 6 K-6 PLT 7-12 PLT

3.  August 4-5, 2015: Creating Authentic Formative Assessment Opportunities: Incorporating Performance Assessment into a Standards-Based Curriculum Lori Dolezal and Kris Breen A research-driven, powerfully engaging tool for proficiency-based, personalized learning experiences, performance assessment provides learners with opportunities to engage in real-word tasks, transfer knowledge, and apply complex skills in an authentic environment. This workshop will guide participants through the process of exploring and creating performance assessments personalized to their curriculum and specifically tailored to their content area and grade band level. Individuals or school teams are encouraged to participate. Upon completion of this workshop, participants will be able to: describe both the theoretical and structural overview of curriculum-embedded performance assessments, outline the process of designing multi-disciplinary performance assessments through a sample framework and criteria for evaluating tasks, and develop multidisciplinary, standards based, curriculum-embedded performance assessments with a team of elementary or secondary educators. Gr. K-12 http://www.vriuvm.org/projects/summer-institute /

4.  Students complete a process or produce a product in a context that closely resembles real-life situations (AERA et al., 1999, cited in Reynolds, Livingston, & Willson, 2009).  Asks students to think and to produce--to demonstrate learning through work authentic to the discipline and/or real world (Stanford University, Introduction to Performance Assessment : WHAT ARE PERFORMANCE ASSESSMENTS AND WHY SHOULD I USE THEM ?, Online Course Document, 2014 )  “… demonstrates the skills …intended to measure by doing real-world tasks that require those skills, rather than…answering questions asking how to do them.” (ETS)

5. Performance assessment is the “application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.” These tasks, …are “strategically placed in the lesson or unit to enhance learning as the student ‘pulls it all together’.” From A Teacher’s Guide To Performance Assessment by Tom Vander Ark ~te@chthought.com

6.  Performance assessments can take the form of constructed response items, on-demand tasks, curriculum embedded tasks, or complex projects.  Rich tasks focus on standards and transferable skills, require application in authentic contexts, ARE rich learning experiences AND assessments  May focus on process AND/OR product Definitions

7.  Real-world scenario and authentic  Student-centered  Proficiency-based, standards-based  Complex process  Multiple outcomes  Higher-order thinking  Teaching, learning, and assessing combined  Transparent evaluation criteria  Formative and summative

8. Curriculum Embedded  Formative and summative  C-I-A loop  Instructional support  Backwards design  Personalized Stand-Alone/On-Demand  Summative  Drop-in curriculum  No instructional support  Evidence-centered design  One size fits all SBAC PLT

9. Think of these as curriculum embedded tasks Learning tasks used during regular instruction and formatively assessed Even the summative results may be used formatively in this case! Students will transfer skills learned in these instructional tasks on the end of year summative assessments

10. Performance Tasks:  allow for multiple opportunities and approaches to collecting evidence of student knowledge, skills and abilities.  include context, skills, processes and products that are authentic.  By using carefully constructed performance assessments, it is possible to assess important skills that are excluded from high-stakes tests

11.  Personalized Learning: o performance tasks incorporate student-centered learning experiences and can produce high levels of motivation and engagement, especially if student choice is employed.  Formative Assessment: o Progress monitoring can occur throughout instruction and tasks leading to the culminating product or performance.  Proficiency and Standards-Based Education: o Performance assessments are often the best way to apply knowledge and skills–particularly those difficult to measure in traditional ways such as critical thinking, collaboration, effective communications, and academic mindset.

12. Activity/Task, Sources Transferable Skills & Content Knowledge Activity/Task, Sources Transferable Skills & Content Knowledge Activity/Task, Sources Transferable Skills & Content Knowledge Activity/Task, Sources Transferable Skills & Content Knowledge ENDURING UNDERSTANDINGS STANDARDS : Learning Targets, PBGRs Activity/Task, Sources Transferable Skills & Content Knowledge Summative Assessment Culminating Product or Performance Integrate Essential Questions Summarize Analyze Interpret Describe Compare Recognize Explain Draw conclusions PLP Evidence Process Skills in Content Performance Indicators Formative Tasks and Assessment Opportunities

13. http://education.vermont.gov/pbgr/sample-pbgr

14.  http://screencast.com/t/avSsdGhIca http://screencast.com/t/avSsdGhIca  http://screencast.com/t/Fk03udr5cAC http://screencast.com/t/Fk03udr5cAC  http://screencast.com/t/YXZG5Iro http://screencast.com/t/YXZG5Iro https://sites.google.com/a/mpsvt.org/team-summit/home/personal-learning- plans

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16. Sources/content  Readings  Audio/Visual clips  Graphs, charts, other visuals  Expert speakers  Digital text  Primary Standards Information Processing  Research questions  Comprehension questions  Internet search  Student Discussion Product/Performance  Essay, report, story, script  Argument, debate  Speech with/without graphics, other media  Models What will students do with the content/sources? How will you assess along the way? Assessments FOR Learning What will students produce to demonstrate learning? Assessments OF Learning

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20.  Alysia Backman, Literacy Coach, S. Burlington HS  Kelly Ahlfeld  Patrick Halladay  Lindy Johnson