1. Performance Assessments Performance Assessments Earth System Science in the Community

2. What is an Example of a Performance Assessment? Your challenge is to write a screenplay or story, set in your community, that would help audiences understand volcanoes. Thank about how your story will address the following: Locations of volcanoes closest to your community. Locations of volcanoes closest to your community. Evidence that shows past or recent volcanic activity. Evidence that shows past or recent volcanic activity. Types of volcanic hazards. Types of volcanic hazards. How volcanoes change the atmosphere, hydrosphere, and other Earth systems. How volcanoes change the atmosphere, hydrosphere, and other Earth systems.

3. What does this Performance Assessment Measure? Conceptual Understanding of volcanic processes and hazards Conceptual Understanding of volcanic processes and hazards Writing Skills Writing Skills

4. What is a Performance Assessment?  A task in which students solve complex problems in authentic (real-life) contexts

5. What do students do in a Performance assessment?  Students use authentic language in tasks that require interaction similar to those in the world outside of the classrooms and schools

6. What are the characteristics of a Performance Assessment? Is realistic Is realistic Requires judgment and innovation Requires judgment and innovation Asks a student to “do” the subject Asks a student to “do” the subject Simulates the contexts in which adults are tested in the workplace, community or home Simulates the contexts in which adults are tested in the workplace, community or home Assesses a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task Assesses a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task

7. Why use Performance Assessments? Allows students to express their understanding and knowledge development individually Allows students to express their understanding and knowledge development individually Attends to differences in learners Attends to differences in learners Addresses learning over a period of time Addresses learning over a period of time

8. How should Performance Assessments be Constructed?  So that comprehension of subject matter and thinking behaviors can be demonstrated through either oral or written communicative performances

9. What are the components of EarthComm Performance Assessments? Goal Goal Role Role Audience Audience Situation Situation Product or Performance Product or Performance Standards for Success Standards for Success

10. Goal The purpose behind the performance To help audiences understand volcanoes. To help audiences understand volcanoes.

11. Role The job undertaken in the scenario Screenplay writer or author. Screenplay writer or author.

12. Audience The group to which the performance or product is targeted People in your community. People in your community.

13. Situation The context of the scenario People in your community are looking to understand the hazards and the benefits of volcanoes. People in your community are looking to understand the hazards and the benefits of volcanoes.

14. Product or Performance What is produced as a result of the project A screenplay or story. A screenplay or story.

15. Standards for Success Criteria for assessing the product The screenplay or story addresses the following items: The screenplay or story addresses the following items: Locations of volcanoes closest to your community. Locations of volcanoes closest to your community. Evidence that shows past or recent volcanic activity. Evidence that shows past or recent volcanic activity. Types of volcanic hazards. Types of volcanic hazards. How volcanoes change the atmosphere, hydrosphere, and other Earth systems. How volcanoes change the atmosphere, hydrosphere, and other Earth systems.

16. Resources Halley, Marjorie Hall, & Austin, Theresa Y. Content-Based Second Language Teaching and Learning, An Interactive Approach. (2004). Boston, MA. Allyn and Bacon. Halley, Marjorie Hall, & Austin, Theresa Y. Content-Based Second Language Teaching and Learning, An Interactive Approach. (2004). Boston, MA. Allyn and Bacon. Wiggins, Grant, & McTighe, Jay. Understanding by Design. (1998). Alexandria, VA. Association for Supervision and Curriculum Development. Wiggins, Grant, & McTighe, Jay. Understanding by Design. (1998). Alexandria, VA. Association for Supervision and Curriculum Development.