2. Design, Score, and Report Student Performance

3.  Performance Based Assessment Overview  Backward Design  Writing Curriculum  Rubrics

4.  Standards Based Approach  Assessments scored with a Rubric  Natural fit with Differentiated Instruction  All students can demonstrate mastery  Requires students to apply knowledge and demonstrate their skills  Assesses 21 st Century Skills  It will change your Curriculum & Instruction  Provides Rigor and Relevance to Curriculum

5.  Lewis Cohen:  “Most state testing is focused on the “right” answers, generally involving the recall of discrete facts, easily measured with multiple choice questions. Performance Assessment, by contrast, requires students to apply their knowledge and to demonstrate their skills in performing authentic tasks; it reveals more about process, such as problem solving, and gives a better sense of the student’s level of understanding.”

6.  Essays assessing student’s understanding of a subject through a written description, analysis, explanation, or summary  Experiments testing how well students understand scientific concepts and can carry out scientific processes

7.  Demonstrations giving students opportunities to show their mastery of subject-area content and procedures  Portfolios allowing students to provide a broad portrait of their performance through files that contain collections of students’ work, assembled over time.

8. Begin with the End in mind

9. “Understanding by Design”, by Grant Wiggins and Jay McTighe Curriculum Task / Assessment Standard/ Benchmark Creating Curriculum

10. Standard / Benchmark Task / Rubric Curriculum Teaching Curriculum

11. Creating the vehicle to get students to the goal

12. “Unpack” the standards Fill-in the Gaps between grades Follow Blooms Taxonomy for verb usage Write Units of study

13. Creating and Applying A Rubric to Student Work

14. Rubric Big IdeaConsistencyEvaluationInstructions

15. AdvancedProficientBasicBelow Basic Went Beyond the Big Idea; extended learning “You’ve shown me that you learned the information. ” Get the idea, but haven’t completed the task as indicated Big Idea not understood This is what every student should be able to do.

16. Advanced Principles of iki are evident in each individual piece of sushi as well as in the arrangement of the entire work. Proficient Principles of iki are evident in the arrangement and construction of the entire work. Basic Principles of iki are evident in parts of the work. Below Basic Principles of iki are absent from the work. Advanced Principles of iki are always present. Proficient Principles of iki are sometimes present. Basic Principles of iki are rarely present. Below Basic Principles of iki are never present. Bad Rubric Good Rubric

17. I. REMEMBER (KNOWLEDGE) (shallow processing: drawing out factual answers, testing recall and recognition) II. UNDERSTAND (COMPREHENSION) (translating, interpreting and extrapolating) III. APPLY (patterns of transfer to situations that are new, unfamiliar or have a new slant for students) IV. ANALYZE (breaking down into parts, forms) V. EVALUATE (according to some set of criteria, and state why) VI. CREATE (SYNTHESIS) (combining elements into a pattern not clearly there before) Refer to Electronic File Handout!

18. AdvancedProficientBasicBelow Basic Described the music using advanced music vocabulary, and made connection to another art form to explain the answer Described the music using appropriate music vocabulary Described the music with simplistic music vocabulary Did not use music vocabulary when describing the music example Identified by name all instruments heard in the listening example and accurately determined how each was used Identified by name the instruments heard in the listening example Identified some of the instruments heard within the listening example Unable to identify any of the instruments heard in the listening example

19. #1“I heard a Flute and some kind of drum playing in the background. They played Largoly”. A: Below Basic B: Basic C: Proficient D: Advanced

20. #2“There was some high sounds by a woodwind and then some lower sounds by some kind of drum thing”. A: Below Basic B: Basic C: Proficient D: Advanced

21. #3“The woodwinds sang a lyrical song, and made me feel like I was floating in a clear sky. The Percussion section was well represented, and reminded me of giants walking slowly. I did not hear any brass instruments at all. The main part was full of highs and lows, and was eloquently constructed. The composer was clearly someone who appreciates beauty.” A: Below Basic B: Basic C: Proficient D: Advanced

22. #4“I heard Flutes, Bass Drums and a Sitar. The Flutes had the melody, the drum played an ostinato, and the Sitar gave chords.” A: Below Basic B: Basic C: Proficient D: Advanced

23. Ex. 1 : The students will experience Japan either through discussion or guided Internet research adding to their understanding of Japanese culture and music. They will analyze and discuss performances of traditional and contemporary Japanese music. Students will listen to contemporary Japanese music and analyze the traditional musical elements, such as pentatonic scale and use of the koto. As a culminating activity, they will create a Japanese Tanka poem and compose an original melody using the pentatonic scale,and perform using a koto.

24. Ex. 2: The students will explore the purpose of architects by designing buildings that reflect the cultures of America and Japan. With this information the students will assume the role of an architect. They will discover and explore qualities of American and Japanese architecture. They will draw and design a Japanese- American Cultural Center for their community incorporating both the elements of American and Japanese architecture.

25.  Needs to assess the Big Idea  Detailed outline for the finished product  Uses clear, concise wording  Distributed PRIOR to task being assessed  Provides objective guide to score student work.  Measure student understanding of a predetermined set of criteria.

26.  Start at the end by picturing a finished product  Identify the criteria you’re going to score  Begin at proficient -what every student should be able to do  List the QUALITIES of a proficient product using a hierarchy of verbs (Bloom’s)  Move to advanced, basic, and then below basic.  Use consistent (but not the same) language  Use the same number of bullet points across the page.

28. Design, Score, and Report Student Performance Daniel Long Twin Valley School District dlong@tvsd.org 610-286-8619