12/29/2009
Using Performance Tasks: Developing Learning Outcomes
3rd Annual Critical Thinking Conference UW – Stevens Point
Jasia Steinmetz, Health Promotion and Human Development
1.
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3.
4.
Identify the Learning Outcomes
Identify
de t y tthe
e Essential
sse t a Elements
e e ts o
of tthe
e tas
task
Build the Task
Create the Scoring Guide
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Determine the desired understanding from
the task
Determine the knowledge, skills or
appreciation required for the understanding
Determine how this will be measured
1) Student can/will be able to
2)insert
) se t act
action
o verb
e b
3) specific action/skill they will be able to do
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Bloom’s taxonomy:
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Knowledge
g
Comprehension
Application
Analysis
Synthesis
Evaluation
Six facets of learning (Understanding by
Design)
g
◦
◦
◦
◦
◦
◦
Explain
Interpret
Apply
Perspective
Empathy
Self knowledge
Self-knowledge
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Accreditation standards and learning
outcomes
◦ KR 3.2.a. Students are able to apply knowledge of the role
of environment, food and lifestyle choices to develop
interventions to affect change and enhance wellness in
diverse individuals and groups
◦ KR 4.2.b. Students are able to develop outcome measures,
use informatics principles and technology to collect and
analyze data for assessment and evaluate data to use in
decision-making.
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Determine the desired understanding from
the task
◦ Environmental issues involve many people with
diverse interests
◦ Every solution has positive and negative impacts
◦ Communication and conversation are essential
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Think about a specific class, topic or class,
g that you
y
want
what are the understandings
students to have after completing this?
Name 1-2 understandings
Determine the knowledge, skills or
appreciation
pp
required
q
for the understanding
g
◦
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Data analysis,
Problem solving,
Assessment,
Consideration of all parties involved
Determine how this will be measured
◦ Focused analysis of a problem and its impacts on a
food system
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Jot down at least 2 knowledge, skills or
pp
for y
your student’s
appreciations
understanding
The student will be able to describe the major
issues in an environmental p
problem and
identify the parties involved.
The student will appropriately prioritize the
issues given the evidence provided.
The student will evaluate the issue by
discussing the impacts and using a tertiary
system analysis
l i model.
d l
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Situation
More than one-half
mile of the Little Plover
River, designated
d
db
by the
h
state as an "exceptional
resource water" and a
reproducing trout stream,
was reduced to a dry and
cracked stream bed on
Sept. 15, 2009. Hundreds
of trout died. Historically,
there is no record of the
Little Plover going dry
before the 1990s. But it
nearly went dry in 2003 and
has dried up every year
since 2005.
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Products/ Performances
◦ You will be one of three
interns assessing the
impact of this change,
identifying the major
reasons for minimum flow
of the Plover River and
discuss ramifications of
this problem. This will be
presented to the County
Board supervisor one
month prior to the next
Board meeting.
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Parameters
◦ You will use the resources that are presented in
class and provided in D2L.
◦ You may discuss the issue with other interns but
each report must be individual and distinct.
◦ You will have two weeks to produce the product.
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Standards
◦ A 2-3 page report which
includes:
x A brief synopsis of the
problem and the citizen
groups whose interests are
involved
x A prioritized list of the
reasons for the reduced
flow with an explanation of
the prioritization
x An analysis of the
ramifications of this
problem
bl
x A graphic representing the
analysis which involves
agriculture, environment,
economic and social/health
impacts.
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Resource set
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Task instructions
◦ Laws and regulations which guide groundwater use and waterways within
WI.
◦ The current water draws from farmers,
farmers industry and citizens will be
provided. http://wi.water.usgs.gov/data/wateruse.html#reports
◦ Assessment of the Plover River Watershed, 2001
http://www.uwsp.edu/cnr/watersheds/Reports_Publications/reports_publi
cations.htm and posted on D2L.
◦ Knowledge Development for Groundwater Withdrawal Management around
the Little Plover River, Portage County Wisconsin, 2009
http://www.uwsp.edu/cnr/watersheds/Reports_Publications/reports_publi
cations.htm and posted on D2L.
◦ Newspaper accounts of the issue.
◦ Water task force published minutes of meetings.
◦ Economic
E
i d
development
l
t iin th
the area, iincluding
l di
llocall iindustry
d t and
d
agriculture.
◦ Watershed management plans from other areas in the state
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Room for improvement
Description and
prioritization is
articulate and
supported by the
evidence.
1
Issue is unclear; no
supportive evidence; no
clear understanding
1
Analysis is rare;
prioritization is not
supported by evidence or
spurious claims are made
1
System analysis
Areas of impact are missing
includes all the areas of or tiers are not confined to
impacts to the 3rd level the specific area. Confusion
of analysis.
about impacts is apparent.
Coherent analysis was
used to prioritize the
issues given the
evidence provided.
Consideration of all
parties involved
Good
Excellent
2
3
Issue is described accurately Description and prioritization is
but evidence is incomplete. supported by the accurate
interpretation of the data; clearly
articulated; reflects accurate
understanding
2
Prioritization reflects
evidence without elaboration
or consistency; logic has
some flaws
2
All areas in the system are
p
are
included;; impacts
confined to each area;
assumptions do not reflect
complete understanding of
the topic
1
2
Incomplete consideration of All concerned parties are
the interested parties with identified, issues are
unaddressed issues.
addressed minimally.
3
Analysis is insightful and thorough;
prioritization reflects a clear
understanding and logic
3
System analysis is accurate ; all areas
of impacts
p
are included;; reasonable
assumptions are reflected in each
impact
3
A clear understanding of the issues of
all concerned parties are articulately
presented.
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