UNIT 2: PERFORMANCE ASSESSMENT B. DEVELOPING PERFORMANCE TASK PERFORMANCE TASK • Is an example of an assessment that fits within a balanced assessment system. • It presents students with a complex, real-world challenge in which the scenario, role, process, and product are authentic; student must then demonstrate that they have the skills and knowledge to complete the task. STEPS IN DESIGNING PERFORMANCE TASK 1. 2. 3. 4. 5. 6. 7. Determine the purpose of the assessment. Specify the skills and outcomes along with their respective taxonomic level. Specify the performance criteria that will be used to judge student work. Create an authentic and meaningful context for the task. Develop a scoring instrument. Generate or select exemplary student responses. Revise the task, as necessary. GRASPS MODEL - is a model advocated by GRANT WIGGINS and JAY MCTIGHE to guide teachers in designing authentic performance-based Assessment. is a model for demonstrating performance of understanding using authentic assessment. represents framework for organizing, delivering, and assessing a project-based assessment. G = Goal Your task is to… The goal is to… R = Role You are… Your job is… A = Audience The target audience is… You need to convince… The context you find yourself in is… The challenge involves dealing with… You will create a … in order to… You need to develop a … so that … S = Situation P = Product, performance and purpose S = Standards Your performance needs to… Your work will be judged by… DIFFERENTIATING PERFORMANCE TASK FOR DIVERSE LEARNERS Diverse learners It includes children and students of all abilities from racially, ethnically. culturally, and linguistically diverse backgrounds. DIFFERENT TYPES OF LEARNERS 1. AUDITORY AND MUSICAL LEARNERS-Auditory learners like to hear solutions and examples explained to them and may gravitate towards music subjects and group learning as a way to understand formation. 2. VISUAL AND SPATIAL LEARNERS-These learners prefer information presented visually rather than spoken. 3. VERBAL LEARNERS - Verbal learners might have a preference for reading and writing, word games and poems. They know the meanings of a broad category of words, can use them effectively, and actively seek out new words to add their repertoire. 4. LOGICAL AND MATHEMATICAL LEARNERS - Logical learners look for patterns and trends in what they learn. They search for the connections, and the reasons and results. These learners greatly appreciate any type of learning that logically explains the subject at hand. 5. PHYSICAL AND KINESTHETIC LEARNERS - Commonly called 'hands-on" learners that emphasizes a type of Learning by Doing 6. SOCIAL INTERPERSONAL LEARNERS - Social learners show preference towards groups and collaboration. 7. SOLITARY AND INTRAPERSONAL LEARNERS-These learners can be visual, auditory, physical, verbal, or logical learners. 8. NATURE LEARNERS-Nature learners are learners who do best when interacting with nature. DIFFERENTIATED INSTRUCTION TECHNIQUES TO REACH DIVERSE LEARNERS Key Vocabulary Educators work with students to help them identify, recognize, develop, and use new terminology. Consider matching key vocabulary with one of the other differentiated instruction techniques below to engage all your students. Create a memory match game to learn and review key vocabulary terms. Prior Knowledge Links This technique taps into students' prior experiences and knowledge. Have students interview each other to learn about their own individual experiences in reference to a certain topic. Paired and Cooperative Learning Combine students with varying learning abilities, interests, language proficiencies, or other skill strengths into groups of two or more to provide peer support throughout a lesson. Nonlinguistic Representations Help students learn using modalities other than the printed word. such as singing, role-playing, sketching, taking photographs, etc. Realia and Hands-on Learning Provide students with tangible objects to illustrate what is being discussed and get students to participate through the use or creation of materials to engage multiple learning modalities. Curricular and Personal Connections Help students make connections with other content and discipline areas by relating new concepts to previously learned ones. This can be accomplished using group questioning, hands-on realia, or a more formal assessment. Oral, Reading, and Writing Skills Encourage students to integrate the three learning modalities of speaking, reading, and writing. Higher Order Thinking Challenge students to go beyond comprehension of basic material by moving them toward more abstract reasoning, such as making inferences, predictions, and appropriate connections. This can also be accomplished using group questioning or a more formal assessment. 3 ELEMENTS OF DIFFERENTIATED INSTRUCTION 1. 1.Content-knowledge, understanding and skills that students need to learn. 2. Process-how students come to understand and make sense of the content. 3. Products-ways for students to demonstrate what they have come to know, understand, and be able to do after an extended period of learning. Scoring Rubrics Bookhart, 2013. Scoring Rubrics is a coherent set of criteria for students' work that includes description of levels of performance quality on the criteria. MacMilla, 2007. Rubric is a scoring guide that uses criteria to differentiate between levels of student proficiency. Popham, 2011. Scoring Rubrics is a scoring procedure for judging students' responses to perform assessment. Parts of Scoring Rubrics Two major parts: Criteria and the descriptions of levels of performance. Criteria - the standard or the expected knowledge or performance of the student. Descriptions of levels of performance - expected performance of the student on each level. Why do we need to include levels of performance? 1. Clearer expectations 2. More consistent and objective assessment 3. Better feedback Types of Scoring Rubrics: Analytic and Holistic Analytic Rubric - and analytic rubrics articulates levels of performance for each criterion. Holistic Rubric - a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. (Use analytic rubric in assignments/tasks that involve a larger number of criteria.) (Use holistic rubric when a quick or gross judgement needs to be made.) Desired characteristics of criteria for classroom rubrics 1. 2. 3. 4. 5. 6. Appropriate Definable Observable Distinct from one another Complete Able to support description along a continuum quality. Process of developing scoring rubrics 1. Identify the appropriate criteria to assess. 2. Formulate the description of performance along a continuum of quality. Another type of rubric: General and Task-specific Rubric General Rubric - particularly useful for fundamental skills such as writing, mathematics problem solving, and general traits like creativity. Task-specific Rubric - you can use task-specific rubric as reliable assessment of performance on a specific task such as "gives an answer" or "specifies a conclusion". Importance of Rubric 1. Rubrics helps teachers teach. 2. Rubrics helps students learn. 3. Rubrics help coordinate instruction and assessment. Brookhart, 2013. Checklist - a list of specific characteristics with a place for marking whether that characteristic is present or absent. Brookhart, 2013.Checklist is also used to make sure students have followed directions for an assignment, that they have all the required parts of some projects or that they have followed format requirements for report. Rating Scales - a list of specific characteristics with a place for making the degree to which each characteristic is displayed. Brookhart, 2013.
