PERFORMANCE
BASED
ASSESSMENTS
Amory School District
November 1, 2012
WHAT WE KNOW ABOUT PBA
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Build on content knowledge taught in class and help students
develop work habits that will help them in the future
Designed for real world application of skills
Opportunities for cooperative learning
Allow students to “pull things together”
Examples of PBAs are speeches or oral presentations
Not all PBAs have to be huge, ongoing projects. As long as the
activity forces students to think on the higher levels of Bloom’s
then the activity can be considered performance-based.
Help students to think critically and use problem solving skills
Deeper understanding of a concept is required
Takes time to complete
WHY USE PBA IN THE CLASSROOM?
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Shows real-life examples of math applications
Makes learning relevant to students
Provides opportunity for more than simply recalling
information
Provides opportunity for collaboration among students and
encourage deeper thought
Assessed in common core
Requires students to use higher order thinking skills and to
have a deeper understanding of a concept
Fosters critical thinking and social skills that are necessary
for college and career readiness
TWO COMPONENTS OF THE
SUMMATIVE ASSESSMENT
Performance Assessment
 Given primarily on the computer; composed primarily
of performance tasks with emphasis on hard-tomeasure standards
 Results will be returned in 2 weeks
 This assessment will be given 75% into the school year.
End of Year Assessment
 Given on computer with multiple item types
 Scored entirely by computer for fast results
*These two assessments will be combined for an overall score.
THE PERFORMANCE ASSESSMENT
 Students will complete project-like tasks that draw on a range of
skills.
 ELA tasks will focus on writing effectively when analyzing texts,
using evidence from the texts to support claims.
 Math tasks will require students to apply key mathematical skills,
concepts, and processes to solve complex problems of the types
encountered in everyday life, work, and decision-making
WHAT IS A PBA?
 Traditional assessments of student
performance rely heavily on standardized
testing methods. Performance-based
assessments is an alternative that is designed
to encompass a better overall representation of
student progress. The goal is to gather a
demonstration of the scope of knowledge a
student has on a subject rather than simply
testing the accuracy of their response on a
selection of questions.
TIME
 Performance Based Assessments range from short
activities taking only a few minutes to projects
culminating in polished products for audiences in
and outside of the classroom.
ADVANTAGES OF
PERFORMANCE BASED
ASSESSMENTS
 Measure students’ readiness for college and the workforce
 Track student growth
 Provide a variety of info for teachers
 Provide a model for what teachers should be teaching and
students should be learning
 Serve as professional development opportunities for teachers
involved in creating and scoring them
 Provide more direct measures of student abilities than
multiple choice items
 Teachers are able to assess students’ knowledge and skills at
deeper levels
PBA EXAMPLES
 Group projects enabling students to work together on a
complex problem that requires planning, research, internal
discussion, and group presentation
 Essays assessing students’ 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
 Portfolios allowing students to provide a broad portrait of
their performance through files that contain collections of
students’ work, assembled over time
THOUGHTFUL, CAREFUL
PLANNING
When well-designed PBAs are
administered and scored in the
classroom, they can provide
valuable information for evaluating
and improving instruction.
METHODS TO ASSESS
PERFORMANCE
 Open-ended or extended response exercises: questions
or prompts that require students to explore a topic
orally or in writing
 Extended tasks: assignments that require sustained
attention in a single work area and are carried out over
several hours or longer
 Portfolios: selected collections of a variety of
performance-based work
THINK ABOUT IT
 “The pressure to cover the curriculum is perhaps
the most direct and immediate pressure teachers
feel about state tests. Too often, the curriculum
becomes divorced from the teachers who teach it.
When one must cover items, and usually there are
far too many items in the curriculum to be covered
adequately one tends to focus on teaching content
instead of students.”
J. Golub
VIDEOS
 http://www.youtube.com/watch?v=dFySmS9_y_0&feature=rel
ated
A WASTE OF TIME
 Assignments and assessments that are not aligned to standards
and do not involve students in meaningful work are a waste of
time.
 Which assignment is more rigorous?
1.
Create a diorama for Mother’s Day about something you and
your mother like to do.
2. Interview your mother about an event in her life that was
important to her and write it up for her to keep on Mother’s
Day.
PBA EXAMPLES
DEVELOPING PERFORMANCE BASED
ASSESSMENTS
Decide on topic, standards; then write
final assessment
What activities do I need to take
students through, so they can be
successful on the final assessment?
A MATH EXAMPLE
 A group of five families on your block is having a garage sale in
which clothes, toys, and books will be sold. Your family has 12
items to sell and will need 18 square feet to display the items;
the Hamlets have 13 items and need 20 square feet; the
Phillips, 7 items, 10 square feet; Garcias, 15 items and 15
square feet; the Smiths, 10 items and 30 square feet. Rental
tables measure 6 feet by 2.5 feet and cost $6 per day. The
garage where the sale will be held is 20 feet by 30 feet.
Newspaper advertising costs $11 for the first 10 words and
$1.50 for each additional word.
MATH EXAMPLE CONTINUED
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How many tables will you need? Explain your answer.
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Draw a diagram showing how many tables can be arranged in
the garage to allow the customers to move about with at
least 4 feet between the tables.
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Write an ad for your sale that includes essential information.
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How much money do you have to earn from your sale for the
families to break even?
7 WONDERS OF THE WORLD
EXAMPLE
 Through research students will study the 7 Wonders of the
World and the ongoing arguments over what should be
classified as one of the 7 Wonders of the World.
 Research Niagara Falls and write an argument for why it
should or should not be on the 7 Wonders of the World list.
Be sure to cite evidence from your research to support your
view.
ASSESSMENT PLANNING
 Teachers should consider assessment before they begin
planning activities and tasks.
 To be a good test designer ask yourself these four questions:
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What am I going to assess?
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What learning activities do I need to provide for students,
so they will be successful on the assessment?
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What are the best, available resources to utilize?
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What instructional strategies will I use in my classroom to
reach all learners?
MINI TASKS
FROM BILL & MELINDA GATES
FOUNDATION
These could assist teachers in any content
area in writing quality essay type questions
that will likely closely resemble what will be
on the CCSS assessment.
YOUR TURN
 Work in the following groups to create a PBA.
-Group 1: Tiffany Herndon and Tabitha Goodin
-Group 2: Heather Gault, Sarah Clark, and Emily Allmond
-Group 3: Brittany Pace, Stephanie Gallop, and Amy Johnson
-Group 4: Michelle Harris, Michelle Holman, and Debbie Leech
-Group 5: Amy Jones, Wayne Walls, and Linzy Patterson
-Group 6: Leigh Stanford and Priscilla Black
-Group 7: Julie Clark and Mary Beth Black
-Group 8: Rachael Faulkner, Masha Laney, and Vickie Palmer
CAROUSEL ACTIVITY
 Travel with your partner(s) to each posted PBA.
 Discuss how to improve the item.
 Consider the following when providing feedback.
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Does the task clearly state what the student is to do?
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Is the standard embedded in the task?
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Is the task engaging/challenging/rigorous?
 Make suggestions for revision on the chart.
REVISION
Consider the suggestions made on your
written task. Make any revisions you
choose to make.
Share your thoughts.
ADVANTAGES OF RUBRICS
 Improve student performance by showing students
how their work will be evaluated (expectations)
 Help students become better judges of quality work
 Force teachers to clarify criteria in specific terms
 Provide useful feedback to the teacher for
modifying instruction-and for students for
concentration or effort
 Understandable guidelines-easy to use/explain
RUBRICS
 Examples of skills or processes that adapt well to rubrics
include:
-the writing process
-the application of the method of scientific inquiry
-thinking skills
-cooperative learning
RUBRIC GENERATORS
 www.rubistar.com
 www.rubistar.4teachers.org
 www.teachnology.com/web_tools/rubrics
 www.rubrics4teachers.com/generator.php
 www.exemplars.com/resources/rubrics/assessment.html
OTHER WAYS TO ASSESS
 Checklist-check whether or not certain elements are present
in the student’s performance
 Rating scale-teacher indicates the degree to which standards
are met
 Portfolio-look for progression of skill/content
 Self/peer evaluation-students evaluate performance
PORTFOLIO ASSESSMENT
 Portfolio Assessments are folders of student work that tells
a story of student effort/progress/achievement
 Advantages:
-tell more about student specific skills; students carry the skills
forward into new contexts
-motivates; student takes charge of own learning (sees growth
over time; learns to meet explicit expectations)
-encourages problem solving and self reflection
-parents appreciate the information
APPENDIX B SAMPLE
PERFORMANCE TASKS K-5
Kindergarten and 1st Grade
 Page 28-Stories and Poetry
 Page 36-Informational Texts
2nd Grade and 3rd Grade
 Page 53- Stories and Poetry
 Page 61-Informational Texts
4th Grade and 5th Grade
 Page 70-Stories and Poetry
 Page 76-Informational Texts
APPENDIX B SAMPLE
PERFORMANCE TASKS 6-10
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6th-8th Grade
Page 89-Stories, Drama, and Poetry
Page 93-Informational Texts (ELA)
Page 100-Informational Texts (history/social studies, science,
mathematics, and technical subjects)
9th and 10th Grade
Page 121-Stories, Drama, and Poetry
Page 129-Informational Texts (ELA)
Page 138-Informational Texts (history/social studies, science,
mathematics, and technical subjects)
APPENDIX B SAMPLE
PERFORMANCE TASKS 11-CCR
Grades 11-CCR
 Page 163-Stories, Drama, and Poetry
 Page 171-Informational Texts (ELA)
 Page 183-Informational Texts (history/social studies, science,
mathematics, and technical subjects)
RECOMMENDED READING
 Students Taking Charge by Nancy Sulla
ISBN: 9781596671850
Sulla shows you how to design problem-based learning activities
for students and rubrics for assessment.
PBA WEBSITES
 Math Grades 5-8
http://www.yummymath.com/
 Math Grades K-8
http://www.monroe.k12.mi.us/exemplars/math2/start_here.html
 All Subjects and Grades
http://www.bie.org/
 Project Based Learning (lots of student examples found here)
http://www.edutopia.org/project-based-learning-guide
COMMON CORE RESOURCES
COMMON CORE
http://www.corestandards.org/
http://www.commoncore.org/free/index_php/maps/grades
PARCC
http://PARCConline.org
MDE Website
www.mde.k12.ms.us
ASSIGNMENT
Create one Performance Based
Assessment with the teachers in your
building. I would like for you to share
this at our next meeting.
EXIT TICKET
 Write your response to the following.
1.
What are you going to do to either begin (or increase) using
Performance Based Assessments in your classrooms?
2.
How do you see this benefitting students?