Making Performance Assessments Perform
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Transcript of Making Performance Assessments Perform
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
Making Performance Assessments Perform
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ONLINE ASSESSMENT RESOURCES USED DURING THE TRAINING
RUBISTAR
RELEARNING.ORG
ERIC Center for Evaluation and Assessment
EXEMPLARS.COM
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT
(NOT AN ABSOLUTE SEQUENCE)
1. Identify content standard(s) and benchmark(s) that will be included in the performance assessment.
2. Structure the assessment around one of the possible complex reasoning skills.
3. Determine a meaningful context.
4. Identify what will be produced.
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT
(NOT AN ABSOLUTE SEQUENCE)
5. Determine student resources.
6. Determine how students will work.
7. Construct a draft.
8. Identify lifelong learning standards (if any).
9. Determine learning experiences students will need
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT
(NOT AN ABSOLUTE SEQUENCE)
10. Reflect and revise.
11. Identify criteria to use to evaluate student products or performances.
12. Generate or select exemplary responses for the products or performances.
13. Construct the scoring tool for each activity: rubric, checklist, scoring key, etc.
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN IN PRACTICE
SELECTTARGETS
(Steps 1,2,8)
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN IN PRACTICE
DESCRIBE
PERFORMANCES OR PRODUCTS (Steps 3, 4, 5, 6, 7, 9)
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN IN PRACTICE
CRAFT
ASSESSMENT TOOLS
(Steps 11, 12, 13)
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This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN IN PRACTICE
ASSESSCOLLECTREFLECTREVISE
(Steps 10 &12)
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“THE TEST”� How can we protect the student by
ensuring that high-scoring local papers–the local standards–are truly excellent? We cannot unless we can relate local standards (through samples or corellations) to regional, state and national standards.
Wiggins
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RIGOR� STANDARDS-BASED� VALID� RELIABLE� PUBLIC & TRANSPARENT
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DRILLING DOWN
SELECT� Choose from existing documents
Standards
Complex Reasoning Processes
Lifelong Learning Standards
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“READY..FIRE...AIM”
� …most teacher instinctually build assessments on the foundation of existing classroom activities without scrutinizing those activities for their aptness in measuring specific achievements.
Wiggins
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DRILLING DOWN
DESCRIBE� Choose VVIIVVIIDD terminology
� Play on existing interests
� Listen to your enthusiasm
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DRILLING DOWN
DESCRIBEMythic Job Search
Select an epic hero from the literature we have read and write a letter to the hero in which you apply for a job as a crew member on his expeditions.
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DRILLING DOWN
DESCRIBEMove it!
How can you get wood to make a treehouse up that tree?? Students will plan and diagram a simple machine to do just that. In a written report, they will explain how their machine works and the principles of physics involved to accomplish this task
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“CRAFTING”� Assessment that does not merely audit
student knowledge but improves student performance requires careful, sound design.
Wiggins
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“Peter’s Task”
� Give Beverley a pencil.
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DRILLING DOWN
CRAFTCONSIDER:
Audiences (Adult and Student)
Purpose (Guide, Discriminate)
Form (Structure, Materials)
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DRILLING DOWN
THINKWhat went well?What went well?What could be What could be
improved?improved?What did we learn?What did we learn?
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FULLY DEVELOPEDPERFORMANCE ASSESSMENTS
INCLUDE:CLEARLY ARTICULATED STANDARDS, BENCHMARKS, SKILLS AND TRAITS
PRODUCT & PERFORMANCE DESCRIPTIONS AND STUDENT MATERIALS
REFINED ASSESSMENT TOOLS FOR STUDENTS AND EVALUATORS
EXEMPLARS FOR EACH LEVEL OF PERFORMANCE FOR EACH TRAIT
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NECESSARY NOT SUFFICIENT
Standards and
Benchmarks
Descriptions and Materials
Assessment Tools Exemplars Result
Absent Present Present PresentUNFOCUSED
IRRELEVANT
Present Absent Present PresentVAGUE
FRUSTRATING
Present Present Absent PresentARBITRARY
INVALID
Present Present Present AbsentABSTRACT
FLUID
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AFTER LUNCH
MATH TEST!
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MATH STANDARDSFOUNDATIONAL KNOWLEDGE
•Plotting•Calculation•Equivalents•Number line
COMMUNICATION AND REASONING
•Explanation•Justification•Verification•Math Language
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Math Exemplar #1
• • • •A B C D
0 3/4 2.25
The way that I got the value of point C is all I did was use mentel math and look at the size difference between all four of the letters. Because if B is 3/4 which means it is a quarter away from zero all that you have to do is add 3/4 + 3/4 = 1 1/2 and that is how I got the value of point C.
1 1/2
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Math Exemplar #2
• • • •A B C D
0 3/4 2.25
First I divided 2.25 by 3 which turned into .75. B was .75. Each opening between dots were .75 units. There were two units before C so I added to units. That turned out into .75 + .75 = 1.5 which is point C.
1.50
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Math Exemplar #3
• • • •A B C D
0 3/4 2.25
I plotted 4/4 on letter C. because it goes 3/4 4/4 1 hole
4/4
Explanation is difficult to understand and is missing several components OR was not included.
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Math Exemplar #4
• • • •A B C D
0 3/4 2.25
Point C equals 1.5 or 1 1/2. I got my answer by adding 3/4 to 3/4 and got 6/4. Since 6/4 is an improper fraction I changed it to a mixed number. I got 1 2/4 then reduced it to 1 1/2. I know that a half is .5 so I added 1 to .5 and got 1.5 to get my decimal answer.
1.5
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