Transcript Performance Standards - Teaching with Purpose

Assessment for
Learning
Adapted from Georgia Department of Education
Georgia Performance Standards training materials
and Understanding by Design by Grant Wiggins and Jay McTighe
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Essential Question (overarching)
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What does assessment look like in a
performance-based classroom?
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Standards Based Education Model
Stage 1:
GPS
Standards with
Elements
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
---------------------------------------
Skills and Knowledge
All Above, plus
Tasks
Student Work
Teacher
Commentary
All Above
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students have acquired
the requisite knowledge, skills, and understandings?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to provide my students with
multiple opportunities to acquire the knowledge, skills,
and understandings?
(to support student success on assessments,
leading to desired results)
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The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Standards-based Practice
Select standards from among those
students need to know
Design an assessment through which
students will have an opportunity to
demonstrate those things
Decide what learning opportunities
students will need to learn those things
and plan appropriate instruction to assure
that each student has adequate
opportunities to learn
Use data from assessment to give
feedback, reteach or move to next level
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Stephen Covey Quote

“To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where
you’re going so that you better
understand where you are now and so
that the steps you take are always in the
right direction.”
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What is assessment?
Assessment is the systematic
observation and evaluation of
student performance.
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What is assessment?
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Do students know? Are they able to complete
processes and demonstrate skills? Do they
understand?
How well do students know? How well are they
able to complete processes and demonstrate
skills? How well do they understand?
What do students not know? What are they not
yet able to do? What don’t they understand?
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Assessment Terms
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Formative vs. Summative Assessment
Performance Assessment
Authentic Assessment
Performance Task
G.R.A.S.P.S. - Understanding by Design
Culminating Activity – Learning Focused Schools
Rubric
Checklist
Student self assessment
Teacher reflection
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Continuum of Assessments
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Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
Constructed
Response
Performance
Assessment
Informal
Assessment
•Fill-in-theblank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Diagram
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
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Small group discussion: What has
to happen in terms of assessment?
“…if assessment is not working effectively in our classrooms every day,
then assessment at all other levels (district, state, national, or
international) represents a complete waste of time and money.”
Stiggins, 1999
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If you know what a student must understand,
how do you check to see if that student
understands?
What evidence will you use to evaluate the level
of understanding?
What will you do in your classroom based on the
evidence you collect?
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Critical Assessment Filters

What type of evidence is required to assess the
standard? (e.g., recall of knowledge, understanding of
content, ability to demonstrate process, thinking,
reasoning, or communication skills)
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What assessment method will provide the type of
evidence needed?
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Will the task (assessment method) provide enough
evidence to determine whether students have met the
standard?
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Is the task developmentally appropriate?
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Will the assessment provide students with various
options for showing what they know?
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Performance Tasks & Assessments . . .
. . . often occur over time
. . . result in a tangible product or observable performance
. . . encourage self-evaluation and revision
. . . require judgment to score
. . . reveal degrees of proficiency based on criteria established and
made public prior to the performance
. . . sometimes involve students working with others
-Marzano, Pickering, & McTighe
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What is a Performance Task?
A performance task is a complex scenario
that provides students an opportunity
to demonstrate what they know and are
able to do concerning a given concept.
A teacher is asking students to show that
they can use the knowledge and skills
they learned in an authentic real life
situation.
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The components of the UbD
framework for the performance
task are outlined in the acronym
GRASPS:
G
R
A
S
P
S
Real-world GOAL
Real-world ROLE
Real-world Audience
Real-world Situation
Real-world Products or Performances
Standards/Criteria to judge product or
performance
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GRASPS
See page 159 for task design prompts
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GOAL:
Provide a statement of the task.
Establish the goal, problem, challenge, or obstacle in the task.
ROLE:
Define the role of the students in the task.
State the job of the students for the task.
AUDIENCE:
Identify the target audience within the context of the scenario.
Example audiences might include a client or committee.
SITUATION:
Set the context of the scenario.
Explain the situation.
PRODUCT:
Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA [INDICATORS]:
Provide students with a clear picture of success.
Identify specific standards for success.
Issue rubrics to the students or develop them with the students.
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GRASPS Ideas
G
Design, teach, explain, inform, create, persuade, defend, critique,
improve
R
Advertiser, illustrator, coach, candidate, chef, engineer,
eyewitness, newscaster, editor, news show host, politician
A
Board members, neighbors, pen pals, travel agent, jury, celebrity,
historical figure, community, school board, government
S
The context of the situation – Create a real life scenario.
P
Advertisement, game, script, debate, rap, banner, cartoon,
scrapbook, proposal, brochure, slide show, puppet show
S
What success looks like: Scoring guide, rubric & examples
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Sample second grade math task
CREATE AN EXCEL SPREADSHEET SURVEY
GOAL: Your task is to create an excel spreadsheet survey by surveying the
class as to which was their favorite lunch food.
ROLE: You are a survey taker and you need to obtain your data by surveying
your classmates on your specific food type.
AUDIENCE: You are letting your classmates and the school cafeteria manager
know which food turned out to be the class favorite.
SITUATION: The challenge involves gathering data and then displaying that
data in an excel spreadsheet.
PRODUCT AND PERFORMANCE: You will create an excel spreadsheet using
the data you obtained and share it in a letter to the cafeteria manager.
STANDARDS FOR SUCCESS: Your product must meet the following
standards: Letter is written correctly and contains correct data displayed in
cells and also displayed into a chart.
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Letter
Sample Product
Dear Mrs. Critten,
I took a survey of my second
grade class to see which fruits
students like best for lunch.
Class Favorite Fruit Survey
Favorite Fruits
For Lunch
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Peaches
10
Pears
8
Pineapples
5
10
Apple
2
Banana
1
Number of Students
8
Peaches
Pears
6
Pineapples
Apple
Banana
4
2
0
Peaches
Pears
Pineapples
Apple
Banana
Nam e of Fruit
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
Check out
Performance Task Info
in UbD Book
pages 157- 160
See elementary example of mail order friend on
page 160
Examples of performance tasks on UbD Exchange
web site.
http://www.ubdexchange.org
water cycle example
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What does this cartoon illustrate about perspectives of assessment?
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A Performance Assessment Task
includes:
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Instructions for the students
Dimensions of the task (knowledge,
understanding, skills being assessed)
Scoring systems:
Rubric—used to judge levels of performance
 Checklist—used to judge whether or not the
skill or behavior has been demonstrated
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According to Grant Wiggins…
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“What is to be assessed must be clear
and explicit to all students:
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NO MORE SURPRISES!
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….rubrics must accompany all major
assignments and assessments.”
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A rubric is a set of rules that …
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Shows levels of quality
Communicates standards
Tells students expectations for
assessment task
Is NOT a checklist (yes or no answers)
Includes dimensions (criteria), indicators
and a rating scale.
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Advantages of Using a Rubric:
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Lowers students’ anxiety about what is
expected of them
Provides specific feedback about the quality of
their work
Provides a way to communicate expectations
and progress
Ensures all student work is judged by the same
standard
Disengages the “halo” effect and its reverse
Leads students toward quality work.
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Pay attention
that you are
scoring the
evidence of
what you want
the student to
know and be
able to do.
How good is
good enough?
Don’t get
confused by
criteria that
sounds good
but doesn’t
match the goal.
Far Side Gallery by Gary Larsen
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Parts of a Rubric:
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Dimensions, sometimes referred to as criteria,
encompass the knowledge, skills, and
understanding to be assessed.
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Indicators specify the evidence used to judge
the degree to which the dimension is mastered.
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Rating Scales discriminate among the various
levels of performance.
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Basic Rubric Template:
Scale
Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
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Template for Holistic Rubrics:
Score
Description
5
Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4
Demonstrates considerable understanding of the problem. All
requirements of task are included.
3
Demonstrates partial understanding of the problem. Most
requirements of task are included.
2
Demonstrates little understanding of the problem. Many
requirements of task are missing.
1
Demonstrates no understanding of the problem
0
No response/task not attempted
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Template for Analytic Rubrics:
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Criteria
#1
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Criteria
#2
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Criteria
#3
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Criteria
#4
Description reflecting
beginning level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description reflecting
highest level of
performance
Score
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Ugly Rubrics:
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Too wordy so that no one can understand
the dimensions or indicators, let alone
use them for a fair grade
Checklists – Have it, don’t have it
Judge each work against other items of
work
Judge the wrong thing so student can
just jump through hoops to get a good
grade.
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Good Rubrics:
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Are tools
Show level of quality of a performance or
task
Communicate standards clearly and
specifically
Are given to students to set expectations
Show what to avoid and addresses
misconceptions
Are consistent and reliable
Use content that matches standards and
instructional emphasis
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Audience Enthusiasm Rubric:
(16 points)
Facial
Expression
Thought
Process
Movement
Oral
Participation
Exemplary
Acceptable
Bright, lit up
Bright, lit up
Eyes not blinking
Focused on
teacher
Eyes sometimes
focused on
teacher
Wheels in high
gear
Wheels in relaxed
motion
Quick, alert
motions
Casual motions
Non-stop on task
talking
Talks when
needed or told
Needs Work
Retire
Eyes glazed over
and bloodshot
Eyes closed;
Drooping
Wheels are rusty
and slow
Wheels aren’t
invented
Sluggish – an
occasional itch
Coma
Occasional
grunts
Drooling
No sound
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Rubric Resources
(see assessment section on my site
www.teachingwithpurpose.com)
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Osborne, N. (1998). Rubrics for elementary assessment.
Livonia, MI: Osborne Press. www.rubrics4educators.com
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Schrock, K. (2006). Kathy Schrock's assessment and
rubric resources. Retrieved February 6, 2006 from
http://school.discovery.com/schrockguide/assess.html
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RubiStar is a free online tool to help teachers create quality
rubrics.
http://rubistar.4teachers.org/
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Teach-nology Rubric Generator - create online rubrics
http://www.teach-nology.com/web_tools/rubrics/
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References
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Burke, K. (1999). How to assess authentic learning.
Arlington Heights, IL: Skylight Training and Publishing.
Georgia Performance Standards training materials
http://www.georgiastandards.org
Wiggins, G. & McTighe, J. (2005). Understanding by
design (2nd ed.). Alexandria, VA: ASCD.
Whitworth College Archives – UbD Lesson Plans
http://www.whitworth.edu/Library/Archives/CurrentProje
cts/Coast&Camp/Index.htm
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