Embed Size (px)
Citation preview
+
Orange-Ulster BOCESSusan Ruckdeschel Network Team Consultant
Performance-based Assessments for Special Areas ndash Art Music Physical Education
+Icebreaker
Write down 3 things yoursquod like to ask someone about him or herself
Circulate the room ask the questions jot down answers
Each person introduces him or herself
Others call out one thing they know about that person
+Learning Targets
I can align formative assessments to the Common Core Standards
I can align the components of a performance task to the Common Core Standards and to my own content area standards
I can respond to the role essential questions have in creating performance tasks
I can create effective and differentiated performance tasks and scoring guides
I can use the data from performance tasks to inform instructional next steps and to differentiate instruction for my students
+What we will do
Overview what performance tasks are and the purposes they serve
Review numerous examples of performance tasks
Create performance tasks
Conduct a key word connection and KWL activities related to performance tasks and their creation
Have lots of good scholarly and engaging discussion
Design assessments of our own
+Set your own learning targets
Take a moment to set two or three of your own learning targets
Read your learning targets to a partner
Share
+Blended Learning and other Resources httpoubocesliteracysolutionsnet 1113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096 11130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Icebreaker
Write down 3 things yoursquod like to ask someone about him or herself
Circulate the room ask the questions jot down answers
Each person introduces him or herself
Others call out one thing they know about that person
+Learning Targets
I can align formative assessments to the Common Core Standards
I can align the components of a performance task to the Common Core Standards and to my own content area standards
I can respond to the role essential questions have in creating performance tasks
I can create effective and differentiated performance tasks and scoring guides
I can use the data from performance tasks to inform instructional next steps and to differentiate instruction for my students
+What we will do
Overview what performance tasks are and the purposes they serve
Review numerous examples of performance tasks
Create performance tasks
Conduct a key word connection and KWL activities related to performance tasks and their creation
Have lots of good scholarly and engaging discussion
Design assessments of our own
+Set your own learning targets
Take a moment to set two or three of your own learning targets
Read your learning targets to a partner
Share
+Blended Learning and other Resources httpoubocesliteracysolutionsnet 1113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096 11130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Learning Targets
I can align formative assessments to the Common Core Standards
I can align the components of a performance task to the Common Core Standards and to my own content area standards
I can respond to the role essential questions have in creating performance tasks
I can create effective and differentiated performance tasks and scoring guides
I can use the data from performance tasks to inform instructional next steps and to differentiate instruction for my students
+What we will do
Overview what performance tasks are and the purposes they serve
Review numerous examples of performance tasks
Create performance tasks
Conduct a key word connection and KWL activities related to performance tasks and their creation
Have lots of good scholarly and engaging discussion
Design assessments of our own
+Set your own learning targets
Take a moment to set two or three of your own learning targets
Read your learning targets to a partner
Share
+Blended Learning and other Resources httpoubocesliteracysolutionsnet 1113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096 11130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+What we will do
Overview what performance tasks are and the purposes they serve
Review numerous examples of performance tasks
Create performance tasks
Conduct a key word connection and KWL activities related to performance tasks and their creation
Have lots of good scholarly and engaging discussion
Design assessments of our own
+Set your own learning targets
Take a moment to set two or three of your own learning targets
Read your learning targets to a partner
Share
+Blended Learning and other Resources httpoubocesliteracysolutionsnet 1113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096 11130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Set your own learning targets
Take a moment to set two or three of your own learning targets
Read your learning targets to a partner
Share
+Blended Learning and other Resources httpoubocesliteracysolutionsnet 1113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096 11130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Blended Learning and other Resources httpoubocesliteracysolutionsnet 1113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096 11130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096111309611130961113096
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Key Word Connections
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Key Word Connections
Essential questions Understanding by Design Authentic assessment Alternative assessment Formative assessment Performance-based learning
(PBLs) Big ideas Guiding questions
bull Rubricsbull Narrative writingbull Informationalexplanatory
writingbull Argumentative writingbull Opinion writingbull Compare and Contrastbull Cause and Effectbull Claims and counterclaimsbull RevisionEditingbull Student peer coaching
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+What are they How are they different
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-Based Learning
Formative Assessment
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Formative Assessments
Performance Assessment
Alternative Assessment
Authentic Assessment
Performance-based Learning
Assessments that require students to show and apply what they have learned using open-response questions research and a variety of tasks administered over time
A combination of open-response questions and portfolios where students develop their own options for response and completion
Performance-based assessment that requires students to complete a task related to a real life event response or task
Gives students a variety of opportunities and ways to learn and demonstrate their learning
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Why Performance Tasks
Assessments should be directly connected with what students have learned
Students learn best and are most engaged when they are actively engaged in their learning
Students learn better and are more engaged when required to show evidence of what they learned
Performance tasks integrate learning with work and assessment of their end products
Ask students what they know and how they can apply that knowledge in real world contexts
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Trial and Error Learning
Our brains were designed to make mistakes
Our brains are wired to learn from our mistakes
Jensen 2007 Martinez 2010
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+The Growth Mindset
Psychology says that our belief systems of our abilities and potential for success fuel our behavior and are predictors of success The work of Stanford psychologist Carol Dweck (2006) illustrates this in her book ldquoMindset The New Psychology of Successrdquo httpmindsetonlinecom
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+The Fixed Mindset vs The Growth Mindset
A ldquofixed mindsetrdquo assumes that our character intelligence and creative ability are static givens which we canrsquot change and success is the affirmation of that inherent intelligence an assessment of how those givens measure up against an equally fixed standard striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled
A ldquogrowth mindsetrdquo on the other hand thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities Out of these two mindsets which we manifest from a very early age springs a great deal of our behavior our relationship with success and failure in both professional and personal contexts and ultimately our capacity for happiness
httpmindsetonlinecom
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+
ldquoIn this mindset the hand yoursquore dealt is just the starting point for development This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts Although people may differ in every which way mdash in their initial talents and aptitudes interests or temperaments mdash everyone can change and grow through application and experience
Do people with this mindset believe that anyone can be anything that anyone with proper motivation or education can become Einstein or Beethoven No but they believe that a personrsquos true potential is unknown (and unknowable) that itrsquos impossible to foresee what can be accomplished with years of passion toil and trainingrdquo
httpmindsetonlinecom
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Carol Dweck
Carol Dweck psychologist and growth mindset researcher shares her insights on the growth mindset
httpswwwteachingchannelorgvideosgrowth-mindset-eed
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+K ndash W ndash L Performance
Tasks
Fill out the K and the W on the KWL organizer
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Performance tasks are designed to
Measure assessment targets Demonstrate ability to problem solve Strengthen and evaluate higher-order thinking
and processing skills Produce fully developed writing pieces Provide evidence of college and career
readiness Employ multiple approaches and use multi-
media Link to and use real world contexts Provide a common language for learning
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Embedded Skills
Writing narrative Informationalexplanatory Argumentative Opinions Reports Speaking reading listening Research Following complex directions Compare and Contrast Cause and Effect Claims and counterclaims RevisionEditing Vocabulary
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Key Points
May take several days to complete
Based on a significant issue or question
Require investigative work or research
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Components of a Performance Task
The Medium The Work The Product
bull Readingsbull Videobull Audiobull Graphs charts
lists other visuals
bull Internet researchbull Paperbull Word doc
bull Essential questions
bull Research questions
bull Comprehension questions
bull Simulated Internet search
bull Cross curricular integration science and social studies
bull Essaybull Reportbull Story scriptbull Speechbull Constructed
response
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Administration Time
Grades 3-8 105 minutesPart 1 and Part 2
Grades 9-12 120 minutesParts 1 and Parts 2
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+General Guidelines for a Performance Task
First there are the general directionsPart 1 presents students with stimuli and
some initial questions to consider related to the stimuli
Part 2 then presents students with another prompt and asks them to produce an extended written response
Students are informed clearly as to what aspects of performance task (or the writing) will be scored
Students are also provided with information about scoring
The performance tasks contains one or more scoring rubrics
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+General Guidelines
Finally specific directions are provided on the first step students are to take
While the directions for each task will vary it is useful to break directions into smaller sections and to provide guidance about what they are expected to do as they work on the task
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+KWL Backwards DesignEssential QuestionsUDL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Backward Design Planning with the end in mind
Understanding by Design Uses a backward design process Engages students in inquiry and support for the understanding of big ideas A continuum of methods and strategies that scaffold Predicts and prepares for student misunderstandingchallengesconfusion Uses essential questions for discussion and to promote deeper
understanding Differentiate instruction to meet individual needs NOT to individualize
instruction Has a definite aim for all students Includes a variety of strategies aimed at reaching all levels Considers student learning styles and preferences Uses questioning at different levels of thinking (Blooms Taxonomy) Provides for student choice in methods they use to demonstrate
understanding
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Characteristics of Essential Questions Is open-ended that is it typically will not have a single
final and correct answer Is thought-provoking and intellectually engaging often
sparking discussion and debate Calls for higher-order thinking such as analysis
inference evaluation prediction It cannot be effectively answered by recall alone
Points toward important transferable ideas within (and sometimes across) disciplines
Raises additional questions and sparks further inquiry Requires support and justification not just an answer Recurs over time that is the question can and should
be revisited again and againWiggins G P amp McTighe J (2013) Essential Questions Alexandria VA Association for Supervision and Curriculum Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+From Understanding to Essential Question
Understandings Essential Questions
The geography climate and natural resources of a region influence the economy and lifestyle of the people
How does where you live influence how you live
People have different dietary needs based on age activity level weight and various health considerations
How can a diet that is ldquohealthyrdquo for one person be unhealthy for another
Dance is a language of shape space timing and energy that can communicate ideas and feelings
How can motion express emotion
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Essential Questions
Essential Questions Non Essential Questions
How do the arts shape as well as reflect a culture
What do effective problem solvers do when they get stuck
How strong is the scientific evidence
When and why should we estimate
What do good problem solvers do when they get stuck
What common artistic symbols were used by the Incase and the Mayans
What steps did you follow to get to your answer
Name a variable in scientific investigations
Define estimation
Name the solution to this problem
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Guiding Question vs Essential Question
Guiding questions are designed to arrive at a single final answer not really to be answered but rather ldquoguidedrdquo to the answer
Essential questions are designed to continue questioning even when a provisional answer is arrived at that makes sense
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Exemplars in Special Areas
Art
Music
Physical Education
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Letrsquos Analyze
Select a performance task and analyze section-by-section Use the Performance Task Checklist as a guideCheck off and comment on each section
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Notice and Wonder
What did you notice about the performance task you analyzed
What do you wonder about
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Performance Task Rubric
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Six Steps to a Performance Task
1 Determine a focus Target an academic expectation standard or learning target and determine the evidence of learning
2 Create a context Develop an essential question and a background scenario with an important problem Write the directions
3 Decide on an audience Identify an authentic audience when possible to connect the task to a real world audience or life event
4 Write the Directions Use clear language with specific instructions about what students are expected to know and do Detail in steps the product or performance they are accountable for developing
5 Develop a scoring mechanism Write a descriptor of a quality performance Determine an appropriate number of performance levels with descriptors for each
6 Review and revise Peercolleague review
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Letrsquos Try It Performance Task Template
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Performance Task Creation
Go to oubocesliteracysolutionsnet
Peruse the tools for implementation consider what will work in your performance task (think about differentiation)
Design a performance task for an upcoming assignment Include an assessment (you may use the performance task rubric andor modify it)
Use the Performance Task Template and the Performance Task Checklist
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Performance Task Creation
Present your performance task to another person
Group gives feedback on the performance task using the feedback protocols
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Student peer-to-peer feedback
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Performance Task Creation
Jigsaw to get feedback from at least one other person
Make adjustments to your performance task
Present to the group
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Digital Assessment
ResourcesDigital Assessment Resource
Jeopardy Labs httpsjeopardylabscom
Create and use customized Jeopardy templates
Flubaroo httpwwwflubaroocom
Grade Google forms compute grades and create detailed spreadsheets for item analysis and other data
Poll Everywhere httpwwwpolleverywherecom
Create and administer polls via computer tablet or smart phone for lots of useful data
Socrative httpwwwsocrativecom
Use PCs iPads iPod Touches or Smartphones to ask questions check in give quizzes or collect exit tickets
Rubric Makers Rubistar httprubistar4teachersorgindexphp
Rubrics and graphic organizers
Thinkport wwwthinkportcom Rubrics and graphic organizers
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Return to your KWL
Fill in the ldquoLrdquo
Make any adjustments to ldquoKrdquo
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
+Credits
Smarter Balanced Assessments
NYC Department of Education
EngageNYorg
Kentucky Department of Education Division of Curriculum and Assessment Development
