REDEFINING ASSESSMENTS:WHY INCLUDE PERFORMANCE

ASSESSMENTS WITHIN A SYSTEM OF

ASSESSMENTS?

A working definition of Performance Based

AssessmentsPerformance-based learning and assessment - represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.

help answer the question, “How well can students use what they know?”

I Choose “C”

http://www.youtube.com/watch?v=dY2mRM4i6tY

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The Changing Demand for Job Skills

“Deeper learning”

Teamwork

Problem Solving

Interpersonal Skills

Computational Skills

Reading Skills

Organizational Effectiveness

Goal Setting/Motivation

Listening Skills

Personal Career Development

Creative Thinking

Leadership

Oral Communications

WritingWriting 1

2

3

4

5

6

7

8

9

10

11

12

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Teamwork

Problem Solving

Interpersonal Skills

Computational Skills

Reading Skills

Organizational Effectiveness

Goal Setting/Motivation

Listening Skills

Personal Career Development

Creative Thinking

Leadership

Oral Communications

1970 1999

FORTUNE 500 MOST VALUED SKILLS

Current Tests Focus on Lower-level Skills

After NCLB, most states phased out performance assessments.

RAND study of 17 states’ tests: Only 2% of math items and 21% of ELA items assess higher-order skills.

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Knowledge, Skills, and Dispositions for Postsecondary Success

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College & career

readiness competencies

K Prep, EOC, traditional

assessments

Research ExperimentationCommunication

Collaboration Use of technology,

etc.

Student demonstration

http://www.youtube.com/watch?v=7iQdY1v9c98

TABLE TALKWith your table partners –Generate a list of the

knowledgeskillsdispositions

demonstrated by the students in the video.

Understanding a System of Assessment Activity

Brainstorm knowledge, skills and dispositions students need to be college and career ready

List, group or label them

Chart on poster for sharing

How do you assess each group?

Discuss with table group(Consider assessments you

currently use)

Record assessment method with Post-It note

Sort your assessments on Assessment Continuum

Think-Pair-Share

Where are the gaps?

What do the gaps tell us about the needs?

How can performance based assessments bridge those gaps?

ASSESSMENT CONTINUUM

C-PASCollege ReadyAssess-ments

Narrow Assessment Assessments of Deeper LearningNarrow Assessment Assessments of Deeper Learning

CCSS Assessments

(K Prep)

Common Performance

Tasks (Ohio,

New York)

Student-Designed Projects

(Envision, NY

Performance Standards Consortium,

Singapore, IB)

Traditional Tests

Standardized, multiple-

choice tests of routine skills

Standardized performance

tasks (1-2 weeks)that include structured

inquiry and demand more

integrated skills,

including collaboration

Standardized tests with m-c & open-ended items + short

(1-2 day) performance tasks of some applied skills

Performance tasks that require

students to formulate and carry out their own inquiries,

analyze & present

findings, and (sometimes)

revise in response to feedback

Longer, deeper investigations,(2-3 months) &

exhibitions, including graduation portfolios, requiring

students to initiate, design,

conduct, analyze, revise,

and present their work in

multiple modalities

Knowledge, Skills, and Dispositions for Postsecondary Success

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College & career

readiness competencies

K Prep, EOC, traditional

assessments

Research ExperimentationCommunication

Collaboration Use of technology,

etc.

College and Career Readiness Is Complex and Multidimensional

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(c) 2011 Stanford Center for Assessment, Learning, & Equity

Dep

th o

f Le

arni

ng

Knowledge Master Core Academic Content

Knowledge & Skills

Master Core Academic Content Think Critically

Communicate Effectively Solve Complex Problems

Knowledge, Skills,

Work Habits & Dispositions Master Core Academic Content

Think Critically Communicate Effectively Solve Complex Problems Work Collaboratively Learn How to Learn

Selected Response

Items

Short Constructed Response

Items

Long Constructed Response

Items

Standardized Performance

Tasks

Complex Performance

Tasks

Complex Extended Projects

ON-DEMAND, STANDARDIZED ITEMS AND TASKS CURRICULUM-EMBEDDED PERFORMANCE TASKS

ASSESSMENT CONTINUUM

Making the Case for Performance Assessments

Problem Solving: Transfer of Learning

Local Systems of AssessmentHow do we addressHigher order cognitive skills?Critical abilities/dispositions?Problem solving?Feedback on all of the above by providing opportunities for teachers to examine student work and adjust instruction?

Let’s examine the skills in the standards Read the strand assigned to your group

from the handout. Decide on a heading. Summarize the main idea in 5-10

words. Create a pictorial representation. Post your work for a gallery walk. Use Post-it Notes for

questions/comments.

Using the Critical Abilities sheet -

Choose one strand and write a multiple choice or an open-response question that addresses the skill in that strand. ( 5 minutes )

Be prepared to share.

What are our next steps?

Put the individual student in the center and consider:•What are the knowledge, skills, and dispositions critical to completion of K-12 education and postsecondary success?

•How might students, teachers, and policymakers keep track of different kinds of learning?

•What student measures do we already collect or plan to collect?

•How could we develop a profile of student success?

How Is a “System of Assessment” Built?

Writing/Communications & Critical Competencies Aligned to Standards Example

Grade 12 ELA

Sample Student Outcome: Demonstrate ability to work effectively with diverse teams.

Students collaborate with senior citizens in a digital storytelling workshop. The teams bring to life a story from a senior’s history as they collaborate on writing and creating the video. Students will conduct interviews, perform research using nonfiction texts, write and record the script, and select images and music. The finished videos are presented in a school film festival. Each team designs criteria for evaluating their video in advance, and grades their work accordingly. Students demonstrate the ability to work effectively with diverse teams.

Source: 21st Century Skills Map – English (www.p21.org)

Writing/Communications & Critical Competencies Aligned to Standards

CCSS Critical CompetenciesCOMMON CORE STANDARDS

RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• Collaboration • Critical Thinking • Communication • Media Literacy • Self-Direction • Creativity

Source: 21st Century Skills Map – English (www.p21.org)

Critical Abilities from KCAS

Research Analysis of Information Experimentation and Evaluation Communication in Many Forms Use of Technology Interpersonal Interaction and

Collaboration Modeling, Design, and Problem Solving

Critical Abilities Science KCAS

Criteria for High-Quality Systems of Assessment That Incorporate Performance-based Assessments

Assess Higher Order Skills

Assess Critical Abilities

Research and analysis Experimentation and evaluation Written communication (reading, writing) Oral communication (speaking, listening) Use of technology Collaboration, Modeling, design, and problem solving

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To Accomplish This, New Systems of Assessment Should:

Include locally implemented performance tasks as well as tests or tasks that are more sophisticated

Involve teachers in design, review, and scoring of both kinds of assessments

Provide information useful for developing curriculum and teaching

Keep track of learning in many ways that support student engagement and reflection

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Creating a System of Assessments

Consider a continuum of assessments that address different purposes

Develop assessments that can provide a profile of student abilities and accomplishments

Connect these assessments to curriculum, instruction, and professional learning in a productive teaching and learning system

Create an accountability system that encourages the kinds of learning and practice that are needed to reach the goals of college and career readiness and productive citizenship.

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Creating Genuine AccountabilityAn accountability system is a set of policies and practices that are designed to:1.increase the probability that schools will use good practices on behalf of students;2.reduce the likelihood that schools will engage in test-prep practices; and3.assure that schools and educators identify and diagnose problems, and improve practices

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Accountability =

Testing

Where do performance based assessments fit in Kentucky’s

system?In the Professional Growth and Effectiveness System:

Performance assessments provide evidence of teacher effectiveness in Domain 1 and Domain 3 of the Framework for Teaching.

Performance assessments can be used as a source of evidence for student growth goals.