Continuous Performance-Based Assessment Planning

1. Chapters 8 & 9 Planning for Continuous Performance-Based Assessment C H A P T E R S 8 & 9 Planning for Continuous Performance-Based Assessment

2. Planning for Continuous Standards or Performance-Based Assessment Backward mapping planning process: • Designing down from the standards • Delivering instruction up so students achieve the standards

3. Five-Step Standards-Based Unit Planning Process • Major unit focus: a. Central organizer b. National standards and unit goals c. Essential questions • Culminating assessment and evaluation rubric • Essential knowledge, skills, and abilities • Learning activities and performance-based formative assessments • Critical resources

4. The Five-Step Standards-Based Planning Process

5. Major Unit Focus • Major unit focus should answer this question: What should students know and be able to do? • Major unit focus includes the following: a. Central organizer b. Targeted standards and unit goals c. Essential questions

6. Major Unit Focus: Central Organizer • Can be a theme, a concept, content, a skill, an issue, a problem, or a question that is relevant to students. • Should captivate and motivate students to learn. • Must be initially identified. • Example for a high school backpacking and hiking unit: How can we enjoy wilderness experiences while at the same time make the least impact? • Example for a middle school striking with an implement unit: How is the skill of striking with an implement used in a variety of sports? • See figure 8.2 for the tennis unit. • See figure 9.1 for the soccer unit

7. Major Unit Focus: Targeted Standards • National standards for physical education (NASPE 2004) • See figure 8.3 for tennis unit • See figure 9.2 for soccer unit • State standards, outcomes, goals • Local school district goals, individual school goals, content objectives • Individual student needs, abilities, and interests

8. Major Unit Focus: Identify Unit Goals • Relate directly to the achievement of the targeted national, state, and local standards • Specific to the unit of instruction content • Answers this question: What should students know and be able to do to (to address the central organizer and achieve the targeted standards)? • See figure 8.4 for tennis unit goals • See figure 9.3 for soccer unit goals

9. Major Unit Focus: Essential Questions • Organize the targeted standards and focus on the unit of study. • Identify questions that students should be able to answer throughout or by the end of the unit of study. • Help to narrow the focus of learning. • Should require students to think, analyze, gain understanding of, and apply knowledge and skills during the unit. • Should be relevant and available to students. • Five to seven questions are recommended. • See figure 8.5 for tennis unit essential questions. • See figure 9.4 for soccer unit essential questions

10. 2. Culminating (Summative) Assessment • Developed once the elements of the major focus are completed. • Designed to determine if students have achieved standards and unit goals. • Usually completed at the end of the unit of study (or submitted for evaluation at the end of the unit). • Usually takes the form of a performance or a product that is engaging to the students. • A rich demonstration and application of the knowledge and skills that students have learned. • Authentic or realistic to the content and student. (continued)

11. 2. Culminating (Summative) Assessment (continued) • It is a project that students work on for weeks. • It is a performance that students complete in one or two classes. • It is an individual or small-group performance or project. • Both the students and teacher should see what students have achieved and learned. • Must include an evaluation or scoring rubric that is shared with students before completing the culminating assessment.

12. Examples of Culminating Assessments and Scoring Rubric • See figure 8.6 for tennis unit culminating assessment. • See tables 8.1, 8.2, and 8.3 for scoring rubrics for tennis unit. • See figure 9.5 for soccer unit culminating assessment. • See figure 9.6 for a scoring rubric for soccer unit.

13. 3. Essential Knowledge, Skills, and Abilities • Identify the knowledge, skills, and abilities that students need in order to complete the culminating assessment. • The steps that students must climb to reach the targeted standards and unit goals. • The teacher must again ask this question: What do students need to know and be able to do to complete the culminating assessment? • See figure 8.7, figure 8.8 for tennis unit example. • See figure 9.7, figure 9.8 for soccer unit example.

14. 4. Integrated Learning and FormativeAssessment Activities • It is the heart of the instructional unit. • Completed after the essential knowledge, skills, and abilities are identified. • These activities help to move the student up the steps to the performance of the culminating assessment and achievement of standards and goals. • A progression or sequence of instructional and learning activities in which students will participate to learn, practice, improve, extend, and apply skills and content knowledge. • Involves informing, extending, refining, and application tasks (Rink 2006). • For examples, see table 8.4 and table 9.1 in text.

15. 4. Integrated Learning and FormativeAssessment Activities • Formative or progressive assessments are developed and integrated with instructional and learning activities. • Provide continuous feedback to students and teachers on how they are progressing. • Provide continuous assessment: Tracks students’ progress toward readiness to complete culminating assessment and achieving goals and standards.

16. 4. Integrated Learning and FormativeAssessment Activities Block Plan • Develop a map or schedule of instructional, learning, and formative assessments across the unit time frame. • A sequence of instructional, learning activities and corresponding formative assessments for each day of the unit plan (example in table 8.5). • Teacher develops daily lesson plans from the block plan. • Depth versus breadth in a unit plan. • Units should extend over a sufficient time period (6 to 12 weeks) so that students are given necessary time to master the content.

17. 5. Critical Resources • Resources for the planned activities, instruction, educational experiences, and assessments for students • Facilities (school or off-campus facilities) • Sufficient equipment to maximize all students’ engagement time • Invited guests or instructors • Printed or media materials to support instruction and assessments, including textbooks • Technology • Reference and resource materials for teachers to assist in the planning process and instruction

18. Five-Step Standards-Based Unit Planning Process • Major unit focus a. Central organizer b. National standards and unit goals c. Essential questions • Culminating assessment and evaluation rubric • Essential knowledge, skills, and abilities • Learning activities and performance-based formative assessments • Critical resources

19. Delivering Instruction ThroughLesson Planning and Implementation • Once the unit plan and block plan are completed, the lesson plans are developed and implemented each day during the unit. • Lesson plans are the vehicles by which the unit plan is implemented and students are moved along the mapped route to the destination of the achievement of unit goals and standards.

20. Developing a Lesson Plan • Introduction of information • Targeted standards, unit goals, lesson objectives • What have students previously learned? • Content, instructional activities • Integrated assessments • Organization • Closure • Reflection • See sample lesson plan (figure 8.10)

21. Closing Thoughts • Good performance-based planning and assessment provide accountability for both the teacher and the students to demonstrate learning. • Planning is absolutely essential to implementing continuous performance-based assessment and integrating assessment tasks with learning activities. • When teachers do not plan, they often find that the unit comes to an end before they have addressed assessment.