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Formative Assessment Institute. Barb Rowenhorst Jennifer Nehl Jackie Jessop Rising Pam Lange. http://fai.tie.wikispaces.net/ Need to download PowerPoint. Outcomes. To develop an understanding of how and when to utilize performance assessments.
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Formative Assessment Institute Barb Rowenhorst Jennifer Nehl Jackie Jessop Rising Pam Lange
Outcomes • To develop an understanding of how and when to utilize performance assessments. • To extend our knowledge of technology integration with assessment practices. • Critique, develop, and/or modify your district’s professional development plan as it pertains to formative assessment.
Agenda March 30 (8:00 – 3:30) • Research of Performance Assessments • Checklists, scoring guides, rubrics • Formative Assessment Technology March 31 (8:00 – 2:00) • Sharing of FAI products • Professional Development Planning • District Planning • Celebration
Research Scavenger Hunt Jennifer Nehl
Articles/Research • Performance AssessmentBy Samuel J. Meisels, Ed.D. • Implementing Performance Assessment in the Classroom • By Amy Brualdi, • Performance Assessment • By David Sweet
Paraphrase Passport Team members form pairs. Instructor poses question or problems. Team members individually read and process. The first team member (partner) begins speaking while the second partner listens without commenting.
Paraphrase Passport The first team member (partner) stops talking. The second team member (partner) paraphrases what the first team member (partner) says while the first team member (partner) listens silently. The partner confirms the accuracy of the paraphrasing. The roles reverse.
Paraphrase Passport • Guiding Questions from Instructor • Address the research regarding Performance Assessment. • Discuss the benefits of Performance Assessment. • Discuss the student involvement component of Performance Assessment. • Review the application component of Performance Assessment in the classroom.
Paraphrase Passport • Highlight information which addresses guiding questions as you read. • Put a Question Mark (?) by information that you need clarification on or don’t agree with. • Put an exclamation mark (!) by information that provides any AH HA! moments. • Put an equal (=) sign by information that you agree with. • While a team member is speaking, others are taking notes on a T-Chart.
Scavenger Hunt • On a scale of 1 -5: • How familiar are you with your resources in the Classroom Assessment for Student Learning book? • How familiar are you with your resources on the Classroom Assessment for Student Learning CD? • Find an elbow partner with a person from another table. • Complete the Scavenger Hunt worksheet provided.
Scavenger Hunt • Put a Question Mark (?) by information that you need clarification on or don’t agree with. • Put an exclamation mark (!) by information that provides any AH HA! moments. • Put and equal (=) sign by information that you agree with.
Performance Assessments Tasks & Criteria Barb Rowenhorst
Performance Assessments Which of the following is best described as a performance assessment? • Matt writes his recipe for making an apple pie. • Sally builds a birdhouse. • Steven takes his written driver's permit test. • Cleo takes the multiple-choice SAT to get into college.
Performance Assessments In what way is performance assessment different or unique when compared to essay assessment? • Performance assessment requires scoring rubrics. • Performance assessment is more objective. • Performance assessment is fairer than essay assessment. • One must determine the type of performance product to be assessed.
Performance Assessments Steven gets a good grade on his multiple-choice test on the solar system. Yet when he is asked to create a science fair project regarding the solar system he fails miserably. What has probably occurred? • Performance assessment has shown that Steven has not mastered the material at higher levels in understanding. • The performance assessment was biased. • The science fair assignment was confusing. • Steven has demonstrated that he is not good at making things in general.
Performance Assessment Stiggins refers to performance tasks and performance criteria. • What are these? • How are they different? • How do they relate to performance assessments? • What are some examples of each?
2-4-8 Reflection • Pair (someone not in your district) • Define (in your own words) • Tasks • Criteria • Give 2 examples(preferably not from the book) Pages 192 – 194
2-4-8 Reflection • Combine partners to make a group of 4 • Share each partner’s definitions • Come to “group” consensus on a definition for each term • Combine the group of 4 to make a group of 8 • Share each team’s definitions • Come to “group” consensus on a definition for each term • Put your definitions on chart paper and post
Performance Pathways An Integrated Data Solution for Student Achievement Data drives your decisions Performance Assessment Learning Target C Curriculum data aligned to standards Tasks Criteria Assessment data aligned to standards Written curriculum Taught curriculum State and National Local Rubrics Checklists Scoring Guides Activities Exercises 5 Dimensions Content Clarity Feasibility Fairness & Accuracy Sampling 4 Dimensions Content Clarity Practicality Technical Quality & Fairness Curriculum mapping Analysis of results Revised curriculum, instruction and assessment aligned to standards
Performance Criteria • Making clear decisions about your criteria before you begin will help make the scoring process quick, fair, and accurate. • Do your students feel like Sally?
Performance CriteriaThree Kinds For Teacher and Student UseChecklistScoring GuideRubric
Checklists: ExampleOral Presentations • What makes a good oral presentation?
Checklists When might you use a checklist?
Checklists Develop checklists on-line • Writing, science, oral presentations, multi-media http://pblchecklist.4teachers.org/checklist.shtml
Scoring Guide Defined • A scoring guide is nothing more than assigning points to items • Designed to rate papers on separate criteria • Doesn’t talk about the quality of the items
Scoring Guide: ExampleOral Presentations • What makes a good oral presentation? • Assign points to the list of expectations.
Scoring Guide • When might you use a scoring guide?
Rubric Defined • Clear characteristics for each level of performance to be assessed. • Students know what is expected, how well they have done, and what they need to accomplish in the future.
Rubrics Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer towards the desired goal or ‘in closing the gap’. -Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis
Rubrics: ExampleOral Presentations • What makes a good oral presentation? • Watch the videos and score the “Delivery” part of the rubric.
Rubrics: Oral Presentations • Insert video clips
Rubrics What rating did you give speech #1?
Rubrics What rating did you give speech #1? What rating did you give speech #2?
Rubrics: Pros & Cons What are some advantages and disadvantages of using checklists/scoring guides/rubrics?
Let’s Practice Determine your task Develop your criteria for your task Create a rubric from your criteria
Performance Assessments • Recognize that children can express what they know and can do in many different ways. • Evaluate progress as well as performance. • Involve children in the process of assessing their own growth. • Contribute to meaningful curriculum planning and the design of appropriate interventions. • Give parents specific, direct, and understandable information about their child.
Technology Integration Jackie Jessop Rising
Using Technology with Performance Assessments • Checklist • Scoring Guide • Rubric
What is it? • A free video site • Upload your photos • Choose your music • Let animoto do the work
www.animoto.com • Completely automatic • Easy to use • 30-second shorts are for free • Paid version offers longer videos • inexpensive
