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School Divisions in the Province of Saskatchewan have recognized the importance of playing and active role in providing quality field experiences to help pre-service teacher candidates help connect practice to theory.
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School Divisions in the Province of Saskatchewan have recognized the importance of playing and active role in providing quality field experiences to help pre-service teacher candidates help connect practice to theory. • As a result of your successful internships you have been hired by the Ministry of Learning to create a set of criteria defining an excellent Cooperating Teacher. This criteria will be used to help select cooperating teachers and to help cooperating teachers self assess their own performance.
Performance Task • Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) • By what criteria will performances of understanding be judged? • GRASPS Elements of the Performance Task • G – Goal -What should students accomplish by completing this task? • R – Role - What role (perspective) will your students be taking? • A – Audience - Who is the relevant audience? • S – Situation - The context or challenge provided to the student. • P – Product, Performance - What product/performance will the studentcreate? • S – Standards & Criteria for Success - Create the rubric for the Performance Task
Performance Tasks Effective performance assessments are those which: • are designed to be representative of a real task in the larger world • use criteria that evaluate the “essentials” of student performance against well-defined standards of performance • incorporate some degree of student choice in personalizing the task • provide opportunities for self-evaluation by students • provide a real audience for student work. (Darling-Hammond, Aness, & Falk, 1995; McTighe & Wiggins, 1999)
Develop A Task • What are students expected to demonstrate • Create or select a task • Choose or design an assessment tool.
Outcome and Indicators Construct and interpret double bar graphs to draw conclusions. • Create double bar graphs, without the use of technology, based upon data relevant to one’s self, family, or community. Pose questions, and support answers to those questions using the graph and other identified significant factors. • Pose and solve problems related to the construction and interpretation of double bar graphs.
Design Task Activity • Is there anything happening in our school/community that leads itself to collecting data and displaying the results on a bar graph? • Recycling
Background • Every class in our school is expected to recycle and compost. We place drink containers and plastic wrappers in a recycling bin and we place food stuffs in our compost pail. Some classes are doing an excellent job and others are doing poorly. Mrs. S would like help deciding which classes need more help in understanding the importance of recycling
Task You are an environmental scientist that has been hired by Silverwood Heights School to determine which class needs the most help. You will need to collect data, display it, and analyze it. After you have analyzed your data you will make your recommendation to Mrs. S.
Audience: Mrs. S the school Principal and the students of the school. • Purpose: • Collect data and display your results on a double bar graph. • Answer questions relating to your data • Support your answer using your graph
Develop a plan • Collect your data • Display data on a graph • Analyze your graph and make a recommendation • Hand in your graph and your written recommendations
