Analyzing Performance Tasks Turning Results Into Action Getting

Analyzing Performance Tasks: Turning Results Into Action Getting Smarter & Long Term EL Symposium January 13, 2015 Access PPT at: http: //goo. gl/6 e. QVr. P

Outcomes 1. Review the role of performance tasks in a balanced assessment system 2. Use a protocol to analyze student tasks for evidence of common understandings and misunderstandings, identify instructional implications, and develop an action plan 3. Reflect upon how this process could be used in their own district or school

What is a Performance Task and why are they important?

What is a Performance Task? Extended learning activities that… ● measure student’s ability to integrate and apply knowledge and skills across multiple standards ● engage students in real-world situations or complex problems

Why Are PTs Important? ● Better measure depth of understanding, problem-solving skills, and complex analysis ● Give insight into student thinking and reasoning ● Provide information about student learning while it is happening

What is the Role of Performance Tasks in a Balanced Assessment System?

Balanced Assessment System Assessment OF ● Summative ● Periodic ● May be state-mandated, publisher-made, or teacherdesigned ● Often standardized ● Happens after material has been taught ● A snapshot in time Essential Question: What have students already learned? Assessment FOR ● Formative ● Frequent ● Curriculum and instructionallyembedded ● Teacher-made, studentinvolved ● Happens while material is being taught ● A moving picture (journey) Essential Question: How can we help students learn more?

Are We in Balance? Performance Tasks

How Do Performance Tasks Help Us Make More Informed Decisions?

Performance Task Cycle Assessment Administration Lesson Implementation Collaborative Scoring Analysis & Planning 1. Set the Context 2. Focus on Learning 3. Implications & Next Steps

7 th Grade ELA Performance Task Overview: Your goal is to understand the problem of homelessness and to make a decision about whether one of these approaches the other cities have developed might work in San Diego. Review the following materials to complete this task: ● Teacher Directions & Pre-Activity ● Task (3 Questions) ● Sources (3 texts w/ graphics) ● Rubric

SET THE CONTEXT

Stage 1 -- Set the Context ● Why did we give this assessment to students? ● What did we expect to learn from it? ● What did this assessment demand students to demonstrate?

Stage 1 -- Set the Context This Performance Task required students to… ● identify relevant information from sources ● explain how evidence supports an author’s claim ● make and support their own claim with evidence

FOCUS ON LEARNING

Stage 2 -- Focus on Learning Big Picture: ● Sort and count papers by score ● Construct a line plot of student performance ● How might we describe students’ overall performance on this assessment?

Stage 2 -- Focus on Learning Closer Look: ● Examine student work in these scoring ranges: ○ 0 - 1 total points ○ 2 - 3 total points ○ 4 - 5 total points ● For each score range, what did students understand misunderstand? What could students do and not do? ● What makes you think that? What is your evidence?

IMPLICATIONS & NEXT STEPS

Stage 3 -- Implications & Next Steps Based on these common understandings and misunderstandings in the 7 th grade samples. . . ● What are the instructional implications? ● What are your next steps? Create an action plan

Performance Task Cycle Assessment Administration Lesson Implementation Collaborative Scoring Analysis & Planning 1. Set the Context 2. Focus on Learning 3. Implications & Next Steps

Putting This Into Practice ● When is your next performance task? ● What needs to be in place for you to use this process and when? ● What are some of the challenges you foresee in implementing this process at your district or site and how might you overcome them?

How Did We Do? Please complete this short survey.

Resources ● Performance Task Analysis Protocol ● Analysis Worksheet ● Action Plan Template

Assessment, Accountability, & Evaluation Unit Shannon Coulter, Lead Coordinator 858. 292. 3593; scoulter@sdcoe. net Todd Langager, Program Evaluation Coordinator 858. 569. 5305; tlangager@sdcoe. net