Creating Authentic Assessments Donna Marie Norton Introductions Name

Creating Authentic Assessments Donna Marie Norton

Introductions Name Position Building Why are you here? Are there any questions to ask before we get started? 2

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What have we been using? Let’s Play! 4

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6 What types of assessment questions/formats have you been using?

Take 30 seconds and write 7

8 Multiple Choice

9 Multiple Choice Essay

10 Multiple Choice Essay Matching

11 Multiple Choice Essay Matching Short Answer

12 Multiple Choice Essay Matching Short Answer True False

13 Multiple Choice True False Essay Fill in the Blank Matching Short Answer

14 Multiple Choice True False Essay Fill in the Blank Matching Portfolios Short Answer

15 Multiple Choice True False Essay Fill in the Blank Matching Portfolios Short Answer Others?

What is an Authentic Assessment? Traditional Selected Response Contrived Situations Recall/Recognition Teacher driven Indirect Authentic Performing a Task Real-life Situations Construction/Application Student driven Direct Evidence 16

Selected Response • • Possibility of correct answer? Does this require any knowledge? Forces guessing Points off for wrong answer or no points at all? 17

Contrived Situations 18

Recall/Recognition 19

Mnemonics don’t guarantee understanding (and they work best for shortterm) 20

Teacher Driven • Will limit topics • Will limit format • Can remove creative problem solving 21

EX: How to make a Long. House 22

Is This Creative Problem Solving? What does the Longhouse Example PROVE? 23

Indirect Evidence How do we know THEY KNOW? ? Examples: Vocab, Math Facts, Asking students for Thumbs up But it’s not all bad news. . . 24

25 How can we be Better at this?

How to create Authentic Assessments-4 steps What should students know and be able to do? What indicates that students have met these standards? What does good performance on this task look like? STANDARDS AUTHENTIC TASKS CRITERIA How well did they perform? RUBRIC 26

Quick Look Standards Authentic Task Criteria Rubric 27

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Choose a Standard Students will make a peanut butter and jelly sandwich. Don’t like that one? Go here: https: //www. engageny. org/ 29

Id the criteria for the task What would good performance look like? Break this down into criteria Think step by step Mind’s eye What is your end goal 30

Characteristics of Good Criteria Clearly stated Brief Observable A statement of behavior Written in a language that students understand Each criterion must be distinct Limit the number of criteria so that it is manageable 31

32 A student will make a peanut butter and jelly sandwich What are the criteria? Chart out a list

33 Create a Rubric • One line per criteria • How many steps? • What is the best practice? Students should have this ahead of time!

Why? 34

Rubric set-up • • Name the levels • HEDI • 1 -5 • ABCDF • Basic, Proficient, Advanced Assign Points • Is each criteria equal? 35

Back to the Sandwich • • Standard: A student will make a peanut butter and jelly sandwich Review your criteria Select one to start Decide on your levels Decide on the names of your labels Do lowest, then highest, then middle Assign points Repeat for each criteria 36

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Be thoughtful in how you arrange your rubric Points on the side Create a data sheet where you can tally Disaggregate and Diagnose 38

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40 # of Students Earning Sequence Spread Ratio Assembly Product Integrity 0 1 2 Find your Hot Spots Re-instruct in a new way Re-assess 3 4

Now to a real standard Pick one germaine to your subject or position

• • • Standard Authentic Task Review your criteria Select one to start Decide on your levels Decide on the names of your labels Do lowest, then highest, then middle Assign points Repeat for each criteria 42

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44 DNorton@nscsd. org 315 -218 -2121