DEVELOPING ENGAGING PERFORMANCE ASSESSMENTS FOR CLASSROOM USE ELLEN

DEVELOPING ENGAGING PERFORMANCE ASSESSMENTS FOR CLASSROOM USE ELLEN VORENKAMP, ED. D. WAYNE RESA CLINIC B 6 MSTC 2020

OPENING REFLECTION What was a performance assessment that you participated in that had an impact on you? Given the conversation at your table, what are some of the characteristics of good performance assessment?

COMPARING YOUR THINKING Characteristics of Performance Assessment v. Students create, perform, or present something on their own, which can be evaluated v. Performance may be a simulation of a real-life skill v. Products of performance assessment can be of many types v. Time to produce or prepare to present may be short or extended (one class period to several class period or days/weeks) v. May be done in class, outside of class, or both v. Students may work alone or with other students v. Requires a standardized means for scoring - a checklist, rubric, or some other means

ARTICLE READ Reading Protocol √ = Makes sense; affirms my thinking ! = “aha; ” new insight ? = Raises a question, challenges my thinking

Find Someone of a Similar Height DEBRIEF Take turns sharing one of your !’s or √’s

ONE BIG TEXT TAKEAWAY Two Types of Performance Assessment Performance Events And Performance Tasks Distinguished by their complexity and length of time students have to respond to them

TWO TYPES OF PERFORMANCE ASSESSMENT PERFORMANCE EVENT §On Demand §Given little or no time to rehearse §Limited opportunities to improve their initial performance §Class period or less to administer PERFORMANCE TASK Days, weeks, maybe even months to compose a response May include multiple responses and/or prompts Response may be lengthy and comprised of multiple parts May involve multiple opportunities for feedback along the way

PERFORMANCE EVENT Students can recognize polygon shapes in everyday life. 3 rd Grade Math

PERFORMANCE TASK Students can show deep understanding of the play Julius Caesar by creating a newspaper. . 12 Grade ELA

PERFORMANCE ASSESSMENT Performance tasks must be carefully designed so that the student responses really do give evidence of the knowledge and skills we are trying to assess. Performance criteria must be clear and help students focus on those things, particularly, so they can “show what they know. ” Performance tasks help show students what real work in a discipline looks like — what it means to be a writer, mathematician, historian, or scientist, for example. And when students understand the criteria for success with a learning task and apply those criteria as they work, research shows that their performance — and their achievement —  increases. Susan Brookhart, Dec 12, 2016

STEPS IN DESIGNING A PERFORMANCE ASSESSMENT Define the purpose Design the format(s) of the event/task Determine performance criteria or scoring system Revise based on experience Adapted, Mc. Tighe 1999

TURN AND LEARN Turn to a partner… What are some of the advantages and challenges of incorporating performance assessment in the classrooms?

PERFORMANCE ASSESSMENT Advantages Promote student engagement Provide artifacts that can be used for assessment Real-life application of content knowledge & skills Challenges Lack of understanding about how performance assessments can be embedded in and support learning Lack of good model performance assessments that support high quality, indepth instruction, aligned to state standards

PERFORMANCE EVENTS Designing a dance, poem, song or piece of art by chance Get into groups. Review your handout The activity: Roll the dice to create a "playlist" of actions. Move through the actions to create your piece. Questions will arise-- we look forward to seeing how you solve them. Rehearse your piece until "performance ready" (remember this is not an epic production).

PERFORMANCE TASKS Review examples of various performance tasks… https: //tinyurl. com/Performance-Assessment-Example

ENDING REFLECTION What might you need to stay mindful of when thinking about performance assessments? How might performance assessments help “balance” your assessment system in your classroom, school, or district? How might we help others maximize the advantages of performance assessments while helping to negate the challenges?

QUESTIONS?

CONTACT INFORMATION Ellen Vorenkamp, Ed. D. Wayne RESA 734. 334. 1318 vorenke@resa. net