Performance Based Assessments significant tasks projects Are summative

Performance Based Assessments (significant tasks… projects) Are summative, not formative Tie science concepts/skills to others. Not new… very popular in the 90 s Demonstrate knowledge Have an element of authenticity

Key components of PBAs Longterm Skills AND concepts Transfer learning: new situation HOTS skills Authentic/alternative Interdisciplinary (STS Collaborative Scored: Peer, Public, rubric

PBAs in NHPS Science We can start with sig tasks… PBA ≠ labs , it is more than that. Students need to pull info from more than one source to analyze/synthesize. Introduce at the beginning… it is the goal of the learning! Make sure it is science, not just creative regurgitation.

PBAs in NHPS Science Earth/Bio/Chem 21 courses NH Academy project tasks Science Fair Project Research Project

Issues Special Ed/Differentiated Instruction Time/Resources Rubrics and Objectivity (that’s another session!) Matching Project to Standards Validity, communication to others Completion vs. Mastery Could YOU do it?

GRASPS is a tool to help develop authentic assessments (UBD) Goal Role Audience Situation (Scenario) Product or Performance Standards (Rubric)

Examples of Performance-Based Assessment PRODUCTS Portfolios Work samples Projects and reports Research papers Science lab reports Logs and journals Models Media projects

Examples of Performance-Based Assessment PERFORMANCES Oral presentations Media presentation Science lab demo Athletic demo Musical, dance, dramatic presentation Debate Demonstration of specific tasks Participation in events Interviews with students

Sample PBA You are an urban planner with the city of Mt. Shasta in California. You have been asked to develop and present a risk assessment and mitigation plan in the event that Mt. Shasta should erupt. You hope to reduce the loss of life and property damage by accurately predicting when, and to what extent, a volcanic eruption might affect Mt. Shasta. You will need to prepare a plan that you present to the city council. Present your plan in the form of a Power. Point presentation. Be sure to inform the public with critical background information by telling the geologic story of Mt. Shasta. Include a research-based prediction of when the next eruption might occur. Prepare a map that shows the areas most likely to be affected by an eruption. Describe your emergency response plan based on the predicted flow of the path of the lava. In addition to maps, it is fine to use additional visuals as needed, as long as they support the presentation. Your presentation should be clear, compelling, and scientifically accurate.

Sample PBA 9 th grade Phy/Chem Energy Forum… you are living in a town that has the option of picking an energy for electricity source, each student plays a role: farmer, fisherman, town council, business. Given resources (town map), groups research and present on the options for energy use: a single/multiple source, economics of the options, town impact, etc. . The town council will conduct a forum/town hearing and make a decision on energy source for the town, based on the rubric they develop.

Ideas for PBAs * = in our curriculum now Write a lab/technical manual *Energy in your life project Cartoon/Lesson teaching metric system Molecules skit/play *Wire a house Analyze a local pollution problem/develop policy brief

Ideas for PBAs * = in our curriculum now Plan to study a human disease, and ethics standards *Present on a genetic disorder *Analyze a local traffic intersection/light *Energy Source Forum Solve a non violent crime using science skills *Present a solution to a landslide scenario Interpretive dance on a cellular process Biography/interview of an organelle

Ideas for PBAs * = in our curriculum now Chemistry of a car forum Essay about acid rain/ozone depletion/global warming priorities Design a new species, its habitats, taxonomy, and structures. Year in the life of a tree, plot, yard, etc. . Write a letter to a scientist about a social issue *Design a better coffee cup *Predict the weather for CT

Ideas for PBAs * = in our curriculum now Select an animal, describe evolution in a million years. Design a new periodic table Role play chemical bonds with the class Analyze cartoon physics *Present on if the moon didn’t exist Debate traditional orthopedic medicine versus chiropractic medicine,

Ideas for PBAs * = in our curriculum now Analyze traffic accidents Design a blimp Debate on pesticides Interview/Shadow/Present on life of a lab tech Analyze the physics of High School Musical Debate nuclear energy Build a model of CT Geology

Links To share: www. newhavenscience. org Or http: //newhavenscience. wikispaces. com www. nhsciencefair. org www. 21 skills. org http: //chemconnections. org/modules/index. html http: //pals. sri. com http: //ublib. buffalo. edu/libraries/projects/cases/ubcase. htm http: //www. emtech. net/Alternative_Assessment. html http: //www. teachervision. fen. com/childrens-science-activities/printable/30270. html http: //www. ubdexchange. org

Resources PBA Science Abell, S. K. , & Volkmann, M. J. (2006). Seamless assessment in science: A guide for elementary and middle school teachers. Portsmouth, NH: Heinemann. Ainsworth, L. B. , & Viegut, D. J. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press. Atkin, J. M. , & Coffey, J. E. (2003). Everyday assessment in the science classroom. Arlington, VA: National Science Teachers Association. Atkin, J. M. , Coffey, J. E. , Moorthy, S. , Thibeault, M. , & Sato, M. (2005). Designing everyday assessment in the science classroom. New York: Teachers College Press. Bell, B. , & Cowie, B. (2000). Formative assessment and science education. New York: Springer. Black, P. , Harrison, C. , Lee, C. , Marshall, B. , & Wiliam, D. (2003). Assessment for learning. Milton Keynes, UK: Open University Press. Carlson, M. O. B. , Humphrey, G. E. , & Reinhardt, K. S. (2003). Weaving science inquiry and continuous assessment: Using formative assessment to improve learning. Thousand Oaks, CA: Corwin Press. Chan, F. , Tamir, P. , & Lenhardt, C. (2002). Science educator's guide to laboratory assessment. Arlington, VA: National Science Teachers Association. Enger, S. K. , & Yager, R. E. (2000). Assessing student understanding in science: A standards-based k-12 handbook. Thousand Oaks, CA: Corwin Press. Fisher, D. , & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Furtak, E. M. (2009). Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press.

Resources PBA Science Hibbard, K. M. (2000). Performance-based learning and assessment in middle school science. Larchmont, NY: Eye on Education. Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks, CA: Corwin Press. Keeley, P. , Eberle, F. , & Dorsey, C. (2008). Uncovering student ideas in science, volume 3: Another 25 formative assessment probes. Arlington, VA: National Science Teachers Association. Keeley, P. , Eberle, F. , & Farrin, L. (2005). Uncovering student ideas in science, vol. 1: 25 formative assessment probes. Arlington, VA: National Science Teachers Association. Keeley, P. , Eberle, F. , & Tugel, J. (2007). Uncovering student ideas in science, volume 2: 25 more formative assessment probes. Arlington, VA: National Science Teachers Association. Lantz, H. B. (2004). Rubrics for assessing student achievement in science grades k-12. Thousand Oaks, CA: Corwin Press.

Resources PBA Science Liu, X. (2009). Essentials of science classroom assessment. Thousand Oaks, CA: Sage Publications, Inc. Marzano, R. J. (2006). Classroom assessment & grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Mc. Mahon, M. , Simmons, P. , & Sommers, R. (2006). Assessment in science: Practical experiences and education research. Arlington, VA: National Science Teachers Association. National Research Council. (2001). Classroom assessment and the national science education standards: A guide for teaching and learning. Washington, DC: National Academies Press. Naylor, S. (2005). Active assessment: Thinking, learning and assessment in science: David Fulton Publish. Norton-Meier, L. , Hand, B. , Hockenberry, L. , & Wise, K. (2008). Questions, claims, and evidence: The important place of argument in children's science writing. Portsmouth, NH: Heinemann. Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Price, S. L. , & Hein, G. E. (1994). Active assessment for active science: A guide for elementary school teachers. Portsmouth, NH: Heinemann. Stiggins, R. (2007). Student-involved assessment for learning, an introduction to (5 th ed. ). Upper Saddle River, NJ: Prentice Hall. Wiggins, G. P. , & Mc. Tighe, J. (2005). Understanding by design, expanded 2 nd edition (2 ed. ). Upper Saddle River, NJ: Prentice Hall.

A humorous look at some characteristics of authentic assessment…. .

Authentic assessments……. . .

…specify a goal and a role Psychology – Employing principles from the major schools of psychoanalytic thought, successfully subject yourself to analysis. Make appropriate personality changes, bill yourself, and fill out all medical insurance forms. Now do the same to the person seated to your immediate left.

…replicate real world contexts Medicine – You have been provided with a razor blade, a piece of gauze, and a bottle of Scotch. Remove your own appendix. Do not suture until your work has been inspected. You have fifteen minutes.

…include standards Economics – Develop a realistic plan for refinancing the national debt. Run for Congress. Build a political power base. Successfully pass your plan and implement it.

…take time Biology – Create life. Estimate the differences in subsequent human culture if this form of life had developed earlier, with special attention to the probable effects on the English parliamentary system. Prove your thesis.

…apply knowledge and skills Chemistry – Transform lead into gold. You will find a beaker and three lead sinkers under your seat. Show all work including Feynman diagrams and quantum functions for all steps. You have fifteen minutes.

…often require innovation Physics – Explain the general theory of relativity. Keep it simple. Now demonstrate the limits of fasterthan-light travel through an experiment of your own design.

. . . …may culminate a unit Political Science – There is a red telephone on the desk behind you. Start World War III. Report at length on its sociopolitical effects, if any.