design, score, and report student performance performance based assessment overview backward...
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Standards Based ApproachAssessments scored with a RubricNatural fit with Differentiated InstructionAll students can demonstrate masteryRequires students to apply knowledge
and demonstrate their skillsAssesses 21st Century Skills It will change your Curriculum &
InstructionProvides Rigor and Relevance to
Curriculum
Lewis Cohen: “Most state testing is focused on the “right”
answers, generally involving the recall of discrete facts, easily measured with multiple choice questions. Performance Assessment, by contrast, requires students to apply their knowledge and to demonstrate their skills in performing authentic tasks; it reveals more about process, such as problem solving, and gives a better sense of the student’s level of understanding.”
Essays assessing student’s understanding of a subject through a written description, analysis, explanation, or summary
Experiments testing how well students understand scientific concepts and can carry out scientific processes
Demonstrations giving students opportunities to show their mastery of subject-area content and procedures
Portfolios allowing students to provide a broad portrait of their performance through files that contain collections of students’ work, assembled over time.
“Understanding by Design”, byGrant Wiggins and Jay McTighe
Curriculum
Task / Assessm
ent
Standard/
Benchmark
Creating Curriculum
•“Unpack” the standards•Fill-in the Gaps between grades•Follow Blooms Taxonomy for verb usage•Write Units of study
Advanced
Proficient
Basic Below Basic
Went Beyond the Big Idea; extended learning
“You’ve shown me that you learned the information.”
Get the idea, but haven’t completed the task as indicated
Big Idea not understood
This is what every student should be able to do.
AdvancedPrinciples of iki are evident in each individual piece of sushi as well as in the arrangement of the entire work.
ProficientPrinciples of iki are evident in the arrangement and construction of the entire work.
BasicPrinciples of iki are evident in parts of the work.
Below BasicPrinciples of iki are absent from the work.
AdvancedPrinciples of iki are always present.
ProficientPrinciples of iki are sometimes present.
BasicPrinciples of iki are rarely present.
Below BasicPrinciples of iki are never present.
Bad RubricBad Rubric
Good RubricGood Rubric
I. REMEMBER (KNOWLEDGE) (shallow processing: drawing out factual answers, testing recall and recognition)
II. UNDERSTAND (COMPREHENSION) (translating, interpreting and extrapolating)
III. APPLY (patterns of transfer to situations that are new, unfamiliar
or have a new slant for students)
IV. ANALYZE (breaking down into parts, forms)
V. EVALUATE (according to some set of criteria, and state why)
VI. CREATE (SYNTHESIS) (combining elements into a pattern not clearly there
before) Refer to Electronic File Handout!
Advanced Proficient Basic Below Basic
Described the music using advanced music vocabulary, and made connection to another art form to explain the answer
Described the music using appropriate music vocabulary
Described the music with simplistic music vocabulary
Did not use music vocabulary when describing the music example
Identified by name all instruments heard in the listening example and accurately determined how each was used
Identified by name the instruments heard in the listening example
Identified some of the instruments heard within the listening example
Unable to identify any of the instruments heard in the listening example
#1 “I heard a Flute and some kind of drum playing in the background. They played Largoly”.
A: Below BasicB: BasicC: ProficientD: Advanced
#2 “There was some high sounds by a woodwind and then some lower sounds by some kind of drum thing”.
A: Below BasicB: BasicC: ProficientD: Advanced
#3 “The woodwinds sang a lyrical song, and made me feel like I was floating in a clear sky. The Percussion section was well represented, and reminded me of giants walking slowly. I did not hear any brass instruments at all. The main part was full of highs and lows, and was eloquently constructed. The composer was clearly someone who appreciates beauty.”
A: Below Basic B: Basic C: Proficient D: Advanced
#4 “I heard Flutes, Bass Drums and a Sitar. The Flutes had the melody, the drum played an ostinato, and the Sitar gave chords.”
A: Below BasicB: BasicC: ProficientD: Advanced
Ex. 1: The students will experience Japan either
through discussion or guided Internet research adding to their understanding of Japanese culture and music. They will analyze and discuss performances of traditional and contemporary Japanese music. Students will listen to contemporary Japanese music and analyze the traditional musical elements, such as pentatonic scale and use of the koto. As a culminating activity, they will create a Japanese Tanka poem and compose an original melody using the pentatonic scale,and perform using a koto.
Ex. 2: The students will explore the purpose of
architects by designing buildings that reflect the cultures of America and Japan. With this information the students will assume the role of an architect. They will discover and explore qualities of American and Japanese architecture. They will draw and design a Japanese- American Cultural Center for their community incorporating both the elements of American and Japanese architecture.
Needs to assess the Big Idea Detailed outline for the finished
product Uses clear, concise wording Distributed PRIOR to task being
assessed Provides objective guide to score
student work. Measure student understanding of a
predetermined set of criteria.
Start at the end by picturing a finished product
Identify the criteria you’re going to score Begin at proficient -what every student should
be able to do List the QUALITIES of a proficient product
using a hierarchy of verbs (Bloom’s) Move to advanced, basic, and then below
basic. Use consistent (but not the same) language Use the same number of bullet points across
the page.
Design, Score, and Report Student Performance
Daniel LongTwin Valley School District