Characteristics of PerformanceMath

Participant Workbook

Pearson Washington, DC

800.221.3641 202.783.3672 fax www.pearson.com

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ISBN: 978-5-90801-618-6

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Copyright © 2013 Pearson Education, Inc., or its a!liates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458.

ISBN: 978-5-90801-618-6

!is work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools.Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted.

Copyright © 2013 Pearson Education, Inc. or its a!liates. All rights reserved.

Characteristics of Performance2Facilitator Agenda

Section/Module Time Agenda Items

Introduction 5 minutes Slides 1–5Participant Workbook, pp. 5–6

Introduction and WelcomeAgendaEssential Question and Performance Objectives

1: De!ning Performance 90 minutes Slides 6–18Participant Workbook, pp. 9–19

Module 1 Big QuestionHow do we de!ne performance?

! Activity: Quick Write ! Activity: Task Development ! Activity: Carousel

Performance-Based Assessment Framework ! Activity: Turn and Talk ! Activity: Typing our Task

Revisit Module 1 Big QuestionBreak 15 minutes2: Identifying Characteristics

of Performance 90 minutes Slides 19–32

Participant Workbook, pp. 23–30

Module 2 Big QuestionsAre all task performance tasks?What are the features of performance tasks?

! Activity: Identifying Features of Performance TasksUsing Features of Performance Tasks

! Activity: Revisiting Our TasksRevisit Module 2 Big Questions

Break 30 minutes

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Introduction 3

Section/Module Time Agenda Items

3: Aligning Performance 90 minutes Slides 33–47Participant Workbook, pp. 33–49

Module 3 Big QuestionHow do I align standards and performance tasks?

! Activity: Doing Sample Performance TasksWhat are the performances in the task?

! Activity: Unpacking the TaskWhat are the performances of the standards?

! Activity: Unpacking the Targeted StandardsFramework for Alignment

! Activity: Aligning TasksRevisit Module 3 Big Question

Break 15 minutes4: Determining Evidence of

Learning75 minutes Slides 48–70

Participant Workbook, pp. 53–58

Module 4 Big QuestionsWhat are the implications of performance focus on how we plan instruction?What is the evidence of learning?

! Activity: Turn and Talk—What other questions might you ask?

! Activity: Turn and Talk—Why standards and assessment before instruction?

! Activity: Evidence of Learning Protocol ! Activity: Applying the Protocol to Our Tasks

What next? ! Activity: Using Data Questions ! Activity: Identify Instructional Plan for Our Tasks

Revisit Module 4 Big QuestionsRe"ection and Closing 10 minutes Slides 71–74

Participant Workbook, p. 59

Review ! Activity: Re!ection

Closing6 hours

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Characteristics of Performance4Preparation and Background

Workshop Information

UnderstandingsThe typology of performance-based assessmentsPerformance tasks are a speci!c type of performance-based assessmentDeveloping performance tasks requires unpacking standards and tasksEvidence of learning is the expectation of performance

Essential QuestionsHow do we de!ne performance?What are the characteristics of performance tasks?How do we know if tasks and standards are aligned?What is the evidence of learning?

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Characteristics of Performance, Module 2

Topic & Time Presentation/Activities Materials

“Find X” does not require a performance of any kind; there is no complex reasoning or higher order thinking skills:

! Students may recognize this as a Pythagorean Triplet. ! Students may apply the formula for the Pythagorean Theorem. ! Students do not have to determine the meaning of X in any context.

The problem is not contextual. There is no situation or stimulus. The value of X has no contextual meaning.“Find X” does not require the construction of a response.The solution does not require evaluation criteria; they either answer or don’t.

cont’dSlide 22

Performance Task Design Features

Review the slide. Tell participants that these design features are listed on p. 23 in the workbook.

Slide 23 Task Analysis: Guiding Questions

We will be looking at some tasks for your grade band. You can !nd guiding questions for the analysis on p. 24 in the workbook:

What is the context, stimulus, or situation for the task?How does the context, stimulus, or situation inform the construction of the response?Are there multiple, discrete activities?Are there multiple solutions to the activities?What are the indicators of performance you would expect to see in student work?

Activity: Identifying Features of Performance TasksFor each task, work with a partner to answer the guiding questions. Revise the task as needed to better demonstrate the features of a performance task. Use the Sample Task Activity on p. 25 in the workbook.

Slide 22

Participant Workbook: ! Performance Task Design Features, p. 23

! Task Analysis: Guiding Questions, p. 24

Slide 23

Participant Workbook: ! Sample Task Activity, p. 25

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Identifying Characteristics of Performance

Topic & Time Presentation/Activities Materials

cont’dSlides 24–31

Sample Tasks

Slides 24–31 are hidden. Unhide and use the appropriate slides for the grade bands of the session to facilitate the discussion on task analysis.

You will !nd the tasks in the workbook:Sample Task, Slide 24, Grade 1, p. 26Sample Task, Slide 25, Grade 2, p. 26Sample Task, Slide 26, Grade 3, p. 27Sample Task, Slide 27, Grade 4, p. 27Sample Task, Slide 28, Grade 6, p. 28Sample Task, Slide 29, Grade 7, p. 28Sample Task, Slide 30, High School, p. 29Sample Task, Slide 31, High School, p. 30

These are all examples of performance-based assessments; some need revision to include all the features of a performance task. Participants will be asked to identify the features they see in the task—in essence, to unpack these tasks and revise tasks to include missing features.

See Appendix A of this handbook, Sample Performance Task Analysis, for examples of the comments and responses for each task.

Slide 24

Participant Workbook: ! Sample Performance Tasks, pp. 26–30

Slide 25

Slide 26

Slide 27

Slide 28

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Characteristics of Performance, Module 2

Topic & Time Presentation/Activities Materials

cont’d

Slide 29

Slide 30

Slide 31

Revisiting Our Tasks

15 minutes

m

Slide 32 Revisiting Our Tasks

Ask participants to review their tasks from earlier to decide:

What features of performance tasks are evident? What features of performance tasks are missing?

Activity: Revisiting Our TasksIn the remaining time for this module, have participants work with their partners to revise their tasks to better align to the features of performance tasks using the guiding questions on p. 24 of the workbook.

Slide 32

Participant Workbook: ! Task Analysis: Guiding Questions, p. 24