Performance-Based Assessment: a Deeper Dive February 5, 2020

Performance-Based Assessment: A Deeper Dive February 5, 2020

presented by Jay McTighe Educational Author and Consultant E-mail: [email protected] Website: jaymctighe.com Twitter: @jaymctighe Designing Authentic Performance Tasks

Five Principles of Sound Assessment

Principle #1 – Assessment should serve learning. The first principle asserts that the primary purpose of classroom assessment is to inform teaching and improve learning, not to sort or select students or generate grades. Of course, evaluation is one important purpose of assessment, but this puprose should not trump the principle.

Principle #2 – Multiple measures provide a richer picture. Assessment is a process by which we make inferences about what students know, understand, and can do based on information obtained through assessments. Educators sometimes loosely refer to an assessment as being valid and reliable. However, a more precise conception has to do with the extent to which the results of an assessment permit valid and reliable inferences. Since all forms of assessment are susceptible to measurement error, our inferences are more dependable when we consider multiple measures; i.e., various sources of evidence. Consider this principle in terms of a photographic analogy. A photo album typically contains a number of pictures taken over time in different contexts. When viewed as a whole, the album presents a more accurate and revealing “portrait” of an individual than does any single snapshot.

Principle #3 – Assessments should align with goals. To allow valid inferences to be drawn from the results, an assessment must provide an appropriate measure of a given goal. Since teachers typically direct their instruction toward different types of goals, we need an associated variety of assessments in order to gather the proper evidence of learning. To extend the photographic analogy, a diversity of educational goals implies that we should include a variety of types of pictures in our assessment photo album.

Principle #4 – Assessments should measure what matters. You’ve no doubt heard aphorisms such as, “We measure what we value,” “What gets measured is what gets done,” or “It only counts if it counts.” Indeed, what we assess sends strong messages to students about what learning outcomes are valued. Learners are quick to pick up on this as they move through school. “Will this count?” is an irritatingly familiar student query, and they quickly conclude that if a teacher does not assess something, “it doesn’t really matter.” This principle raises straightforward and vital questions for teachers, teams and schools to consider: Are we assessing all of the Standards? Everything that we value? What matters most? Or do most of our assessments simply target those outcomes that are easiest to test, measure and grade?

Principle #5 – Assessments should be fair. The principle of fairness in classroom assessment simply means giving all students an equal chance to show what they know, understand, and can do. Large-scale achievement tests are typically standardized and are intended to be “fair” since all students are assessed in an identical manner. However, one aspect of fairness has to do with allowing learners to demonstrate their learning in an appropriate manner. A student who has reading difficulties or is not fluent in English may not understand a written test question or the task directions, even though they might understand the tested content. In such cases, a “one size, fits all” assessment may not be a fair representation of their learning.

© 2016 Jay McTighe 2 Designing Authentic Performance Tasks real-world authenticity > 2 weeks audience(s) ❍ ❍ ❍ DOK Level 4 Multidisciplinary pair/group (required) ❍ ❍ ❍ other: ______1-2 weeks extensive support simulated authenticity ❍ DOK Level 3 ❍ ❍ ❍ ❍ product(s)/performance(s) ❍ 3 – 5 periods Disciplines Two Integrates pair/group (optional) ❍ DOK Level 2 ❍ some support, as needed some authentic elements Where does the task fall on Depth of Knowledge (DOK) scale?

– ❍ ❍ ❍ ❍ Is the task discipline-specific or interdisciplinary? To what extent is the task/project authentic, featuring a real challenge, problem, or issue; To

– – task activities – To what degree will students be provided with instructional support (scaffolding) as they work? what degree will students be provided with instructional support (scaffolding) To –

– Will all resources needed (information, supplies, equipment) Will – ❍ – How will students work on the task?

– Will students have any choices within the task regarding of following? Will –

– How long will students be involved in this task? Include tim e for presentations and evaluations.

1 – 2 class periods DOK Level 1 inauthentic Single Discipline all necessary information/ resources provided individually no support task topic ❍ ❍ ❍ ❍ ❍ Performance Task Variables and Differentiation Options and Differentiation Variables Task Performance The following differentiation options may be considered when designing performance tasks, based on the learning outomes, The following differentiation purpose for the task, needs of students, available resource s (time, supplies, equipment, funds) and classroom feasibility. Frame Time Cognitive Demand/Rigor ❍ Degree of Authenticity a genuine product/performance; an authentic audience; and realw orld constraints? Integration of Subjects Student Choice ❍ Access to Resources what extent will students be expected to gather information, provide their own supplies/equipment, etc.? To be provided? Performance Mode of Scaffolding Degree ❍

The Literacy Design Collaborative Task Templates

The Tasks require students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying. A key feature of the LDC’s work is a set of generic Task Templates -- fill-in-the-blank “shells” that allow teachers to design their own tasks.

Here are several samples:

Argumentation Task Template After researching ______(informational texts) on ______(content topic or issue), write a/an ______(essay or substitute) that argues your position on ______(topic, issue, essential question). Support your position with evidence from research. Be sure to acknowledge competing views. Give examples from from past or current events issues to illustrate and clarify your position.

Social Studies Example: After researching academic articles on censorship, write a/an blog or editorial that argues your position on the use of Internet filters by schools. Support your position with evidence from research. Be sure to acknowledge competing views.

ELA Example: What makes something something funny? After reading selections from Mark Twain and Dave Barry, write a review that compares their their humor and argues which type of humor works for a contemporary audience and why. Be sure to support your position with evidence from the texts.. Be sure to support your position with evidence from the texts.

Informational or Explanatory Task Template

[Insert question] After reading ______(literature or informational texts), write a/an ______(essay, report, article, or substitute) that defines and explains (term or concept). Support your discussion with evidence from the text(s). What ______(conclusions or implications) can you draw?

Social Studies Example: What did the authors of the American Constitution mean by “rights”? After reading the Bill of Rights, write an essay that defines“rights” and explains “rights” as the authors use it in this foundational document. Support your discussion with evidence from the text. What implications can you draw?

A K-12 Map of Writing Tasks

Informative/ Opinion/ Explanatory Narrative Persuasion/ Argumentative k Science Observation All About Me xxx Picture Book Picture Book 1 My Favorite Imaginary Character xxx Animal Book Story 2 How-to Book Modern-day xxx (illustrated) Fairy Tale 3 Friendly Letter Personal Narrative Opinion Letter 4 Feature Article Poetry Collection Issue Analysis 5 Research Project Descriptive Narrative Argumentation Essay 6 How-to Guide Autobiography Editorial 7 Myth, Fable, Fairy Cause–Effect Essay Tale, Folktale or Position Paper Legend 8 Research Project Narrative/ Social Issue Essay Historical Fiction 9 Problem–Solution Poetry, Song/Lyrics Editorial Essay 10 News Article Memoir Policy Evaluation 11 Technical Manual Dramatic Script/ Argumentation One-act Play Essay 12 Independent Parody, Satire, Irony Position Paper Research with on student-chosen on Issue chosen Written Product and topic/issue by student a Presentation

spy. spy. analyze termine which

conf ederate area .

justify which one ally or

should receive a citizenship citizenship a receive should to determine how a mystery

evidence literary character Civil War field hospital, students must must students hospital, field War Civil Assessment Description Assessment

whether an injured soldier is a whether a

determine

ms in order to determine what to think, believe, or do. Studies to examine details about Eleanor Roosevelt’s life and accomplishments to examine details about two historical figures and be honoredsilver on a new dollar coin. Social

Students investigate a family’s heritage, analyzing heirlooms to de region of the 13 colonies the family likely originated from. evidence As commanders of a northern Students decide whether an individual should receive a citizenship award based on evidence of his conduct. Students help their class identify and celebrate citizenship traits that helped hera make difference. Students determine Students examine details about Jackie Robinson’s life and accomplishments to help their class identify and celebrate citizenship traits that helpeda him make difference. As archaeologists, students analyze artifacts to conclusions draw about the culture and lifestyle of a newly discovered ancient Arizona tribe. As reporters in 1787, students analyze Students should Students analyze the features of a town to determine which civilization (Ancient Greece or has Rome) had a greater cultural influence on the award based on evidence of her conduct. delegate is likely to vote at the Constitutional Convention.

Jackie

Eleanor

– – Catalina Foothills School District Robinson Roosevelt Friend or Foe The Extra Mile Tour of the Past Proving the Past Assessment Title Assessment Mystery Delegate Citizenship Award Citizenship Award Stories in the Sand Difference Difference Citizens a Make Who Citizens a Make Who anding and interpret evidence to draw conclusions, predictions, make and plan for the future.

Cornerstone Task Map for Social Studies – Elementary Map for Task Cornerstone FALL FALL FALL FALL FALL SPRING SPRING SPRING SPRING SPRING Semester

Critically analyze and evaluate a variety of information and clai Apply historical underst Analyze perspectives, patterns, and relationships informed to make decisions as global citizens.

Level 1 2 3 4 5

• • • Grade Transfer Goals Students will be able to independently use their learning to. . . Catalina Foothills School District 2019

make a make

he JFK assassination.

weigh the evidence to

. the JFK assassination and determine the and must justify their how choices best

critical issues modern in a Latin American tate, students prepare a dossier on a middle Assessment Description Assessment relevant details about current demographics, analyze

) evidence from political cartoon that depicts relative successes and failures of memorial American to perspectives commemorate and analyzing

, continued (

Students design a degree to which Lee Harvey Oswald is responsible for t Students select graphics to include in the Republic Roman section of a children’s justify textbook and must their how choices best represent key understandings about theRepublic. Roman Students design a experiences in WWI. They must justify their choices as they pitch their design. Students investigate Reconstruction following the Civil from War a contemporary perspective. Students select primary and secondary sources to include in a Mesopotamia exhibitmuseum on the Sumerians represent key understandings about Sumer Working in the Truman administration, students students journalists, As a pitchcountry and make for the inclusion of this country in an upcoming Frontline exposé. Working for the Secretary of S eastern country geography, culture, and problems in the country. recommendation as the to United how States should end the in war the Pacific. Social Studies

Catalina Foothills School District Issue Exhibit Cartoon Kill JFK? Kill Textbook Title Assessment Middle East Dossier World I War Memorial Ending the Pacific War Mesopotamia Museum Mesopotamia Museum Did Lee Harvey Oswald Modern Latin American Reconstruction Political Political Reconstruction Ancient Children’s Rome Cornerstone Task Map for Social Studies – Grades 6-9 Map for Task Cornerstone

FALL FALL FALL FALL SPRING SPRING SPRING SPRING Semester perspectives, patterns, and relationships informed to make decisions as global citizens.

Critically analyze and evaluate a variety of information and claims in order to determine to what think, believe, or do. Apply historical understanding and interpret evidence to conclusions, draw predictions, make and plan for the future. Analyze

6 7 8 9

• • • Grade Level Transfer Goals Students will be able to independently use their learning to. . . Catalina Foothills School District 2019

The Literacy Design Collaborative Task Templates Science Task Samples

Funded through the Bill and Melinda Gates Foundation, the Literacy Design Collaborative (LDC) has developed a set of Modules designed to support the integration of the Common Core Standards (6-12) in English/ Language Arts with core content in Science and Technical areas. Each Module consists of a task and associated instructional procedures. The Tasks require students to read, analyze, and comprehend written materials and then write cogent explanations or arguments related to topics they are studying. A key feature of the LDC’s work is a set of generic Task Templates -- fill-in-the-blank “shells” that allow teachers to design their own tasks. Here are several samples:

Informational or Explanatory Task Template

[Insert question] After reading ______(informational texts), write a/an ______(essay, report, article, or substitute) that defines and explains (term or concept). Support your discussion with evidence from the text(s). What ______(conclusions or implications) can you draw?

After reading various sources on the issue of water contamination, write a (report, article) that explains the causes and the effects of contamination. What conclusion or implications can you draw? Cite at least four sources, pointing out key elements from each source. Include a bibliography of your sources. Support your discussion with evidence from the text. What implications can you draw? (Informational or Explanatory/Synthesis)

How can energy be changed from one form into another? After reading scientific sources on energy transformation, write a report that examines the causes of energy transformation and explains the effects when energy is transformed. What conclusions or implications can you draw? Support your discussion with evidence from the texts. (Informational or Explanatory/Cause-Effect)

Argumentation Task Template After researching ______(informational texts) on ______(content topic or issue), write a/an ______(essay or substitute) that argues your position on ______(topic, issue, essential question). Support your position with evidence from research. Be sure to acknowledge competing views. Give examples from past or current events issues to illustrate and clarify your position.

After researching technical and academic articles on the use of pesticides in agriculture, write a (speech, blog, podcast, letter to editor) that argues your position, pro or con, on the use of pesticides in managing crop production. Support your position with evidence from your research. Be sure to examine competing views. (Argumentation/Analysis)

After researching scientific and technical sources on methods for preventing water shortages, write a proposal in which you identify a problem faced by communities in arid regions and argue for a solution to improve water availability. Support your position with evidence from your research. Be sure to examine a competing view challenging your solution. Give an example from past or current events to illustrate and clarify your position. (Argumentation/Problem-Solution)

Creating Performance Tasks: Task Frames in Social Studies

Task Frames Task Ideas Research various historical claims/interpretations Gather information from regarding the rationale for the United States enter- primary and secondary sources ing into the Vietnam war or the 2nd Iraq war. Use to evaluate historical claims or at least two primary source materials and include interpretations. at least two interviews with veterans or citizens. Prepare to communicate your findings and your evaluation of the various claims/interpretations. Analyze current debates over national immigra- Critically analyze current tion policy. Compare the different points of view events/ issues to reach a on the issue. Analyze various factors including decision or a solution to a “push-pull” and cause-effect. Propose a policy problem. that you favor and provide reasons and evidence for your position. Make predictions for Compare the Arab Spring with previous cases of ______(current or popular uprising, revolution, insurrection and civil future events or issues) based conflict. Make a prediction: Will governments on understanding of historical in middle eastern countries become more or less patterns. democratic in the Middle east within the next five years? Act as a responsible citizen by Develop a position [for or against] a proposal af- ______(e.g., staying fecting students (e.g., mandatory school uniforms, informed, studying issues, allowing cell phones to be kept on during class). participating in community Select information from articles and interviews events, expressing opinions with teachers, parents and students to prepare respectfully, voting). your argument. Be sure to consider and address predictable objections to your position. Prepare to present your argument and support to the PTO Council or School Board via a 90 second oral presentation. • Whose story is this? Identify Identify and explain differing points of view about and explain differing points of the display of the Confederate flag on government view about ______. buildings and in public places.

Creating Performance Tasks: Task Frames in Mathematics

Task Frames Task Ideas Create a mathematical model to use in evaluating Create a mathematical model/ International stock funds using data from the past representation of ______5 years. Which funds would you recommend to an (e.g., quantity, size, rate, mo- investor? tion, change).

Predict the winning time of the women’s marathon Make and justify predictions event in the next two Olympic games based on the or decisions based on pattern pattern of the winning times in previous games. Ex- analysis. plain your reasoning. Compared the women’s marathon times to the men’s times since 1984. Given the results, will the women ever run faster? If so, in what year? Explain your answer.

Design a 3-dimensional shipping container to maxi- Design a physical structure. mize volume and safety for shipping glass marbles. What shape and size container do you propose? Explain your reasoning.

Collect data about student “favorites” such as music, Collect, organize, record, movies, video games, actors, school subjects, hob- analyze and display data. bies, foods, beverages, etc. Organize and analyze the results. Decide on an effective method to present your findings (e.g., a blog, poster, article, podcast).

Claim: 50% of all Americans eat at least one meal at Evaluate a mathematical or a fast food restaurant every week. How would you go statistical claim. about evaluating this claim?

Ricardo said, “Four plus three times two is 14.” An- Correct flawed mathematical gela replied, “No, it’s 10.” Did someone make a reasoning. mistake? Explain the reasons that they came up with the different solutions. Then, tell which one is correct and explain why.

Creating Performance Tasks: Task Frames in Science Task Frames Task Ideas Design and conduct an Design and conduct an investigation to determine investigation/experiment to: which of three different brands of paper towels are • answer (a question) most absorbent. Create a data table to record your • explain (a phenomena) observations and document your procedure so that others can follow it to replicate your investigation. Effectively use scientific tools to Use pH strips to test water samples from three dif- o Observe ______ferent sources (e.g., water fountain, local stream o Collect data on ______or pond, collected rainwater, bottled carbonated o Measure ______water). Conduct at least two tests for each sample. o Record data about _____ Record and analyze your data. Draw a conclusion o Classify ______from the results and be prepared to explain it. o Draw conclusions about Evaluate a claim involving Evaluate the claim: Following a strict high pro- science. tein diet is a safe way to lose weight. Do you believe this claim? What does the evidence suggest? Analyze current issues Explore the issue: Is hydraulic fracturing (frack- involving science or technology ing) an environmentally safe way to extract oil to reach a decision or pose a and natural gas from bedrock? Research the ques- solution to a problem. tion using valid information sources. Consider the points of view of consumers, people residing near fracking sites, energy industry members, local businesses and environmentalists. Then, develop a position with reasons to convince voters to vote for your position. Be prepared to respond to predictable objections. (Can be presented in written form, orally, in a debate format.) Critique experimental design Carefully review students’ science fair projects or conclusions. involving experimental design. Was the investigation sound? For example, were: • procedures consistently applied? • variables isolated? sufficient samples taken? • data accurately recorded? • logical conclusions drawn from data?

Cornerstone Tasks: Idea Starters in English/ Language Arts and World Languages

Task Ideas Read and respond to text in various genres (literature, non-fiction, technical) through: o Global understanding (the “gist”) o Interpretation (between the lines) o Critical Stance o Personal Connections

Create oral or written pieces in various genre for various audiences in order to: o Explain (narrative) o Entertain (creative) o Persuade (persuasive) o Help perform a task (technical) o Challenge or change things (satirical)

Listen to various sources (e.g., lecture, radio com- mercial) for various purposes, including for: o Learning o Enjoyment o Performing a task o Reaching a decision

Create multi-media pieces in various genre for various audiences in order to: o Explain (narrative) o Entertain (creative) o Persuade (persuasive) o Help perform a task (technical) o Challenge or change things (satirical)

Other: ______

Creating Performance Tasks: Task Frames in Health/Physical Education

Task Frames Task Ideas

Engage in healthful activities Write a story about a character who learns of the and behaviors. Make healthful importance of following a healthy lifestyle and choices and decisions regarding changes his/her behavior to do so. diet, exercise, stress manage- ment, alcohol & drug use, etc.

Be an advocate: Encourage Develop a comic book for younger students to others to engage in healthful illustrate: 1) to illustrate the importance of good activities and behaviors to nutrition; 2) examples of balanced meals that can promote wellness throughout tasks good; and 4) potential health problems that one’s life. can result poor nutrition.

Develop and implement a plan Develop a personal fitness plan to improve your: to improve ______. • strength Track data and set new perfor- • endurance mance goals. • flexibility • skills in a selected sport

Other:

Creating Performance Tasks: Task Frames for CREATIVE THINKING Task Frames Task Ideas

Product Your design team has the goal of improving the Create a product that is original utility, comfort and style of backpacks currently and useful by meeting a need or on the market. After collecting research, create solving a problem. a minimum of five sketches of your first sug- ______gestions related to design improvements. Next, you should prioritize your designs by selecting ______one for the creation of advanced sketches and in three separate views to include dimensions, ______volume, zipper locations, logo design and place- ment, as well as colors and material selections. Process Invent or improve a process that Develop a process to improve your school’s is unique and more effective and/ reporting system. Consider what should be or efficient than previous reported (e.g., achievement, work habits, processes. participation, attendance, behavior), how it ______should be reported (e.g., letter grades, per- centagers, rubric scores, narrative report) and ______the medium (e.g., a quarterly report card, online, via parent conferences). Your goal is a ______process that is fair, consistent across teachers and understandable to students and parents.

Performance Your task is to work with your team to create, Develop a performance that is rehearse and deliver an original non-verbal innovative and accomplishes its performance (e.g., mime, dance, tableau) to purpose for an intended audience. express the theme of a selected story. Your

______goal is to entertain your viewers (e.g., parents, younger students) while conveying the ______story line and the emotional responses of the main characters. ______

Creating Performance Tasks: Task Frames for CRITICAL THINKING and PROBLEM SOLVING Task Frames Task Ideas Critical Thinking Skills o analyze an issue or position o evaluate the effectiveness of an argument o evaluate quality of sources o evaluate quality of evidence o identify varied perspectives o distinguish fact from opinion o distinguish relevant/ irrelevant o challenge assumptions o identify a conflict of interest o other: ______

Problem Solving Skills o determine the nature of the need or problem o identify obstacles/barriers o distinguish symptoms from root causes o represent the problem o generate possible solutions o evaluate solution options o develop an implementation plan o monitor results and adjust actions as needed o other: ______

Creating Performance Tasks: Task Frames for COMMUNICATION

Task Frames Task Ideas

Purpose What is the purpose of this communication? o inform o entertain o persuade o evoke emotion o critique o commemorate o challenge o other: ______

Audience(s) For whom is this communication intended?

______

Form/Media Through what form or media will this communication be conveyed? ❍ written ❍ oral ❍ visual/graphic ❍ multi-media ❍ kinesthetic/movement (non verbal) ❍ other: ______

Performance List for Writing a Story Primary Level

Needs Terrific O.K. Work

1. I have an interesting setting and characters for my story.

2. The problem in my story will be clear to my readers.

3. My story events are in order.

4. The solution will be clear to my readers. 5. I used many describing words to tell what is happening.

6. My words “paint a picture.”

7. I have a title that goes with my story.

What will you try to do better the next time you write a story?

AnalyticAnalytic RubricRubric for Mathematical for Problem Problem Solving Solving

Reasoning Computation Representation Communications

An efficient and effective All computations are Abstract or Communication is strategy is used and performed symbolic clear, complete and progress towards a accurately and mathematical appropriate to the solution is evaluated. completely. There is representations audience and Adjustments in strategy, evidence that are constructed purpose. Precise if needed, are made, computations are and refined to mathematical 4 and/or alternative checked. A correct analyze terminology and strategies are answer is obtained. relationships, symbolic notation considered. There is clarify or interpret are used to sound mathematical the problem communicate ideas reasoning throughout. elements, and and mathematical guide solutions. reasoning.

An effective strategy is Computations are Appropriate and Communication is used and mathematical generally accurate. accurate generally clear. A reasoning is sound. Minor errors do not mathematical sense of audience detract from the representations and purpose is overall approach. A are used to evident. Some correct answer is interpret and mathematical 3 obtained once minor solve problems. terminology is used errors are corrected. to communicate ideas and mathematical reasoning. A partially correct Some errors in An attempt is Communication is strategy is used, or a computation prevent made to uneven. There is correct strategy for only a correct answer construct only a vague sense solving part of the task is from being obtained. mathematical of audience or applied. There is some representations, purpose. Everyday attempt at mathematical but some are language is used or 2 reasoning, but flaws in incomplete or mathematical reasoning are evident. inappropriate. terminology is not always used correctly. No strategy is used, or a Multiple errors in No attempt is Communication is flawed strategy is tried computation are made to unclear and that will not lead to a evident. A correct construct incomplete. There 1 correct solution. There is solution is not mathematical is no awareness of little or no evidence of obtained. representations audience or sound mathematical or the purpose. The reasoning. representations language is are seriously imprecise and does flawed. not make use mathematical terminology.

Source: Jay McTighe, adapted from Exexmplars.com © 2016 Jay McTighe 18 Designing Authentic Performance Tasks - - Language Control Accurate control of basic language structures. Generally accurate control of basic language struc tures. use of basic Emerging language structures. Inadequate and/or inaccu rate use of basic language structures. - Vocabulary Rich use of vocabulary enhances communication. Adequate and accurate use of vocabulary for this level enhances communication. Inadequate and/or inaccurate use of vocabulary sometimes interferes w/ communication. Inadequate and/or inaccurate use of vocabulary greatly in terferes with communication. Pronunciation Accurate pronunciation enhances communication. Infrequent mispronunciations do not interfere with communication. Mispronunciations sometimes interfere with communication. Frequent mispronunciations greatly interfere with communication. Fluency Speech continuous with few pauses or stumbling. Some hesitation but manages to continue and complete thoughts. Speech choppy and/or slow with frequent pauses; few or no incomplete thoughts. Speech halting and uneven with long pauses or incomplete thoughts. - - - Source: Fairfax County, VA Public Schools http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/ VA Source: Fairfax County, Comprehensibility Responses readily comprehen interpretation no requiring sible, on the part of listener. Responses comprehensible, requiring minimal interpretation on the part of listener. Responses mostly comprehen sible, requiring interpretation on the part of listener. Responses barely comprehen sible. Common Analytic Speaking Rubric for World Languages World Analytic Speaking Rubric for Common 4 3 2 1

Rubric for Research Skills: Finding and Evaluating Information

Effectively uses a variety of information-gathering techniques and information resources. 4 Uses the important information-gathering techniques and information resources necessary to complete the task. Identifies little-known information resources or uses unique information- gathering techniques. 3 Uses the important information-gathering techniques and information resources necessary to complete the task. 2 Fails to use some significant information-gathering techniques and information resources necessary to complete the task. 1 Fails to use the most important information-gathering techniques or the major information resources necessary to complete the task.

Effectively interprets and synthesizes information. 4 Interprets the information gathered for a task in accurate and highly insightful ways. Provides a highly creative and unique synthesis of the information. 3 Accurately interprets information gathered for a task and concisely synthesizes it. 2 Makes significant errors in interpreting the information gathered for a task or synthesizes the information imprecisely or awkwardly. 1 Grossly misinterprets the information gathered for the task or fails to synthesize it.

Accurately assesses the value of information. 4 Analyzes information in detail, accurately and insightfully determining whether it is credible and relevant to a specific task. 3 Accurately determines whether information is credible and relevant to a specific task. 2 Makes some significant errors in determining whether information is credible and relevant to a specific task. 1 Makes little or no attempt to determine whether information is credible and relevant to a specific task or totally misjudges the relevance and credibility of information.

Recognizes where and how projects would benefit from additional information. 4 Insightfully determines the types of information that will benefit a task and effectively seeks out that information. 3 Accurately assesses a task to identify areas requiring additional information for clarification or support and seeks out the needed information. 2 Does not accurately assess the information needs of the task or fails to seek out needed information. 1 Makes little or no attempt to assess whether a task would benefit from additional information.

Source: Marzano, B., Pickering, D. and McTighe, J. (1993) Assessing Outcomes: Performance Assessment based on the Dimensions of Learning Model. Alexandria, VA: ASCD.

© 2016 Jay McTighe 20 Designing Authentic Performance Tasks - - in a variety of ways Effectively communicates Uses multiple communication communication multiple Uses the methods/media, applying rules those and of conventions and methods in highly creative ways. effective communica different two Uses methods/media,tion applying rules and of the conventions those methods effectively. usecommuni two to Attempts does methods/media but cation apply appropriately always not rules and of the conventions those methods. communication one only Uses than method/media when more needed. method clearly is one the apply Does correctly not rules that and of conventions method. - with diverse audiences Effectively communicates Presents ideas/information in ideas/information Presents highly is that tone a style and level audience’s the for effectively base. knowledge and interest of in a style information Presents the audi matches that tone and of level and interest of level ence’s understanding. or knowledge in a style information Presents always does not that tone and/or of level the audience’s match base. knowledge or interest in a style information Presents inappropriate is that tone and audience’s the for ineffective and knowledge or interest of level base. - - Rubric for Communication for Rubric for a variety of purposes for Effectively communicates Communicates with a clear and and a clear with Communicates appropri purpose,specific using methods in a highly creative ate manner. effective and and a clear with Communicates appropri purpose,specific using methods. ate with communicate to Attempts the methods useda purpose but effective. always not are purpose clear no Demonstrates the methods used are and/or ineffective. or inappropriate - - Expresses ideas clearly Expresses Clearly and effectively communi effectively and Clearly with ideas/information key cates support. detail and considerable follow. easy to Extremely the ideas/ key Communicates detail suitable with information Easy follow. to support. and ideas/informa Communicates detail or without but tion follow always Cannot support. the ideas/information. but communicate to Attempts incomplete, the ideas are detail/ lack and/or disorganized, impossible or Difficult support. follow. to 4 3 2 1

Rubric for Cooperation and Teamwork

Contributes to Adheres to Agreements Demonstrates Group Goals and Norms Productive Interpersonal Skills 4 Actively helps identify group Always adheres to group Actively and consistently goals and works hard to meet agreements and norms. demonstrates productive them. Takes initiative to Takes the lead in modeling interpersonal skills. Models address group’s needs and and reinforcing group norms. effective and supportive shifts roles when necessary Reminds others of the interactions for others. to support the group. importance of following Provides respectful feedback agreements and norms. to help others improve their interactions within the group.

3 Displays a commitment to Consistently acts in ways Generally demonstrates group goals and works to that follow established productive interpersonal meet them. Carries out agreements and norms, but skills. Interacts with others assigned role indepedently. may have occasional lapses. without prompting. Expresses ideas and opinions in a way that is sensitive to the knowledge base and feelings of others.

2 Puts forth some effort, but Inconsistently follows Use of productive sometimes lets others established agreements and interpersonal skills is shoulder the work. Needs norms. Needs behavioral inconsistent. Sometimes reminders to stay on task reminders to follow the interactions with others are or perform assigned role. norms. less than positive. May need reminders; e.g., to listen actively, wait one’s turn, avoid put downs, be flexible.

1 Does not actively work Regularly violates the Poor interpersonal skills in- toward group goals. OR established agreements and terfere with effective group Is passive and does not norms. Behaves in ways that performance; e.g., does not contribute to the group. OR disrupt the effective listen, dominates, interrupts, Acts in ways that undermine functioning of the group. insensitive, inflexible, puts the ability of the group to down others. achieve its goal.

Performance List for Cooperative Learning Primary Level

Needs Terrific O.K. Work

1. Did I do my job in my group?

2. Did I follow directions?

3. Did I finish my part on time?

4. Did I help others in my group?

5. Did I listen to others in my group?

6. Did I get along with others in my group?

7. Did I help my group clean up?

adapted from materials developed by Dr. H.B. Lantz

Questions To Ask When Examining Student Work

Use the following questions to guide the examination of student work.

Describe • What knowledge and skills are assessed? • What kinds of thinking are required (e.g., recall, interpretation, evaluation)? • Are these the results I (we) expected? Why or why not? • In what areas did the student(s) perform best? • What weaknesses are evident? • What misconceptions are revealed? • Are there any surprises? • What anomalies exist? • Is there evidence of improvement or decline? If so, what caused the changes?

Evaluate • By what criteria am I (are we) evaluating student work? • Are these the most important criteria? • How good is “good enough” (i.e., the performance standard)?

Interpret • What does this work reveal about student learning and performance? • What patterns (e.g., strengths, weaknesses, misconceptions) are evident? • What questions does this work raise? • Is this work consistent with other achievement data? • Are there different possible explanations for these results?

Identify Improvement Actions • What teacher action(s) are needed to improve learning and performance? • What student action(s) are needed to improve learning and performance? • What systemic action(s) at the school/district level are needed to improve learning and performance (e.g., changes in curriculum, schedule, grouping)?

• Other: ______?

Designing Authentic Performance Tasks

areas are most in need of improvement? of need in most are areas

specific

• What What •

Data-Driven Improvement Planning Improvement Data-Driven

noted? are weakness of

patterns

take? we will actions improvement

Develop a poster of problem solving strategies and post in each math classroom. math each in post and strategies solving problem of poster a Develop

Revise our problem solving rubric to emphasize explanation & use of mathematical language. mathematical of use & explanation emphasize to rubric solving problem our Revise

Develop a “word wall” of key mathematical terms and use the terms regularly. terms the use and terms mathematical key of wall” “word a Develop

Increase use of “think alouds” (by teacher & students) to model mathematical reasoning. mathematical model to students) & teacher (by alouds” “think of use Increase

Explicitly teach (and regularly review) specific problem solving strategies. solving problem specific review) regularly (and teach Explicitly

• What What •

Increase our use of “non routine” problems that require mathematical reasoning. mathematical require that problems routine” “non of use our Increase

appropriate mathematical language is not always used always not is language mathematical appropriate

specific

problem solving and mathematical reasoning are generally weak generally are reasoning mathematical and solving problem

students do not effectively explain their reasoning and their use of strategies of use their and reasoning their explain effectively not do students

•

What What

•

Based on an analysis of achievement data and student work: student and data achievement of analysis an on Based

•

GRADE 9

ANNOTED EXEMPLAR Persuasive

School is meant to be a place of learning, an opportunity to acquire knowledge and insight, and it was at Greece Olympia High School that I The writer engages the reader by learned this lesson. It was one of those rainy day mornings when little establishing a context and using could be heard above the squeak of wet rubber soles against the tile floor an appropriate tone of the freshman hallway. I was heading into homeroom early; I thought I’d be the first to arrive. However, just as I was about to enter the room, I saw that a girl with vibrant brown hair, jeans, and a pink sweater had already The writer’s The writer use of gone into the room. Seemingly because her shoes had no texture, with a utilizes vivid imagery helps and precise to create a bottom as smooth as the complexion of her youth, she slipped, hung in the language. context for air for a moment, then crashed to the ground. I took a step backward to the reader. laugh out in the hall. When I peered back in the room, I expected that after such a fall she would be unable to move. However, she had already leapt The writer varies sentence patterns to her feet. That’s when I noticed her fervent glances. Left and right. Left for effect. then right. Her head quickly turned. Satisfied in her anonymity, she slowly, and I believe painfully, walked to her seat. At that moment, I became consciously aware that people, including myself, seem to concern themselves more with the opinions and wants of others than with what they themselves think or desire. This girl had been

The writer so worried about what someone else might think that she didn’t even stop chooses and to catch her breath. It’s no wonder that a phrase like, “What will the employs specific rhetorical devices neighbors think?” sounds cliché. For years people have been interested in to support assertions and owning a better house, buying a faster car and having a more attractive strengthen persuasiveness of mate. Yet, are these things going to bring self-fulfillment? Is somehow the argument (anecdote) based having these items going to impress people, and, if so, why do we care on the topic, what these people think? We are raised to do just that. From a young age, audience and The writer uses purpose. we are taught to please mostly our parents, then our teachers, coaches, and effective interpretation that friends. From the moment we are born, others expect us to behave, think, offers insights. and value in a certain way, and being the impressionable youths that we are, we usually unwittingly comply.

Anchoring Performance Assessment Tasks

Anchoring refers to the process of selecting examples of student work/responses to characterize each of the score points on a rubric scale. These examples, known as anchors, provide tangible and specific illustrations of various levels of performance or degrees of proficiency based upon established criteria. Anchors serve an important role in performance assessment by:

❍ assisting teachers in understanding and consistently applying the scoring criteria when judging student responses;

❍ providing teachers with student examples for instructional use;

❍ offering teachers and students clear targets and examples of excellent performance to motivate and guide their efforts; and

❍ helping students to understand and apply the criteria when evaluating their own work

Models for Anchoring There are two basic models for anchoring performance tasks. Model 1 is based upon the use of established scoring criteria contained in a scoring tool (rubric, rule, or key). In this model, student responses, products, or performances are evaluated according to the scoring criteria. Then, the scored responses are sorted into groups corresponding with the various score points on the scale (4's, 3's, etc.). Several responses, products, or performances are selected from each group to illustrate the criteria for that score point. These are the anchors.

Model 1 is appropriate when a performance task and accompanying scoring tool(s) have been validated through reviews, field testing, and revision.

Model 2 uses student responses, products, or performances as the basis for identifying or refining the scoring criteria. In this model, student responses are sorted into three (high, medium, low) or four (excellent, good, fair, poor) groups based upon general quality. Each group is then reviewed to determine the distinguishing characteristics of the responses. Specific criteria are then developed for each group, and several responses are selected as anchors to illustrate those criteria.

Model 2 is appropriate when a task has been used for the first time and when there is no scoring rubric or the tool is in draft form.

Task Anchoring Process - Two Models ➚ ➚

Model 1 Model 2 Based on Scoring Criteria Based on Student Responses

• Review the scoring tool to become • Follow a consensus process to sort familiar with the range and criteria for each student responses into three groups – score point. "high," "medium," or "low" quality .

• Follow a consensus process to evaluate • Decide on the distinguishing character- student responses using the scoring tool. istics of the "high quality" responses.

• Sort the scored responses into groups • Use these characteristics to identify corresponding with the score points (4's, the criteria for the top score point of 3's, etc.). the scoring tool.

• Select several responses that best illus- • Select several responses that best illustrate the distinguishing characteristics for trate the distinguishing characteristics for the top score point. These are the anchors. the top score point. These are the anchors.

• Repeat the process for the other score • Repeat the process for the other groups points. of student responses.

Use Model 1 when... Use Model 2 when...

• the task has been validated through • the task and the scoring tool are being reviews, field testing, and revision, tried for the first time

and or

• the scoring tool (rubric, criterion list) • the scoring tool is in draft form and has been validated. has not yet been validated.

An Anchoring Procedure – Model 1 This procedure is intended for use in conjunction with an established scoring rubric to identify tangible examples (anchors) to illustrate the different levels of performance specified by the rubric scale.

Have teachers meet in role-alike groups (e.g., grade level or department groups) to evaluate a set of student responses, products, or performances on a common performance assessment task. A group size of 3 or 4 people is recommended. The group uses an established scoring rubric to evaluate student performance according to the following procedure:

1. Collect a full range of student responses for each assessment task. Whenever possible, these responses should be obtained from students of varying achievement levels in different classes.

2. Identify teams with three to four members to work on evaluating and anchoring.

3. Prior to scoring, review each task to become familiar with the identified content standards (or desired understandings) being assessed. Also, review the scoring rubric for each task to become familiar with the range (number of score points) of the scale and the criteria for each score point.

4. Work individually to score designated student responses. Use one of the corners of the Anchoring Form (Figure x.x) to record your score for each task. In other words, each group member privately writes an “H” (for High), an “M” (for Middle), or an “L” (for Low) and folds the corner down so that it can’t be seen. The paper and the accompanying form is then passed to the next rater.

5. Compare the individual scores within the group. Reach consensus through discussion. If necessary, request a “second opinion” from someone not within the group.

6. Once scoring has been completed for a given task, sort the student responses into groups according to their scores; e.g., ones, twos, threes, etc. Then arrange the responses hierarchically within the piles, looking for performance gradations.

7. Examine the responses in each group and look for common features. Select two or three examples of student responses that best illustrate each point on the scoring rubric. These examples will serve as “anchors” for the scoring system.

An Anchoring Procedure – Model 1 (continued)

8. Complete the annotation section on the Anchoring Form for each example selected as an anchor. Be specific, using the language of the rubric to highlight the key features of the response. These annotations should describe why the response received its score so as to assist other teachers in applying the scoring rubric.

Tips/variations for this procedure  Individuals involved in evaluating and anchoring should be thoroughly familiar with the assessment task(s). Prior to scoring, it is beneficial to work with a partner/team to clarify precisely what students are being asked to do in the task (and its overall purpose) so that the most salient performance features are evaluated.  It is important to discuss the meaning of each criteria in the scoring rubric so that evaluators will be looking at student performance through the same lens. Also, discuss the differences in the various score points in the scale (i.e., what distinguishes a “3” from a “2”?).  Scoring and anchoring of performance assessments require the application of human judgment guided by specific criteria. Scoring reliability is strengthened when judgments are reached through a consensus process involving two or more scorers.  Beware of the tendency to slip into “norm-referenced” evaluation when judging student performances. This can occur when responses are judged according to the best performance in the group rather than against the established scoring criteria.  Avoid “double jeopardy” scoring. For example, if a student makes a compu- tational error on a mathematics task, don’t let all subsequent responses be penalized because of an initial error, especially when the student demonstrates sound reasoning.  The Anchoring process described above is appropriate when the performance task and the scoring rubric have been validated through reviews and field tests. The following variation is suggested when the performance task and/or the scoring rubric are being tried for the first time.  Follow a consensus process to sort student performances into three groups – "high," "medium," or "low" quality.  Agree on the distinguishing characteristics of the "high quality" (H) responses. products or performances.  Use these characteristics to identify the criteria for the top score point of the scoring rubric.  Select several responses that best illustrate the distinguishing characteristics for the top score point. These are the anchors.  Repeat the process for the other groups of student performances to develop and flesh out the rubric descriptors and corresponding anchors for the other score points in the rubric scale.

Variables Influencing Learners’ Motivation and Effort

climate

comfort acceptance safety

teacher peers physical psychological

task

clarity utility/ perceived relevance capacity to succeed • clear goals • known tasks • big ideas • essential questions • public criteria • on-going feedback • authentic tasks • models • personalized • personal/cultural support connections • celebrating achievement and growth

Students’ Voices: What do the Learners Say?

Comments from High School students in response to the questions: What was the most interesting and engaging course you took this year? What made it so? Source: Authentic Education

• In my Algebra 2 class, we had to do a final project. It was very free formed and actually a lot of fun. Our assignment was to find a real life example that involved some of the math ideas we had learned that year. Everyone did a different topic. I feel like I got more out of that project than I have in any other project. I did mine on roller coasters using functions and regression equations to find out the equations of the track. I also found the angles of descent using points on the graph. Anyways, this project really opened up my eyes and I actually enjoyed doing it.

• Essay for English because it was a clear rubric and I did very well on it because I knew the requirements and saw models of previous good grades on it.

• To make a Spanish cooking show! Any type of project where you can create a video to complete it makes it a lot of fun and worth my time.

• Earth science, when we were required to test the potential energy of a few substances (by lighting them on fire). and it was interesting because we got to do hands on stuff with fire.

• In health class we had to put together a project on a previous drug addict and it helped me learn more about the drugs we learned about in class along with it was interesting.

• In my sociology class we did a study where we went to all of the lunches that class period and just sat with different groups of people and study group behavior. Then we mapped out the whole lunch room with where different groups typically sat. It was interesting because I got to go out of my comfort zone and study people.

• Last year, in my art class, the most interesting piece I did was an eye project. We had to choose four different artists styles and paint one eye for each style. It was a challenge but it was fun.

• Problems of the week in math involved both the students having to come up with a problem of the week to pose to the other students, as well as posting it online. The rest of the class was then required to solve that problem, which was interesting in the fact that it was all student-oriented.

• We made a comic book in history class. I loved doing this because I like hands-on projects where I get to be creative, and it was a lot of fun.

• The labs in chemistry. They are very difficult, but to me they are very interesting and fun.

• Last year in math we applied a concept we learned during the year (log. functions) to a real life thing, being the career stats of basketball players. We used the stats to predict what young players would eventually end up being all stars in their careers.

Students’ Voices: What do the Learners Say? (continued)

• While reading To Kill a Mockingbird, my English teacher had my class take a survey about some of our traits (eye color, hair color, skin color, height, # of immediate family members, and many others). The next day, she had students be separated into the “normal people” and the “slaves”. Throughout the class, the slaves had to do ANYTHING the teacher asked us to do for the other normal students, and she kept the separating trait a secret until the end of the class. This technique helped us really realize how much discrimination plays a role in our everyday lives.

• A journal that we had to keep in History class. We had to write a story about what it would be like if we were a certain character during the French Revolution, and we had certain topics to write about with each entry. There were 6 entry’s total and each one had to be full of detail.

• Last year we did a midevil banquet. it was interesting because everyone had to be a person from midevil times and describe your self to everyone.

• The most interesting work I have done in the last year was when we had to write a story about a person based on a picture of a shoe of theirs.

• We performed our marching show at football games and at a band competition.

• A debate in history because it was interesting to hear other students ideas and also share my own.

• We did a lab in science where we used a bunch of toys and it was fun because we were doing hands on work-with toys!!!

• In history we did this activity where we were talking about the execution of King Louis XVI. We had a mock trial for him where we got to be lawyers and the jury and debated whether he really was guilty of the charges brought up against him. When he was found guilty, we drew his face on a carrot and chopped its head off in a guillotine. It got us engaged and was fun.

• Write about a person in a magazine based on their picture.

• I was asked to create a hypothetical budget for after college using an Excel spreadsheet. This was cool because I got to see first hand what it’s like dealing with expenses after college.

• Last year in my Spanish class we were asked to make a movie trailer in Spanish, and our group was extremely engaged in the task. Most likely because we enjoyed filming our project using our own script, and not something too strict. We were allowed to expand our ideas and present them.

• In math, in lieu of taking a final, we had to do group projects which encompassed most of the math skills we learned throughout the year. It was interesting because we also had to connect it to real life, and it was very helpful as far as remembering the material goes.

How Might Assessments Enhance Learning?

1. Think back to your many prior experiences with assessments as a learner, both in and outside of school. Identify a specific case of highly effective learning in which assessment played a significant role. Whatassessment practices contributed to your deep learning? In what ways did these practices positively affect the amount and quality of what you learned? In the space below, summarize your example and be prepared to share with a group

2. In sharing your recollections and analyses with your colleagues, compile a list of generalizations that follow from the various examples. In other words, what are the most effective assessment practices for enhancing learning?

Assessment practices that can enhance learning...

•

Teaching Toward Authentic Performance: A General Instructional Approach

 Once the performance task has been identi- Your thoughts... fied, deconstruct the task to identify necessary ______concepts, knowledge and skills needed by the ______learners for a successful performance. ______ Use pre-assessments to find out the entry ______level current knowledge and skill levels of the ______learners. ______ Plan targeted lessons to develop the knowl- ______edge, skills and confidence needed to tackle the ______summative task. ______ Differentiate this instruction as needed to ______address the learning variability among students. ______ Use on-going formative assessments to check on the development of requisite skills, ______knowledge, and understandings. ______ Engage learners with formative “mini ______tasks” — simplified or scaffolded versions of the summative task — and provide feedback to ______students as they work on the mini tasks. ______ Allow time for them to practice and/or make revisions based on the feedback. ______After the task is implemented... ______ Evaluate student performance using the ______established rubric(s). ______ Examine student work to identify areas of weaknesses needing attention. ______