analyzing performance tasks: turning results into action getting smarter & long term el...
TRANSCRIPT
Analyzing Performance Tasks: Turning Results Into Action
Getting Smarter & Long Term EL SymposiumJanuary 13, 2015
Access PPT at: http://goo.gl/6eQVrP
Outcomes1. Review the role of performance tasks in a balanced
assessment system
2. Use a protocol to analyze student tasks for evidence of common understandings and misunderstandings, identify instructional implications, and develop an action plan
3. Reflect upon how this process could be used in their own district or school
What is a Performance Task and why are they important?
What is a Performance Task?Extended learning activities that…● measure student’s ability to integrate and
apply knowledge and skills across multiple standards
● engage students in real-world situations or complex problems
Why Are PTs Important?● Better measure depth of understanding,
problem-solving skills, and complex analysis● Give insight into student thinking and
reasoning● Provide information about student learning
while it is happening
What is the Role of Performance Tasks in a Balanced Assessment System?
Balanced Assessment SystemAssessment OF
● Summative● Periodic● May be state-mandated,
publisher-made, or teacher-designed
● Often standardized● Happens after material has
been taught● A snapshot in time
Essential Question: What have students already learned?
Assessment FOR● Formative● Frequent● Curriculum and instructionally-
embedded● Teacher-made, student-
involved● Happens while material is
being taught● A moving picture (journey)
Essential Question: How can we help students learn more?
Are We in Balance?
Performance Tasks
How Do Performance Tasks Help Us Make More Informed Decisions?
Assessment Administration
Collaborative Scoring
Analysis & Planning
Lesson Implementation
1. Set the Context2. Focus on Learning3. Implications & Next Steps
Performance Task Cycle
7th Grade ELA Performance TaskOverview: Your goal is to understand the problem of homelessness and to make a decision about whether one of these approaches the other cities have developed might work in San Diego.
Review the following materials to complete this task:● Teacher Directions & Pre-Activity● Task (3 Questions) ● Sources (3 texts w/ graphics) ● Rubric
SET THE CONTEXT
Stage 1 -- Set the Context● Why did we give this assessment to
students?
● What did we expect to learn from it?
● What did this assessment demand students to demonstrate?
Stage 1 -- Set the ContextThis Performance Task required students to…
● identify relevant information from sources● explain how evidence supports an author’s
claim● make and support their own claim with
evidence
FOCUS ON LEARNING
Stage 2 -- Focus on LearningBig Picture: ● Sort and count papers by score
● Construct a line plot of student performance
● How might we describe students’ overall performance on this assessment?
Stage 2 -- Focus on LearningCloser Look:● Examine student work in these scoring ranges:
○ 0 - 1 total points○ 2 - 3 total points○ 4 - 5 total points
● For each score range, what did students understand and misunderstand? What could students do and not do?
● What makes you think that? What is your evidence?
IMPLICATIONS & NEXT STEPS
Stage 3 -- Implications & Next StepsBased on these common understandings and misunderstandings in the 7th grade samples...
● What are the instructional implications?
● What are your next steps?
Create an action plan
Assessment Administration
Collaborative Scoring
Analysis & Planning
Lesson Implementation
1. Set the Context2. Focus on Learning3. Implications & Next Steps
Performance Task Cycle
Putting This Into Practice● When is your next performance task?
● What needs to be in place for you to use this process and when?
● What are some of the challenges you foresee in implementing this process at your district or site and how might you overcome them?
Resources● Performance Task Analysis Protocol
● Analysis Worksheet
● Action Plan Template
Assessment, Accountability, & Evaluation Unit
Shannon Coulter, Lead Coordinator858.292.3593; [email protected]
Todd Langager, Program Evaluation Coordinator858.569.5305; [email protected]