authentic performance tasks: strategies to improve...
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Authentic Performance Tasks: Strategies to Improve Learning and Literacy Model Schools Conference 2016 Lissa Pijanowski, Ed.D. Senior Fellow [email protected] @lpijanowski
Model Schools Conference 2016 #modelschools @lpijanowski
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Model Schools Conference 2016 #modelschools @lpijanowski
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Lissa Pijanowski, Ed.D. Senior Fellow, ICLE [email protected] Twitter: @lpijanowski Facebook: facebook.com/lpijanowski
Dr. Lissa Pijanowski is passionate about supporting teachers and leaders in creating compelling learning environments that reflect high expectations, promote student engagement, and produce results. Lissa’s work with the International Center for Leadership in Education, a division of HMH Professional Services, integrates her years of school improvement experience and curriculum leadership in standards-based education. Lissa has served as a public school educator for over 25 years and prior to joining ICLE served as the Associate Superintendent of Academics and Accountability for Forsyth County Schools. Her team was responsible for curriculum, instruction, assessment, academic support programs, professional learning, and workforce development. The district leveraged Rigorous Curriculum Design and Data Teams as essential components for implementation of the Common Core State Standards. Prior to working in Forsyth County Schools, Lissa served as the Director of School Improvement at the Georgia Department of Education. At the GDOE, Lissa led regional school improvement teams to reduce the number of Needs Improvement Schools in Georgia through intense training on data analysis, performance standards, and focused improvement planning. Through a commitment to her own professional development as well as her extensive professional learning work with adults, Lissa is committed to delivering engaging, practical, professional development experiences which result in immediate application to student learning. Lissa has presented at numerous national and state educational conferences and is a published author. Publications include articles in Educational Leadership and the Journal of Staff Development. Additionally, she has contributed to Center publications Prioritizing the Common Core State Standards and Engaged Instruction: Thriving Classrooms in the Age of the Common Core. She holds a Doctorate of Education with a concentration in Organizational Leadership and Change, a Masters in Educational Leadership, and a Bachelor of Science in Education. Although her work keeps her busy, Lissa’s family is her priority. She is married and has three children. She enjoys supporting her kids with their sports and musical interests while making time to volunteer in schools, garden, and spend time outdoors with her husband.
Model Schools Conference 2016 #modelschools @lpijanowski
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Model Schools Conference 2016 #modelschools @lpijanowski
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Performance Assessments Performance Assessments: A ____________ of several related performance tasks, _______ ______________________ that progressively develop and reveal student________________ of the “unwrapped” concepts, skills, and Big Ideas.
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Engaging Classroom Assessments
Copyright © 2009 The Leadership and Learning Center. All rights reserved. Copy only with permission.
The Big Picture
The Big Pictureone
Task 1Recognize*ListDescribe
Task 2InterpretSummarizeInfer
Task 3Implement CompareDeconstruct
Task 4DesignEstimateJudge
Performance Assessment
PriorityStandards
EngagingScenario
“Unwrapped”Concepts and Skills
Whole and Small Group Instruction throughout Tasks 1– 4Increase in Rigor/Difficulty
Advance in Levels of Bloom’s TaxonomyIncorporate Nonfiction Writing
*Note: The verbs listed above represent examples of verbs within Bloom’s six levels of cognitive processes.
Adapted from Diana Greene, Deputy Superintendent, Marion County, FL.
!
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Engaging Learning Experiences Authentic performance tasks require students to use skills, strategies, and knowledge learned while completing a real world task that an adult would need to perform in his personal or professional life. It requires the student to explain, apply, or synthesize their knowledge to show true understanding through a multiple step process/project. The project is a quality piece that presents justifiable information or answers that can be used for further learning, investigation or research. It is outlined with clear task objectives, and has a rubric or other document that guides the completion of work and is used for the final evaluation of the project. Some authentic assessment projects could be:
– Data Collection and Analysis to solve a real world problem – Using historical events to present solutions in order to solve a present world
problem. – Pretending to be another person (maybe historical) in order to explain how one
feels, thinks or perceives life. – Investigating a hypothesis by running a number of scientific experiments. – Architectural building or diorama reproductions
The best assessments always teach students and teachers alike the kind of work that most matters; they are enabling and forward-looking, not just reflective of prior teaching. When students know before hand what will be expected they can perform their best. In real life we do often know what is expected and we prepare accordingly. In authentic performance assessments, when we give students a rubric and defined expectations, they can rise to the occasion. If the assessment is properly designed, it will allow students time to think through and study the issues and not just regurgitate classroom information. It will allow the struggling student time to learn and the quick to remember to apply.
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The Big Picture and Performance Tasks Suppose you have an opportunity to combine the very best research with respect to effect size-what would that look like for students? According to Visible Learning (Hattie, 2009), schools that doubled their performance followed a similar set of strategies:
• Set incremental goals (.56) • Analyzed student data ( • Used formative assessments and performance tasks (.90) • Collaboratively reviewed evidence on instruction (.60) • Used instructional time more productively (.44)
What works <.4
What works best >.4
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Authentic Performance Tasks Design Sequence 1. Select Unit of Study Topic
• Identify a three-to four-week unit of study that is topical (focused on a specific portion of a larger subject or discipline), skills-based (emphasizes application), or thematic (makes connections to other topics within the same discipline or to completely different disciplines). • Topical examples: solids and liquids (science); story elements (reading); estimation(math) • Skills-based examples: converting fractions to decimals; editing and revising; making text connections • Thematic examples: (life cycles, impact of war, art and multimedia)
2. Identifying Matching Priority and Supporting Standards
• Find the grade- or course-specific standards that match that unit of study. • Selections should be a combination of Priority and Supporting Standards.
3. “Unwrap” the Priority Standards and Create a Graphic Organizer
• Underline the key concepts (important nouns and noun phrases) that students are to know in the Priority Standards only. • Circle or CAPITALIZE the skills (verbs) that students are to do. • Organize the concepts students on a graphic organizer (outline, bulleted list, chart). • List each of the skills with parenthetical or side-by-side concepts, i.e. IDENTIFY (main idea). • Identify the approximate level of Bloom’s Taxonomy or Webb’s Depth of Knowledge that reflects the level of thinking skill rigor of each “unwrapped” skill and its related concept.
4. Decide the Big Ideas
• Big Ideas often contain a student benefit for learning the standards in focus (i.e. “Knowing the difference between facts and opinions helps me decide whether something I read is true or not”). • Examine the concepts listed on the graphic organizer. • Ask: “What connections or main understandings would I want students to gain as a result of learning these ‘unwrapped’ concepts? What would I want them to remember long after this unit of study ends?” • Brainstorm three to four Big Ideas or enduring understandings, and write them as complete sentences. • Consider how students might say these Big Ideas in their own words.
5. Write the Essential Questions
• What questions could the teacher ask students at the beginning of the unit of study that would lead students to discover the Big Ideas on their own by the end of the unit? (i.e., Essential Question: When do I need to find an actual answer as compared to an estimated answer? Big Idea: Whether you find the actual answer or only an estimate depends on the situation – what you’re trying to figure out.) • Create three or four Essential Questions, possibly including a “one-two punch” question that combines a recall question with a higher-level question, such as: What are literary devices? Why do authors use them? • Check: Are your Big Ideas the desired answers or responses to your Essential Questions?
Authentic Performance Task Design Sequence
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Authentic Performance Tasks Design Sequence
6. Plan the Performance Tasks • Look again at your “unwrapped” Priority Standards skills and corresponding Bloom/Webb levels. • Look also at the identified supporting standards for the unit of study. • Brainstorm what students could DO in three or four performance tasks that match those levels. • Write a very short description (synopsis) of each task. • Order the tasks to reflect the increasing complexity of skills. These tasks will be distributed throughout the unit of study in this order. • See published examples of performance task synopses at various grade levels (Making Standards Work by Douglas Reeves, Rigorous Curriculum Design by Larry Ainsworth).
7. Detail the Performance Tasks • Write out the full details – the complete task directions – of what students are to do for the first task synopsis. • Make certain that the tasks are not merely “fun learning activities” but are true standards- based tasks that mainly emphasize the “unwrapped” concepts and skills of the unit’s Priority Standards but also represent the concepts and skills of the unit’s Supporting Standards.
S Which standard(s) (priority/supporting) will this task address? Q What Essential Question(s) and corresponding Big Idea(s) will this task target? U Which “unwrapped” specific concepts and skills will this task target? A How will the students apply the concepts and skills? What will they do and/or produce? R What resources, instruction, and information will students need in order to complete the task? E What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills—the standard(s)? 1. Students meet proficiency or higher on Task 1 rubric. 2. Students respond to Essential Question(s) with Big Idea(s) in written or oral format. 3. Other evidence: D How can I differentiate the application and/or evidence to meet the varying needs of my
students?
Evaluating Task Design and Development • Is the task planned for students an authentic application of knowledge and skills in the
standards and related indicators? • Is the student required to utilize higher-order thinking processes? How? • Will proficient performance of tasks demonstrate student attainment of the standards and
indicators? • Will your sequence of tasks develop student understanding of Essential Questions?
• Repeat process for remaining tasks
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8. Identify Interdisciplinary Connections • Review the planned performance tasks. • Identify standards in other content areas that connect to each of those tasks. This will help students see how these are authentic tasks, reflective of real-life situations that are not usually limited to one content area only. 9. Plan an Engaging Scenario • Brainstorm an authentic scenario (real-life situation) that will “hook” student interest and motivate them to active involvement in the planned performance tasks. • Include the “SCRAP” elements to make the scenario complete.
S What is the situation? C What is the challenge? R What role(s) does the student assume? A Who is the audience (preferably an external audience)? P What is the product or performance the student will demonstrate and/or create?
• See published examples of effective engaging scenarios (Making Standards Work by Douglas Reeves, Rigorous Curriculum Design by Larry Ainsworth).
10. Create the Scoring Guides • Highlight in the task directions of the first performance task exactly what students are to do (i.e., “Provide three examples from the text”). Use those same phrases in the scoring guide criteria so students see the intentional match between the task directions and how their finished product will be assessed. • Write the criteria in specific, measurable, observable wording for the level of “Goal” or “Proficiency”. • Next write the criteria for “Advanced” or “Exemplary” beginning with the phrase: “All Goal/Proficient criteria met PLUS:” • Then write the “Progressing” level criterion: “Meets ____ of the Goal criteria”. This keeps the student’s focus on the Goal criteria and provides feedback of what the student must yet do to meet those criteria. • Lastly, write the “Beginning” level criteria: “Meets ____ of the Goal criteria” and “Task to be repeated after re-teaching/additional help from teacher.” This again keeps the student’s focus on the Goal criteria and provides feedback as to what the student must yet do to meet those criteria. The second of the two criteria communicates to the student the heightened expectation that s/he is not yet finished with the task. • Repeat the process for the remaining performance tasks.
Authentic Performance Tasks Design Sequence
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Creating the Tasks SQUARED Process for creating performance tasks • Standards: Which standard(s) will this performance task address? • Questions: What are the essential questions the task will target? • Unwrapped: Which “unwrapped skills and concepts will students demonstrate
through this task? • Application: How will students apply the concepts and skills? What will they produce
or perform? • Resources: What resources will students need? • Evidence: What evidence will I need to see to verify mastery? • Differentiate: How can I differentiate the application to meet the learning needs of
all?
Standards
Questions
Unwrapped Concepts and Skills
SKILLS
CONCEPTS DOK
Application
Resources
Evidence
Differentiate
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Creating the Engaging Scenario S.C.R.A.P. Process for creating an engaging scenario • Situation: The context of the engaging scenario • Challenge: The challenge or problem that the student encounters • Roles: The careers and authentic jobs that the student assumes • Audience: The person or group to whom the students present the results of the
challenge • Product or Performance: What is produced by the students upon completion of the
assessment
Situation
Challenge
Roles
Audience
Product
Full Description
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Creating Specific Tasks: Staircase to Complexity
Elementary Example
Task Product or Performance: What will students to do demonstrate their understanding of the “unwrapped” priority
standards?
DOK
1 Sequence story strips 1
2 Create a flow chart that retells key details 3
3 Create a story map 3
4 Create a puppet show from a different point of view 4
Secondary Example
Task Product or Performance: What will students to do demonstrate their understanding of the “unwrapped” priority
standards?
DOK
1 Create a Cornell Notes research booklet 1
2 Write a research article for a journal 3
3 Create a multi-media presentation with speaker’s notes
3-4
4 Give an oral presentation with multi-media visuals 4
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ithin
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Form
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olve
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10
Model Schools Conference 2016 #modelschools @lpijanowski
www.leadered.com
Model Schools Conference 2016 #modelschools @lpijanowski
www.leadered.com
Designing Tasks Checklist
Use the following checklist to ensure your performance tasks include all essential components.
11
Model Schools Conference 2016 #modelschools @lpijanowski
www.leadered.com
Model Schools Conference 2016 #modelschools @lpijanowski
www.leadered.com
Notes, Ideas, Resources, etc. 12