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ASSOC IAT ION FOR SUPERV I S ION AND CURR ICULUM DEVELOPMENT

Performance

Assessments

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Facilitator’s Guide

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Performance

Assessments

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A S SOC IAT ION FOR SUPERV I S ION AND CURR ICULUM DEVELOPMENTALEXANDR IA , V IRG IN IA

Dev Perf Ass TP/Dividers 10/12/04 10:59 AM Page 1

About the DevelopersThis guide was prepared by Mary Kay Armour, ArmourConsulting, Crofton, Maryland; Marcia D’Arcangelo, ProgramManager and Producer, ASCD; and Charles Barbour, Producer,ASCD.This video staff development program was produced by ASCD.We gratefully acknowledge the support and participation of theMaryland Assessment Consortium; Frederick County PublicSchools and Baltimore County Public Schools in Maryland; andConnecticut’s Pomperaug Regional School District 15.For further information about materials developed by theMaryland Assessment Consortium, contact Jay McTighe,Maryland Assessment Consortium, c/o Urbana High School,3471 Campus Drive, Ijamsville, MD 21754. Telephone:(301)874-6039; fax: (301)874-6057; e-mail: [email protected] further information about materials developed by Region 15,contact K. Michael Hibbard, Assistant Superintendent, Region15 Schools, 286 Whitemore Road, P.O. Box 395, Middlebury, CT06762. Telephone (203) 758-8250; fax (203) 598-3559; e-mail:[email protected].

ASCD Staff

Video ProductionMarcia D’Arcangelo, Program Manager and Producer Charles Barbour, ProducerRonald S. Brandt, Assistant Executive DirectorAgnes Crawford, Manager of Professional DevelopmentGary Bloom, Manager of Design, Editorial, and Production ServicesCarolyn R. Pool, Associate EditorGinger Miller, Copy EditorBeth Kabele, Project Assistant

Manual ProductionKaren Monaco, Senior DesignerTracey A. Smith, Production CoordinatorDina Murray, Production AssistantValerie Sprague, Desktop PublisherASCD, a diverse, international community of educators, forgingcovenants in teaching and learning for the success of alllearners. Founded in 1943, ASCD is a nonpartisan, nonprofit,international education association with headquarters inAlexandria, Virginia.Copyright © 1996 by the Association for Supervision andCurriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314. All rights reserved. Materials in the “Handouts andOverheads” and “Resources and Readings” sections of this guideare intended for use in face-to-face workshops designed as partof this video staff development program. For this purpose,materials in these sections of the guide may be reproduced. Any other use of these materials is prohibited, unless writtenpermission is granted by ASCD.

Association for Supervision and Curriculum DevelopmentTelephone: (703) 549-9110 Fax: (703) 299-8631World Wide Web: http://www.ascd.orgASCD Stock No.: 496251FGVideotape Stock No.: 496251; Videotape Preview Stock No.: 496251P

IntroductionDeveloping Performance Assessments . . . . . . . . . . . . . . . . . . . . 3

Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Purpose of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

About the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Program Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Role of the Workshop Facilitator . . . . . . . . . . . . . . . . . . . . . . . 6

WorkshopsWorkshop 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Workshop 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Handouts and Overheads Handout 1. Focus Questions . . . . . . . . . . . . . . . . . . . . . . . . . 25

Handout 2. Methods, Purposes, and Feedback . . . . . . . . . . . . . . . 27

Handout 3. Assessment Comparison . . . . . . . . . . . . . . . . . . . . 29

Handout 4. Components of Developing Performance Assessments . . . . 31

Handout 5. Brainstorming Activity . . . . . . . . . . . . . . . . . . . . . 33

Handout 6. Task Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Handout 7. Focus Questions for Designing a Task . . . . . . . . . . . . . 37

Handout 8. Key Questions for Reviewing Tasks . . . . . . . . . . . . . . 39

Handout 9. Speeding Ticket . . . . . . . . . . . . . . . . . . . . . . . . . 41

Handout 10. Praise, Question, Polish . . . . . . . . . . . . . . . . . . . . 43

Overhead 1. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Overhead 2. Assessment Comparison . . . . . . . . . . . . . . . . . . . . 47

Overhead 3. Components of Developing Performance Assessments . . . . 49

Overhead 4. Key Questions . . . . . . . . . . . . . . . . . . . . . . . . . 51

Overhead 5. A Clean Room . . . . . . . . . . . . . . . . . . . . . . . . . 53

Overhead 6. Praise, Question, Polish . . . . . . . . . . . . . . . . . . . . 55

Resources and ReadingsDefinitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

DevelopingPerformanceAssessments

Introduction


DevelopingPerformanceAssessments

The need to prepare students for the world beyond the classroom hasled schools to consider new models of instruction. Educators know

that simply helping students learn to recall myriad details of mathemat-ics, science, social studies, and literature is not enough. Educated stu-dents need to be able to work cooperatively, find and use information,reason well, plan and organize, use knowledge to solve problems, con-sider their thinking processes, and evaluate themselves and others.Knowledge must be linked to performance; and content must stimulatelearning and provide a context for students as they develop the ability toapply knowledge from one situation to another.

When learning is active and collaborative, students learn by doing, andthey learn from one another. They learn how to evaluate self and peers.They learn by participating in activities that ask them to apply their un-derstanding in new contexts. They learn in different ways and at differentrates, depending on their backgrounds, experiences, and learning styles.Building on prior knowledge and experience is critical to understandingideas and principles. Practice and application to real-world situations areessential.

To provide more opportunities for student involvement and problem-solv-ing activities, schools are revising their curriculums and teachers are re-vising their instructional methods. Teacher lectures, isolated contentinstruction, drill and practice, and individual projects are giving way tointegrated units, cooperative groups, and writing process activities.

These changes in teaching and learning have fostered new approaches toassessment. Educators are relying less frequently on tests that require stu-dents to recall facts and details without meaningful context and turningmore often to performance assessments that encourage thoughtful appli-cation and meaningful use of knowledge. These assessments not only re-quire thinking, but they also give students, teachers, administrators, andparents more information about what is being learned.

In The Manufactured Crisis, Berliner and Biddle (1996) outline ways toimprove educational practice and suggest the need for “more authentic,performance oriented and locally evaluated” assessments. Tests shouldforce students to take the bits and pieces of information they alreadyknow and use them to solve a new problem. Technology is changing ourworld so quickly that we don’t know what knowledge will be needed byfuture workers. Therefore, we have to prepare students to be creativeproblem solvers. Creating engaging, rigorous, and meaningful perform-

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ance assessment tasks is one way for educators to prepare students forthe future.

But how do you create meaningful, authentic assessments? The purposeof this program is to present a process for designing performance assess-ment tasks. The video and Facilitator’s Guide provide:

• Questions to help you determine how you can use what you alreadyhave to create a richer assessment program.

• A model process for designing performance assessment tasks andscoring tools to help you determine their effectiveness for assessingcontent standards/learning goals.

• Criteria for reviewing tasks.

• Opportunities to evaluate tasks written by others.

Assumptions This workshop and corresponding video are based on the following as-sumptions:

1. Learning must be active and collaborative.

Students learn by being engaged in learning. Lecturing and drill and prac-tice without a coherent purpose do not guarantee learning. Teachers needto incorporate their students’ abilities and interests into instruction andprovide opportunities for students to learn from each other.

2. Performance assessment engages students in applying learning.

Learning out of context is learning often not retained. Performance as-sessments increase the likelihood that learning will be lasting and mean-ingful to students because these tasks require applying knowledge insituations that call for active problem solving or for the creation of aproduct.

Performance assessment tasks state what learning goals/objectives theyare designed to measure. They also include by what standard the prod-ucts or performances will be measured. Because students have opportuni-ties to improve their performances, they become more fully engaged intheir own learning.

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3. Performance assessment is an effective strategy for student-centered education.

Performance assessment is based on providing opportunities for studentsto become involved in the learning process. It lets students show whatthey know and can do in ways that are in keeping with their interests andlearning styles. It requires students to know and apply their under-standing to “real-world” situations. It ask students to demonstrate knowl-edge, not just reproduce isolated facts. It provides them opportunities toassess themselves and others.

4. Performance assessment tasks are meaningful and engagingactivities.

Performance assessments are framed in real-world activities at the stu-dents’ level. Thus, the assessments are more interesting, more engaging,and more meaningful than are any multiple-choice, true-false, or match-ing assessment covering the same material.

5. Performance assessment tasks provide feedback to both the teacherand the student.

When we try to educate without evaluation, we are shooting in the dark.There is no way to know whether the learning target has been achieved.Assessment of instruction provides feedback for the teacher, the student,the administrator, and the parent. Like instruction, it must be meaningful.Results reported as a set of numbers sometimes mean little to those re-ceiving the information. Reporting the degree of proficiency studentsachieve, and knowing what students are being scored on in the perform-ance of a given task, is real evidence of what they know and are able todo. This information is more meaningful than a letter or number gradefor students, as well as for parents and administrators.

For teachers, performance assessment provides information to tailor in-struction for individuals, to determine if material should be repeated orreviewed, and to determine content to be taught.

6. Developing performance assessment tasks is a process of revisiting,revising, and improving.

Writing a performance assessment task is fun and easy. Making one goodis more difficult. It is like process writing, cooperative learning, and as-sessment all rolled together. You write the task, have students try it out,and then rewrite it based on their responses and other teachers’ feedback.The goal is continual improvement.

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Purpose ofthe Program

This video program and Facilitator’s Guide present an overview ofhow to develop performance assessment tasks for teachers, adminis-

trators, and others interested in improving how schools assess studentprogress.

About theProgram

To learn, students must be actively engaged in the acquisition and appli-cation of knowledge. Simple recall of facts and information will not

suffice in today’s world. This program presents an introduction to devel-oping performance assessments that provide teachers and learners withmeaningful activities and information about the learner’s progress. Thevideo shows teachers the basic elements of creating performance assess-ments and provides a review process and examples of assessments in pro-gress.

ProgramObjectives

By the end of this program, participants will achieve the following ob-jectives:

• Understand where and how performance assessment fits in the learn-ing process.

• Identify a process for developing performance assessments.

• Evaluate performance assessment tasks.

• Suggest ways to improve sample performance assessment tasks.

Role of theWorkshopFacilitator

Your preparation for the workshop and openness to discussion will en-able you to help your group gain from this program whether you de-

cide to ask focus questions and show the video to a group (Workshop 1)or conduct an in-depth staff development session (Workshop 2).

Remember, you do not have to be an expert on developing performanceassessments to facilitate this program. However, viewing the videotapeand reading this Facilitator’s Guide and suggested readings in advancewill give you important information and helpful examples for use whenpresenting the workshop. Your background knowledge and outside read-ing will provide you with a strong base for discussion. As a facilitator,your major responsibilities are as follows.

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Read and View the Materials

• Read the Facilitator’s Guide and other reference materials.

• Preview the videotape. As you do so, you might want to record thetape counter numbers for the beginning of each section or example touse as a reference during the workshop.

Prepare the Program Activities

• Select the most appropriate workshop format for your audience.

• Select the workshop activities you will use and modify them, if nec-essary, to meet the needs of your audience.

• Plan an agenda for your workshop, outlining the workshop objec-tives and specific times, including time for breaks. (Suggested agen-das and objectives are included in this guide.)

Reserve Room and Arrange for Refreshments

• Reserve a room large enough to arrange seats in a way that is condu-cive to viewing the video and allows for group discussion. Note elec-trical outlet placement, as this will determine what kind of extensioncords you will need, if any.

• Arrange the seats so that all participants can easily view the videoand see each other.

• Arrange for refreshments with the support staff at the facility you areusing.

Arrange for Equipment

• Arrange for the use of a VCR, a monitor, and any extension cordsyou will need. (A 23- or 25-inch monitor will suffice for up to 25 par-ticipants.) Because different equipment models vary in how they op-erate, you might want to check with the appropriate staff to learnhow to operate all the necessary equipment. Before the participantsarrive, check to see that all equipment has been delivered and isworking. Check the electrical outlets in the room to make sure theyare in working order. Be sure you have any necessary extensioncords or adapters.

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• Arrange for the use of an overhead projector, a screen, and a writingsurface—blank transparencies, a flipchart, or a chalkboard. Makesure you have the right kind of pens or markers for the surface youchoose. Have a variety of colors for recording purposes. Check withthe facility’s staff before taping any flipchart paper to the walls.

Prepare Materials

• Duplicate the handouts and readings from this guide that you wouldlike to distribute to participants. If you wish to distribute other materi-als, make sure you comply with copyright policies for the materials.

• Make transparencies from the overhead masters and, if desired, dupli-cate them.

Announce the Program

• Publish a flier or brochure that clearly specifies the date, time, and lo-cation for the program. Make sure any registration form can be de-tached without removing any important details, such as theprogram’s time and date or directions to the workshop site.

• Contact all individuals who will be involved in the workshop. If ap-propriate to your situation, invite parents, community leaders, andbusinesspeople.

Materials Needed

For this workshop, you will need the following:

• Flipchart or large sheets of paper

• Objectives for the workshop printed on the flipchart

• Markers suitable for your writing surface

• Masking tape

• Handouts reproduced for the participants’ use (located in the “Hand-outs and Overheads” section of this guide).

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Workshops


This guide offers two workshop formats to give you flexibility in usingthis video staff development program. Workshop 1 is a 11⁄2-hour ses-

sion that would be ideal for a school board presentation, a parent/teacherforum, or a faculty meeting. Workshop 2 can be used for either a half-dayor a full-day staff development session for professional educators.

Workshop 1This session provides an introduction to developing performance assess-ments for participants who would like an overview of the topic and a

look at some examples of performance assessment tasks. We suggest thefollowing agenda for this 11⁄2 hour session.

Agenda and Time Guide: Workshop 1

Activity Time (minutes)

Welcome Participants and Introduce 10 Videotape

View Video 55

Developing Performance Assessments

Ask for Reactions 15

Approximate Workshop Time 11⁄2 hours

Welcome and Introduction (10 minutes)

1. Introduce yourself to the participants and explain the purpose of thesession—to understand the process of developing performanceassessment tasks.

2. Distribute Handout 1, “Focus Questions.” Give each person a fewminutes to answer the questions in Part I only. Tell participants thatthis handout is for their own use and will not be collected.

3. As a whole group, briefly discuss participants’ responses to thequestions. Record their responses on the flipchart.

View Videotape (55 minutes)

Show the entire videotape.

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Reactions to Video (15 minutes)

1. Give participants 3-4 minutes to answer the questions from Handout1, Part II.

2. Ask participants to form small groups and share their answers. Thenfacilitate large-group discussion by asking each group to share themost important responses from their discussion.

3. Ask the group what next steps would be appropriate, based on theprevious discussion.

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Workshop 2This workshop can be used for either a half-day or a full day staff devel-opment session. It is designed for those who wish to examine how to

develop performance assessments in more depth. It is suitable for audi-ences new to designing performance assessment tasks as well as partici-pants who have some prior knowledge or experience. This workshop isintended primarily for educators and administrators.

The times listed in the agenda include the times for viewing the videosegments and suggested times for completing workshop activities. Youmay want to adjust the time schedule to meet the needs of your audience.

Materials Needed

For this workshop, you will need copies of Handouts 2–10 for each par-ticipant. After reading the workshop format description and planningyour session, you may also want to make transparencies of all overheads.You may also want to provide participants with a copy of items in the“Resources and Readings” section of this guide. Descriptions of the ac-tivities for Workshop 2 begin on the next page.

Agenda and Time Guide: Workshop 2


OVERVIEW

Welcome Activities 10

Introductory Activities 20

View Video Segment 1: Introduction 6


Assessment Comparison 10

CREATING A TASK

Brainstorming Activity 10

View Video Segment 2: Selecting Learning Goals 3

Planning—Learning Goals 10

View Video Segment 3: Designing the Task 12

Break 15

Designing the Task 25

View Video Segment 4: Evaluating the Task 12

A Clean Room 20

Planning—Scoring Tools 15

Field Testing/Feedback 25

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Agenda and Time Guide: Workshop 2—(continued)


REVISING THE TASK

View Video Segment 5: Reviewing and Revising 9

Revision 30

Praise, Question, Polish 15

View Video Segment 6: Getting Started 9

SUMMARY

Concluding Activities 15

Approximate Workshop Time 31⁄2 to 4 hours

Overview This section is designed to establish rapport among participants and tofocus them on the process of developing performance assessments.

Objectives:

By the end of this section, participants will be able to:

• Understand that different types of assessments are used for differentpurposes.

• Recognize similarities and differences between traditional and per-formance assessments.

• Identify components for developing performance assessment tasks.

Welcome Activities (10 minutes)

1. Introduce yourself to the participants. In addition to telling yourname and what you do, explain your role as the workshop facilitator.Explain that as the facilitator, your role is to assist participants inreaching the goals of the workshop and to guide and encouragediscussion.

Be sure to cover any “housekeeping” details that need to bereviewed, such as restroom locations, scheduled break times, and abrief overview of the time frame for this particular workshop.

2. Give a brief overview of the workshop’s agenda.

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3. Ask participants about their goals for the workshop. List these on theflipchart and revisit them at the end of the workshop to ensure allgoals were met.

4. Review the objectives of the workshop you have written on flipchartpaper.

By the end of this workshop, participants will be able to:

• Understand what performance assessment is.

• Be able to create a performance assessment task.

Introductory Activities (20 minutes)

5. To begin discussing performance assessment, say to participants:

◆ Before you learn how the process of developing performanceassessments works, you should first consider where you andyour school district are in terms of assessing learning. Assess-ment is integral to instruction, but there are many effectiveways to determine what a student knows and many ways touse the information gained from an assessment.

6. Distribute Handout 2, “Methods, Purposes, and Feedback.” In thelarge group, say to participants:

◆ Let’s consider methods, purposes, and uses of various typesof assessments. In Handout 2, you will see a chart with anexample listed in each category. In pairs, let’s talk aboutother methods, other purposes, and other uses for assessmentinformation and list other examples. Take about 5 minutesand then we’ll discuss our findings together.

7. After the activity on types and purposes of assessment, distributecopies of Handout 3, “Assessment Comparison.”

Say to the participants:

◆ As you watch the first segment of the video program, thinkabout how performance assessments are different from theways in which we traditionally measure student learning,and jot down your thoughts on Handout 3. We will discussyour ideas after we view the videotape.

Facilitator’s NoteBefore the workshop, you willwant to familiarize yourself witha model of the process fordeveloping performanceassessments. For vocabularywords commonly used inassessment, see the Definitionsin the “Resources andReadings” section. Asparticipants arrive, you maywant to display Overhead 1.

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View Video Segment 1: Introduction (6 minutes)

8. Show the videotape from the beginning to the end of the first section.

Assessment Comparison (10 minutes)

9. After viewing the video, conduct a discussion with the entire groupabout their reactions to the information presented in the program.Use Overhead 2, “Assessment Comparison,” to record participants’ideas. Allow about 10 minutes for this activity.

10. Display Overhead 3, “Components of Developing PerformanceAssessments,” and distribute Handout 4, “Components ofDeveloping Performance Assessments.” Tell participants that theywill use this process to develop their own performance assessments.

Creating aTask

The purpose of this section is to begin working with the participants tocreate a performance assessment task.

Objectives


• Begin to develop a performance assessment task by,

— selecting learning goals/objectives,

— designing a task,

— determining how to evaluate students’ performance.

Brainstorming Activity (10 minutes)

1. Distribute Handout 5, “Brainstorming Activity,” and ask participantsto form pairs by grade level, if possible.

Say to participants:

◆ In this activity, we will take about 10 minutes to brainstormexamples of real issues/themes and products/performancesthat would be of interest to our students. You may use a les-son you already present in your class, or a lesson you are con-sidering.

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2. After the brainstorming session, say to participants:

◆ Now that we have compiled our ideas about issues/themesand products/performances, we are ready to begin designinga performance assessment task. The next brief segment ofthe video explains the importance of selecting a clear learn-ing goal. As you watch this segment, consider how this modelmight guide you as you design your own task.

View Video Segment 2: Selecting Learning Goals(3 minutes)

3. Show video segment 2.

Planning—Learning Goals (10 minutes)

4. After viewing the video segment on learning goals, display the firstquestion on Overhead 4, “Key Questions,” distribute Handout 6,“Task Planner,” and say to participants:

◆ Now, refer to the list you brainstormed and select one of yourissues/themes and its corresponding product/performance todevelop further. Then decide what learning goals the taskwill address and write those in the appropriate column onthe handout. As you are doing this activity, work with yourpartner and consider this key question: What do I want thestudents to understand and be able to do?

View Video Segment 3: Designing the Task (12 minutes)

5. Before showing this video segment, say to participants:

◆ As you watch this next video segment, notice the close inter-relationship that exists between the components of Selectingthe Learning Goal and Designing the Task.


Break (15 minutes)

A break at this point will give participants a chance to informally discussthe information they have received so far.

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Designing the Task (25 minutes)

7. Distribute Handout 7, “Focus Questions for Designing a Task.” Tellparticipants to work with the same partner to begin writing amini-task. Suggest that they use the questions on Handout 7 as aguide.

8. Say to participants:

In order to design performance assessment tasks, you need toconsider several basic elements. Start with identifying learninggoals/objectives that the student must master. Many schooldistrict and state level educators have written learning goals foreach grade level. These list the skills students should achieveduring their course of study. Each time a teacher presents alesson or unit, one or more learning goals are reflected in theactivities students engage in during the instruction. Assessingunderstanding of those learning goals requires students todemonstrate their proficiency. Keep this in mind as you begin todesign your mini-task. You will have about 25 minutes for thisactivity.

9. When participants have designed their mini-tasks, say:

◆ Now that we have progressed to this point in task design, weneed to determine how to evaluate the students’ achievementof the learning goals. The next segment of the video programexplains how to evaluate and communicate the students’ per-formance and achievement using models, criteria, and scor-ing tools.

View Video Segment 4: Evaluating the Task (12 minutes)


A Clean Room (20 minutes)

11. Display Overhead 5, “A Clean Room,” and say to participants;

◆ Together, we are going to create a scoring tool for determin-ing proficiency in cleaning a room. On this overhead, one cri-teria is given, along with the frequency with which thatcriteria would occur at each score point. What other criteriamight we include?

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Planning—Scoring Tools (15 minutes)

12. Call participants’ attention again to Handout 6, “Task Planner,” andask them to work in their same pairs to develop a scoring tool toevaluate one of their learning goals.

Field Testing/Feedback (25 minutes)

13. When participants complete the scoring tools, ask them to exchangetheir tasks with another pair. Then ask them to “take” the assessmenttasks they have received.

14. Distribute Handout 8, “Key Questions for Reviewing Tasks.” Askparticipants to respond to the first three questions as the questionsapply to the task they just “field tested”.

Revising theTask

This section focuses on task revision. The first attempt at producing aperformance task should be considered a draft. After the task is field

tested and feedback is given to the creators of the task, the creatorsshould look at the products and performances they received to get an ac-curate picture of its effectiveness. Does the task measure the stated learn-ing goals/objectives? Judging from the products and performances, didthe students clearly understand the task?

Objectives


• Review performance assessment tasks for effectiveness.

• Determine if the key characteristics are present in a performanceassessment task.

1. Before viewing the next video segment, say to participants:

◆ Before you receive feedback on your tasks, let’s watch thenext segment of the video on revising to see how others use in-formation from field testing in the process of improving theirperformance task.

Facilitator’s NoteDisplay Overhead 3 and remindparticipants of the recursivenature of the process. Point outhow the workshop activitiesrelate to the model.

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View Video Segment 5: Reviewing and Revising (9 minutes)


Revision (30 minutes)

3. After viewing the video segment on revising a task, say toparticipants:

◆ Now, return the tasks and your feedback on Handout 8 to thetask creators for revision. Take about 5 minutes to review thefeedback.

4. Then say to participants:

◆ Using the scoring tools you created earlier, evaluate the re-sults of the assessment. From the products you collect, youshould be able to select examples that represent the qualityyou expect for every score point. You will use these “exem-plars” with students the next time you use the revised task.The exemplars become your samples of what the products orperformances should look like at each stage of proficiency.

Now, refer to the other two questions on Handout 8 as you be-gin revising your tasks. You will have about 25 minutes tocomplete this activity.

Praise, Question, Polish (15 minutes)

5. Distribute Handout 9, “Speeding Ticket,” and Handout 10, “Praise,Question, Polish.”

Say to participants:

◆ Read this task and work with your partner to completeHandout 10. State what you would praise about the SpeedingTicket task and list any questions you have about it. Providesuggestions for making it better.

6. When participants have completed the activity, ask them to sharetheir ideas with the large group. You may use Overhead 6, “Praise,Question, Polish,” to record their responses.

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View Video Segment 6: Getting Started (9 minutes)


SummaryConcluding Activity (15 minutes)

1. Ask participants to once again refer to Handout 3, “AssessmentComparison,” and give them a few minutes to consider if they wouldlike to make changes or additions to their earlier reflections. Youmay ask them to briefly share their thoughts with the whole group.

2. Review the list of participant goals from this workshop. Make sureyou have addressed all the goals. Summarize the session by saying toparticipants:

◆ In this workshop, you have seen performance assessmenttasks being written and revised. You have seen examples inmath, science, and language arts, at the elementary, middle,and high school levels. You have listened to teachers as theydesign, review, and improve tasks. You have heard them askquestions to determine if activities and indicators matchlearning goals, and to see whether tasks are rigorous, engag-ing, coherent, authentic, and valid.

You have engaged in the process of creating performance as-sessments, which includes writing, field testing, and revisingtasks. Creating good performance tasks doesn’t end the firsttime an assessment is printed. It takes months, even years, ofinvolvement by cooperative teams of teachers to write, field-test, refine, and improve tasks.

3. Finally, call participants’ attention to the “Resources and Readings”included in the back of this guide. You may duplicate these ashandouts, if you wish. Suggest that, as a follow-up activity,participants study these articles and write down their own reactions,then share them with a partner or a team.

4. Finally, thank participants for taking part in the workshop and offerto provide follow-up support, if appropriate, as they continuedeveloping performance assessments.

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Handouts and Overheads


Part 1

Before viewing the videotape, think about the following questions andwrite your answers in the spaces provided.

1. When you see or hear the words “performance assessment” what doyou think about?

2. How do you feel about performance assessment?

3. What do you know about it?

4. What would you like to know about it?

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FocusQuestions

Association for Supervision

and Curriculum Development

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Part II

After viewing the videotape, answer the following questions.

1. How have your ideas about performance assessment changed?

2. Do you feel any differently about performance assessment than youdid before viewing the videotape?

3. What do you still want to know about performance assessment?

Handout 1—Continued

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Methods, Purposes, and Feedback

Assessment Method Assessment Purpose Communication/Feedback

How are knowledge andproficiency measured?

Why are students being assessed? Who wants/needs/uses thisinformation?

Example—multiple choice to measure student progress parents

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29

Components of DevelopingPerformance Assessments

The process of developing performance assessments is recursive in nature and rarely follows a purely lin-ear sequence. However, it is recommended that each of the following elements be included as part of taskdevelopment.

• Determine the learning goals/content standard(s)/objectives to be assessed.

• Identify observable and measurable indicators for each goal/objective.

• Create a meaningful context for the assessment task based on real issues/problems, themes, or student interests.

• Identify the thinking skills/process that will encourage the thoughtful application of knowledge and skills.

• Identify the student product(s) or performance(s) that will provide evidence of attainment of thelearning goal(s)/standard(s)/objectives.

• Identify the criteria that will be used to evaluate student product(s) and performance(s).

• Generate or select exemplary responses to the task activities.

• Construct the evaluating scoring tool(s)—rubric, activity-specific key, or checklist—for each scored activity.

Source: Maryland Assessment Consortium. Copyright 1995. Adapted by permission.

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DesignTask

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31

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1. What content standards/learning goals should be assessed?

2. Why are we assessing students? For whom are the assessment resultsintended and how will the information be used?

3. Given the purpose/audience/use, what design options will be used?

• What choices do students have in the task?

• What resources are available to the student?

• Will students work alone or in pairs?

• Who is the audience for the student’s product?

• What support will students have from the teacher?

• Who will evaluate the student’s product or performance?

4. Is the task:

• Rigorous?

• Engaging?

• Coherent?

• Authentic?

• Valid?

To ensure that a task is engaging to the student, see if it focuses onreal world problems, themes and/or student interests. Be sure tasksengage students in thoughtful application of knowledge and skills.

A rigorous task provides opportunities for students to stretch theirabilities to the next level. When activities in the task flow from oneto the other in a logical way, it is coherent. It is authentic whenstudents can see the need to solve the problem, settle the issue, orresolve the situation. They must understand what the activities areand see a real need for an individual or group to complete the task.Thus, the student is asked to solve a problem that might beencountered in their lives outside of school.

Last, the task has to be valid. When a task is valid it addresses thetarget learning goal/objective and is appropriate to the student’sabilities.

��

FocusQuestions forDesigninga Task



37

To Be Answered by the Task “Takers”

• Is the task engaging and rigorous? How?

• Is it coherent and authentic? How?

• Is it valid? How?

To Be Answered by the Task Creators

• Do the responses show that the task “takers” achieved the learninggoal? How?

• Do the scoring tools adequately measure the differing degrees of pro-ficiency in the performance or product achieved by the “takers?”How?

Key Questionsfor ReviewingTasks

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39

Performance Assessment, Algebra 1

In an effort to save money and manpower, the Pennsylvania State Policehave decided to try a new program to discourage speeding on the Penn-sylvania Turnpike. When you enter the turnpike, you are given a farecardthat is stamped with the time and point of entry. When you exit the turn-pike your farecard is stamped with the time and point of exit as well asthe distance traveled. The police have developed a new computer systemthat automatically issues a ticket to motorists whose farecard indicates anaverage speed greater than the posted speed limit of 65 mph.

Recently you took a trip to Ohio, during which you traveled the turnpikefrom Breezewood to the Ohio state line. When you exited the turnpike atthe Ohio state line, the state trooper on duty issued you a speeding ticketbecause your farecard indicated an average speed of 75 mph. This is thefarecard you received when you exited the turnpike.

Pennsylvania Turnpike Farecard

Entrance on to turnpike:Exit from turnpike:

BreezewoodOhio State Line

2:30 p.m.5:15 p.m.

Distance traveled:Average rate of speed:

175 Miles75 mph

Task

As a new driver, you are concerned about having points on your drivingrecord. Therefore, you decide to analyze whether the computer calcula-tions were correct. You recall solving similar problems, using the factthat distance equals rate times time. On a separate sheet of paper, write aletter to the Pennsylvania State Police explaining your agreement or dis-agreement with the ticket.

In your letter, remember to include the following:

— define the problem;

— explain your position;

— defend your position with your reasoning and calculations; and

— summarize you position.

��

SpeedingTicket

Developed by the Frederick County Public Schools, Frederick, Maryland. Reprinted by permission. Association for Supervision


41

Scoring Guide: “Speeding Ticket”

Math ALG:

Objective 1.1.3 Add subtract, multiply, and divide algebraicexpressions.

Objective 1.2.1 Determine the equation for a line, solve linearequations, and describe solutions usingnumbers, symbols, and graphs.

Objective 1.2.5 Apply formulas and use matrices (array ofnumbers) to solve real-world problems.

To solve this problem, the student must:

— calculate elapsed time

— convert time to decimal or fraction notation

— use the given information to calculate their actual speed or thetime it would take if they averaged 65 mph.

To be rated proficient, the student must:

— disagree with the ticket based on the use of the given information.

— write response using the Writing About Problem Solving Format

Possible Calculations:

elapsed time: 2 hours, 45 minutes (2.75 hours or 9/4 hours)

d = rt175 = 2.75rr = 63.6rate is approximately 64 mph

-or-

d = rt175 = 65tt = 2.7 hours (which is less time than it took to complete the trip)

Handout 9—Continued

42

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55

Resources and Readings


DefinitionsAnalytic Scoring—a scoring method that looks at selected traits andgives each trait a separate score.

Assessment—any systemic basis for making inferences aboutcharacteristics of people, usually based on various sources of evidence;the global process of synthesizing information about individuals inorder to understand and describe them better (Brown 1983).

Criteria—guidelines to judge student learning.

Criterion-referenced Assessment—assessment linked to selectedcriteria or information. Results give information that shows studentslearned what was taught. Focuses on specific instructional content.

Formative Assessment—assessment that provides feedback to theteacher for the purpose of improving instruction.

Norm-referenced Assessment—commercially prepared assessments inwhich the student is compared with a nationally normed group. Itemscover a broad range of basic skills.

Learning Goal—a goal statement specifying desired knowledge,skills/processes, and attitudes to be developed as a result ofeducational experiences (McTighe 1993).

Performance Assessment—an assessment in which studentsdemonstrate in a variety of ways their understanding of a topic ortopics. These assessments are judged on predetermined criteria.

Performance Task Assessment List—a list of criteria used to judge thequality of a product or performance in a performance assessment task.Items can be general or detailed. This type of assessment tool usuallyprovides a more analytical approach than rubrics provide (Educators inConnecticut’s Pomperaug Regional School District 15).

Holistic Scoring—a scoring procedure that gives a single overall score.In pure holistic scoring, judgments are made by evaluating products orperformances against others within the same pool, rather than againstpre-established criteria (McTighe 1993).

Reliability—degree to which assessment is consistent in results.

Rubric—a set of general criteria used to evaluate a student’sperformance in a given goal area. Rubrics consist of a fixedmeasurement scale (e.g., 4-point), criteria that describe thecharacteristics of products or performances for each score point, andsample responses that illustrate the various score points on the scale(adapted from the Maryland School Performance Assessment Program1991).

59

Scoring Tool—a guide for scoring an assessment. A scoring toolincorporates all the criteria to evaluate student knowledge. Examplesare analytic rubrics, answer keys, holistic rubrics, and scoring lists.

Summative Assessment—a culminating assessment, which givesinformation on student’s mastery of content.

Task—a complex assessment activity requiring multiple responses to achallenging question or problem (adapted from Grant Wiggins 1990).

Validity—the degree to which an assessment measures what it issupposed to measure.

60

ResourcesBerlak, H., F. Newmann, E. Adams, D. Archbald, T. Burgess, J. Raven,and T. Tomberg. (1992). Toward a New Science of Educational Testingand Assessment. Albany, N.Y.: State University of New York Press.

Berliner, D.C., and B.J. Biddle. (1996). The Manufactured Crisis. NewYork, N.Y.: Addison-Wesley.

Blum, R., and J. Arter, eds. (1996). A Handbook for Student PerformanceAssessment in an Era of Restructuring. Alexandria, Va.: ASCD.

Bond, L. (1995b). Norm-Referenced Testing and Criterion-ReferencedTesting: The Differences in Purpose, Content, and Interpretation ofResults. Oak Brook, Ill.: North Central Regional EducationalLaboratory.

Bond, L., with L. Friedman, and A. van der Ploeg. (1994). Surveying theLandscape of State Educational Assessment Programs: The Responsesof State Student Assessment Programs to Educational Reform.Washington, D.C.: Council for Educational Development and Research.

Bond, L.A., J. Herman, and J. Arter. (1994) “Rethinking Assessment andIts Role in Supporting Educational Reform.” In Laboratory NetworkProgram, A Tool Kit for Professional Developers: AlternativeAssessment. Portland, Ore.: Northwest Regional EducationalLaboratory.

Cangelosi, J. (1990). Designing Tests for Evaluating StudentAchievement. White Plains, N.Y.: Longman.

Cohen, P. (August 1995). “Designing Performance Assessment Tasks.”Education Update 37, 6.

Educators in Connecticut’s Pomperaug Regional District 15. (1996). ATeacher’s Guide to Performance-Based Learning and Assessment.Alexandria, Va.: ASCD.

Ferrara, S., and J. McTighe. (1992). “Assessment: A ThoughtfulProcess.” In If Minds Matter: A Foreword to the Future, edited by A.Costa, J. Bellanea, and R. Fogarty. Arlington Heights: Illinois RenewalInstitute.

Herman, J.L., P.R. Aschbacher, and L. Winters. (1992). A PracticalGuide to Alternative Assessment. Alexandria, Va.: ASCD.

Linn, R. (1987) “Accountability: The Comparison of EducationalSystems and the Quality of Test Results.” Educational Policy 1, 2:181–198.

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Linn, R.L., E.L. Baker, and S.B. Dunbar (November 1991). “Complex,Performance-based Assessment: Expectations and Validation Criteria.”Educational Researcher 20, 8: 15–21.

Mitchell, R.. (1992). Testing for Learning: How New Approaches toEvaluation Can Improve America’s Schools. New York: Free Press.

O’Neil, J. (August 1994). “Making Assessment Meaningful.” ASCDUpdate 36, 6.

Perrone, V., ed. (1991). Expanding Student Assessment. Alexandria, Va.:ASCD.

Regional Policy Information Center. (1994). Policy Talks: Through theEyes of Professionals: Assessing School Quality and Performance andReaching for New Goals and Standards: The Role of Testing inEducational Reform Policy. Oak Brook, Ill.: North Central RegionalEducational Laboratory.

Roeber, E. (1992). “1. Developing the Comprehensive AssessmentSystem: A. Top Down, B. Bottom Up, C. Both, D. None of theAbove.” Paper presented at the 1992 Education Commission of theStates Conference on Large-Scale Assessment. Boulder, Colo.:Education Commission of the States.

Simmons, W., and L. Resnick. (February 1993)."Assessment as theCatalyst of School Reform." Educational Leadership 50, 5: 11–15.

Shepard, L.A. (April 1989). “Why We Need Better Assessments.”Educational Leadership 46, 7: 4–9.

Stepien, W.J., S.A. Gallagher, and D. Workman. Problem-BasedLearning for Traditional and Interdisciplinary Classrooms. Aurora:Illinois Mathematics and Science Academy.

Stiggins, R.J., E. Quellmalz, and E. Rubel. (1988). Measuring ThinkingSkills in the Classroom. West Haven, Conn.: National EducationAssociation.

Wiggins, G. (May 1992). “Creating Tests Worth Taking.” EducationalLeadership 49, 8: 26–33.

Wiggins, G. (June 1990). “Finding Time.” Basic Education 34: 10.

Wiggins, G. (1996). Measuring What Matters: The Case for AssessmentReform. Princeton, N.J.: The Center on Learning, Assessment, andSchool Structure.

Wiggins, G. (February 1991). “Standards, Not Standardization: EvokingQuality Student Work.” Educational Leadership 48, 5: 18–25.

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Wiggins, G. (May 1989). “A True Test: Toward More Authentic andEquitable Assessment.” Phi Delta Kappan 70, 9: 703–713.

Wiggins, G. (April 1989). “Teaching to the (Authentic) Test.”Educational Leadership 46, 7: 41–47.

Willis, S. (June 1996). “On the Cutting Edge of Assessment.” EducationUpdate 38, 4.

Winking, D., and L. Bond. (1995). What You and Your School ShouldKnow About Alternative Assessment. Oak Brook, Ill.: North CentralRegional Educational Laboratory.

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Cohen, P. (August 1995). “Designing Performance Assessment Tasks.” Educational Update 37, 6.

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O’Neil, J. (August 1994). “Making Assessment Meaningful: ‘Rubrics’ Clarify Expectations. Yield BetterFeedback.” Educational Update 36,6.

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Willis, S. (June 1996). “On the Cutting Edge of Assessment.” Educational Update 38, 4.

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Source: “Creating Tests Worth Taking,” by G. Wiggins, May 1992, Educational Leadership, 49, 8: 26–33.Copyright 1992 by Grant P. Wiggins, Authentic Education. Reprinted with permission.

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Other Video Programs and Series Available from ASCD*Programs with an asterisk are also available on DVD.

Action Research: Inquiry, Reflection, and Decision Making(4-tape series)

Assessment and Grading: What’s the Relationship?

Assessment in Elementary Science (3-tape series)

At Work in the Differentiated Classroom (3-tape series)

Balanced Assessment: Improving Student Achievement andStandardized Test Results (3-tape series)*

Books in Action

Becoming a Multiple Intelligences School

Closing the Achievement Gap

Guiding School Improvement with Action Research

Multiple Intelligences of Reading and Writing:Making the Words Come Alive

The Brain and Early Childhood (2-tape series)

The Brain and Learning (4-tape series)

The Brain and Mathematics (2-tape series)

The Brain and Reading (3-tape series)

Catch Them Being Good: Reinforcement in the Classroom

(3-tape series)

Challenging the Gifted in the Regular Classroom

Classroom Management That Works (3-tape series)

Cooperative Learning (5-tape series)

Curriculum Mapping: Charting the Course for Content (2-tape series)


Differentiating Instruction (2-tape series)

Dimensions of Learning Training Program and Video Package

Educating Everybody’s Children (6-tape series)

Examining Student Work (4-tape series)

How to (multitape series; 15-minute tapes on a variety of helpfulclassroom practices)

Implementing a Reading Program in Secondary Schools

Improving Instruction Through Observation and Feedback (3-tape series)

Inclusion (3-tape series)

Instructional Strategies for the Differentiated Classroom: Tapes 1–4(4-tape series)

Instructional Strategies for the Differentiated Classroom: Tapes 5–7(3-tape series)

Integrating the Curriculum (2-tape series)

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The Lesson Collection (multitape series; 15-minutesample classroom lessons)

Managing Today’s Classroom (3-tape series)

Maximizing Learning for English Language Learners (3-tape series)

Mentoring the New Teacher (8-tape series)

Mentoring to Improve Schools (2-tape series)

Motivation: The Key to Success in Teaching and Learning (3-tape series)

Multicultural Education

Multiple Intelligences (3-tape series)

Opening Doors: An Introduction to Peer Coaching (2-tape series)

Planning Integrated Units: A Concept-Based Approach

The Principal Series (7-tape series)

Problem-Based Learning (2-tape series)

Qualities of Effective Teachers (3-tape series)*

Raising Achievement Through Standards (3-tape series)

Reading in the Content Areas (3-tape series)

Reporting Student Progress

The Results Video Series (2-tape series)

Teacher Portfolios (2-tape series)

The Teacher Series (6-tape series)

Teaching Strategies Library (9-tape series)

Teaching Students with Learning Disabilities in the Regular Classroom(2-tape series)

Understanding by Design (3-tape series)

Using Classroom Assessment to Guide Instruction (3-tape series)

Using Standards to Improve Teaching and Learning (3-tape series)

A Visit to a Classroom of English Language Learners

A Visit to a Differentiated Classroom

A Visit to a Freshman Advisory Program*

A Visit to a Motivated Classroom

A Visit to Classrooms of Effective Teachers*

What Works in Schools (3-tape series)

For information on how to purchase or preview these programs, callASCD’s Service Center at 1-800-933-2723 or 1-703-578-9600. Or visitthe Online Store at http://shop.ascd.org.

81

About ASCDFounded in 1943, the Association for Supervision and Curriculum Development is a nonpartisan,nonprofit education association, with headquarters in Alexandria, Virginia, USA. ASCD’s missionstatement: ASCD, a community of educators, advocating sound policies and sharing best practicesto achieve the success of each learner.

Membership in ASCD includes a subscription to the award-winning journal Educational Leader-ship, the Education Update newsletter, and other products and services. ASCD sponsors affiliateorganizations around the world; participates in collaborations and networks; holds conferences,institutes, and training programs; produces publications in a variety of media; sponsors recognitionand awards programs; and provides research information on education issues.

ASCD provides many services to educators—prekindergarten through grade 12—as well as to oth-ers in the education community, including parents, school board members, administrators, and uni-versity professors and students. For further information, contact ASCD via telephone:1-800-933-2723 or 1-703-578-9600; fax: 1-703-575-5400; or e-mail: [email protected]. Or writeto ASCD, Information Services, 1703 N. Beauregard St., Alexandria, VA 22311-1714 USA. Youcan find ASCD on the World Wide Web at http://www.ascd.org.

ASCD’s Executive Director is Gene R. Carter.

2004–05 Board of DirectorsMartha Bruckner (President), Mary Ellen Freeley (President-Elect), Raymond J. McNulty (Imme-diate Past President), Nancy Tondre DeFord, Lavinia T. Dickerson, Margaret S. Edwards, DeborahGonzalez, Rosalynn Kiefer, Linda Mariotti, Doris Matthews, Anthony Mello, Michaelene Meyer,William Owings, Gail Elizabeth Pope, Keith Rohwer, Tony L. Spears, Thelma L. Spencer, SandraStoddard, Valerie Truesdale

Belief StatementsFundamental to ASCD is our concern for people, both individually and collectively.

• We believe that the individual has intrinsic worth.

• We believe that all people have the ability and the need to learn.

• We believe that all children have a right to safety, love, and learning.

• We believe that a high-quality, public system of education open to all is imperative for societyto flourish.

• We believe that diversity strengthens society and should be honored and protected.

• We believe that broad, informed participation committed to a common good is critical todemocracy.

• We believe that humanity prospers when people work together.

ASCD also recognizes the potential and power of a healthy organization.

• We believe that healthy organizations purposefully provide for self-renewal.

• We believe that the culture of an organization is a major factor shaping individual attitudes andbehaviors.

• We believe that shared values and common goals shape and change the culture of healthyorganizations.

ASSOC IAT ION FOR SUPERV I S ION AND CURR ICULUM DEVELOPMENT

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