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TOBAGO WORKSHOP ON EDUCATIONAL ASSESSMENT Day 4, Sessions 1 & 2 © JEROME DE LISLE, REAIG, 2013

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Page 1: Day 4: Performance assessment tasks PLENARY: ASSESSMENT OF LEARNING IN THE CLASSROOM: PAS TUTORIAL: CONSTRUCTING HIGH QUALITY, AUTHENTIC PERFORMANCE ASSESSMENTS

TOBAGO WORKSHOP ON EDUCATIONAL ASSESSMENTDay 4, Sessions 1 & 2©JEROME DE LISLE, REAIG, 2013

Page 2: Day 4: Performance assessment tasks PLENARY: ASSESSMENT OF LEARNING IN THE CLASSROOM: PAS TUTORIAL: CONSTRUCTING HIGH QUALITY, AUTHENTIC PERFORMANCE ASSESSMENTS

Day 4:Performance assessment tasks

PLENARY: ASSESSMENT OF LEARNING IN THE CLASSROOM: PAS

TUTORIAL: CONSTRUCTING HIGH QUALITY, AUTHENTIC PERFORMANCE ASSESSMENTS

PLENARY: ASSESSMENT OF LEARNING IN THE CLASSROOM: RUBRICS

TUTORIALS: DEVELOPING HIGH QUALITY RUBRICS

VOLUNTARY AFTER WORKSHOP SESSION: PRACTICE ON DEVELOPING RUBRICS

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PLENARY ASSESSMENT OF LEARNING IN THE

CLASSROOM: Performance Assessments

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Better Understanding- Performance Assessments

Some performance tasks are designed to have students demonstrate their understanding by applying their knowledge to a particular situation.

For example, students might be given a current political map of Africa showing the names and locations of countries and a similar map from 1945 and be asked to identify and explain differences and similarities.

To be more authentic (more like what someone might be expected to do in the adult world), the task might be to prepare a newspaper article explaining the changes.

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Better Understanding-Performance Assessments

Performance assessment tasks often have more than one acceptable solution (ill structured problem); they may also call for a student to create a response to a problem and then explain or defend it.

The process involves the use of higher-order thinking skills (e.g., cause and effect analysis, deductive or inductive reasoning, experimentation, and problem solving).

Performance tasks may be used primarily for assessment at the end of a period of instruction, but are frequently used for learning as well as assessment. Source -

http://www.ascd.org/portal/site/ascd/menuitem.4427471c9d076deddeb3ffdb62108a0c/

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DefinitionsA performance assessment is a

evaluative task in which the student's active generation of a response is observable either directly or indirectly via a permanent product.

The task might be authentic in the sense that the nature and context in which the assessment occurs is relevant and represents "real world" problems or issues.

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Illustrative Performance Assessment task Design a Tent The aim of this assessment is to:

estimate dimensions of a person; visualize and sketch a net for a tent, showing all the measurements.

Your task is to design a tent like the one in the picture. Your design must satisfy these conditions: It must be big enough for two adults to sleep in (with their baggage). It must be big enough for someone to move around in while kneeling down. The bottom of the tent will be made from a thick rectangle of plastic. The sloping sides and the two ends will be made from a single, large sheet of canvas.

(It should be possible to cut the canvas so that the two ends do not need sewing onto the sloping sides. It should be possible to zip up the ends at night.)

Two vertical tent poles will hold the whole tent up.

1. Estimate the relevant dimensions of a typical adult and write these down. 2. Estimate the dimensions you will need for the rectangular plastic base. Estimate the length of the vertical tent poles you will need.

Explain how you get these measurements. 3. Draw a sketch to show how you will cut the canvas from a single piece.

Show all the measurements clearly. Calculate any lengths or angles you don't know. Explain how you figured out these lengths and angles.

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Designing & Developing Performance Assessments

1) Decide on the skills and competencies you want to assess (or develop)

2) Identify or Choose assessment tasks that are authentic, real-life, practical, and/or holistic

3) Develop instructions for the tasks

4) Decide on process or product focus

5) Decide on the amount of structuring necessary and include scaffolding if required

6) Develop a useful rubric

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Help on choosing tasksDoes the task truly match the outcome(s)

you're trying to measure? Does the task require the students to use

critical thinking skills? Is the task a worthwhile use of

instructional time? Does the assessment use engaging tasks

from the "real world?" Can the task be used to measure several

outcomes at once? Are the tasks fair and free from bias? Will the task be credible? Is the task feasible? Is the task clearly defined?

--Adapted from Herman, Aschbacher and Winters (1992

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What a performance assessment looks like

Competencies/skills to assess

Authentic innovative performance tasks that elicit the behaviour & skills you require

An analysis of what the student will do

Instructions for students including scaffolding if required

Criteria for scoring & a rubric

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Describing your task

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Designing a Performance Assessment

You should choose between structuring the task prompt, providing scaffolding, and ensuring authenticity in the design of the task.

Structuring the prompt means organizing to make it easier to understand. For example, you may arrange steps sequentially.

Scaffolding means providing additional information to support performing the task.

Authenticity means choosing aspects of design that facilitates the real-life nature of the task.

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Task Design Challenges

Cognitive Challenge

Authenticity

Scaffolding

Structuring

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Cognitive ChallengeThe task should be holistic and

complex enough to present a cognitive challenge for students. That means it makes demands on the skills they have and may develop during the process.

Performance assessments should be linked to learning theory-students should make meaning and their thinking is multidimensional and never linear

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Authenticity An authentic task presents a a real‐life

situation that students can be confronted with in their future lives or professional lives.

This means that there is similarity between the cognitive demands ‐ the thinking required – of the assessment and the cognitive demands in the future life event or task.

There is also similarity in actions bearing in mind that real‐life situations demand the ability to integrate and coordinate knowledge, skills, and attitudes, and the capacity to apply them in new situations

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Authenticity on a continuumFigure 1

Scandinavia

Directions: Read pp. 275-283 in the World Geography textbook and answer the following questions

Place: (Physical Features)

Figure 2 European Research Project2

You are a travel agent from one country in Europe 1. Identify four major attractions in

your country. Each attraction must be located in a different part of the country

2. For each attraction, research the following questions:

1. What is a peninsula? What countries in Scandinavia form peninsulas?

2. Why is this region known as the "land of the midnight sun"?

3. What are fjords? How are they formed?

4. What mountain range runs through Norway and Sweden?

5. What important natural resource exists in the Scandinavian Shield

6. Why is the North European Plane important?

7. Where do most Scandinavians live? 8. How was Iceland formed?

Location: Identify on a map the absolute and relative location of the attraction.

Place: What are the cultural characteristics of the site? What are the physical characteristics that surround the site?

Environment: How has the attraction affected the environment? (Consider population, cities, natural areas, etc.)

Movement: To what degree has the attraction affected the movement of goods or ideas through history?

Regions: How is the site valuable to the region? does the site have political and/or cultural value? Explain.

3. Create a brochure or poster that includes the information in #2. It should be designed to create interest in visiting the country. As a travel agent from your country, present the brochure/poster to the class, and convince them that yours would be an interesting country to visit.

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Scaffolding explained Task 1 (Without Scaffolding)

Write an essay telling how life twenty years from now may be like the present and how it might be different. You may want to conclude with an evaluation: Will the future be better or worse than the present?

Task 1 (With Scaffolding) When you studied history, you studied the past and compared it to the

present. Now, consider how life twenty years from now may be like the present and how it might be different. Some areas you might write about in your comparison are: family life, transportation, education, food, housing, and government. You may want to conclude with an evaluation:

Will the future be better or worse than the present?

Write your composition using the following guidelines:

State the topic of your essay in the first sentence.

Remember to write about how you believe the future may be like the present and how it might be different.

Give specific examples and details. Fully explain how and why in the future each area would be like or different from the present.

Checkpoints to remember:

Take time to plan your essay on scratch paper.

Organize you ideas carefully. Remember what you know about writing complete paragraphs.

Check that you have used whole sentences, correct punctuation and correct spelling.

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Balancing Challenge and Scaffolding

A performance assessment to be useful in formative assessment should be cognitively challenging. This means that the task should not be simplified to the point that it is no longer authentic.

Scaffolding is useful to the point that it does not reduce the cognitive challenge. Scaffolding should lead to future learning.

Some scaffolding might be provided through informal formative assessment practice.

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Scaffolding: shifting responsibility in the learning-teaching cycle

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Brainstorming authentic tasks

Create a budget.

Create a spreadsheet.

Write a computer program.

Convert one type of graph or chart into another (e.g., pie chart into bar chart).

Draw the same graph to different scales.

Critique a chart, table or graph and explain how it might be made clearer or more useful.

Conduct a poll on consumer preferences, display results graphically, state conclusions.

Compare the accuracy over time of two different weather (or other) forecasts.

Conduct an opinion poll, create a chart or table of the results and explain your conclusions.

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Brainstorming authentic tasks

Analyze how the author of an editorial uses persuasion. Keep a journal. Analyze how the author of a letter to the editor uses

persuasion. Analyze how a speaker uses persuasion. Analyze a story. Write a poem. Solve an open-ended math problem, preferably one

with multiple solutions or multiple paths to the correct solution.

Determine which store has the best prices. Use mathematical manipulatives to illustrate a concept. Prove a theorem or corollary that has not been done in

class or the text. Draw a floor plan. Measure something. Build a model. Use a bus or train timetable to determine a schedule. Estimate amount of food needed to feed a large group.

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Balancing challenge with support: Scaffolding

Too much challenge & not enough support

Too little challenge & too much support

Scaffolding strategies include:ModelingFeeding back InstructingQuestioningTask structuringCognitive structuring

Tharp & Gallimore, 1988

Lantolf & Thorne, 2006

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Four key features of successful scaffolding (Daniels, 2001)

Activity is currently beyond learner’s capacity to complete alone

Assistance provided is contingent on learner’s need

Mode of assistance potentially varies

Assistance is gradually withdrawn

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Scaffolding and ‘feeding forward’

The goal of scaffolding is NOT short-term task completion

Scaffolding must ‘feed forward’ into long-term learning

Successful task completion must be used to motivate students to keep pushing themselves to the next level of challenge

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Reference

Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). Ensuring reliable scoring. A practical guide to alternative assessment (pp. 80-94). Alexandria, VA: ASCD

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PLENARY ASSESSMENT OF LEARNING IN THE

CLASSROOM: Rubrics

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The scoring of assessments

This might not be a problem in scoring MCs, but CRs and Open-Ended PAs can prove a problem.

The most popular solution is the Rubric.

A scoring rubric is a set of ordered categories to which a given piece of work can be compared.

Scoring rubrics specify the qualities or processes that must be exhibited in order for a performance to be assigned a particular evaluative rating.

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Parts of a Rubric A scale of points representing

a continuum of quality.

Descriptors containing standards and criteria to judge the performance of the work.

Criteria for the conditions associated with successful performance.

Standards for describing how well criteria must be met

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Crite

ria

Performance Level Labels Descriptors

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From checklist to rubric

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Types of RubricsTypes Purpose/Distinction* Focal Use

Holistic

Provide a single score based on an overall impression of learner achievement on a task.

To provide overall evaluation guidelines that clarify how grades relate to performance/ achievement, such as in course grades

Analytic Provide specific feedback along several dimensions

To break assignments or scores down into separate components for grading (description, analysis, grammar, references, etc.)

General Contain criteria that are general across tasks

Designed to provide general guidance as to expectations, such as for grading of written assignments

Task-specific

are unique to a task/assignment

Designed to provide detailed guidance regarding a specific assignment or task

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Table 1: Template for Holistic Rubrics

Score Description

5 Demonstrates complete understanding of the problem. All requirements of task are included in response.

4 Demonstrates considerable understanding of the problem. All requirements of task are included.

3 Demonstrates partial understanding of the problem. Most requirements of task are included.

2 Demonstrates little understanding of the problem. Many requirements of task are missing.

1 Demonstrates no understanding of the problem.

0 No response/ task not attempted.

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Developing a Rubric Identify the type and purpose of the

Rubric

Identify Distinct Criteria to be evaluated

Determine your levels of assessment

Describe each level for each of the criteria, clearly differentiating between them –

Involve learners in development and effective use of the Rubric

Pre-test and retest your rubric

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Developing a Rubric

Identify the type and purpose of the Rubric - Consider what you want to apply assess/evaluate and why.

Identify Distinct Criteria to be evaluated - Develop/reference the existing description of the course/assignment/activity and pull your criteria directly from your objectives/expectations. Make sure that the distinction between the assessment criteria are clear.

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Developing a Rubric Determine your levels of

assessment - Identify your range and scoring scales. Are they linked to simple numeric base scores? Percentages? Grades?

Describe each level for each of the criteria, clearly differentiating between them - For each criteria, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels.

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Developing a Rubric

Involve learners in development and effective use of the Rubric - Learner engagement in the initial design and development will help to increase their knowledge of expectations and make them explicitly aware of what and how they are learning and their responsibility in the learning process.

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Developing a Rubric

Pre-test and retest your rubric - A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.

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Performance Labelshttp://www.music.miami.edu/assessment/rubricsDescripts.html

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Basic Proficient AdvancedBeginner Amateur ProfessionalBeginner Intermediate AdvancedFundamental Competent ExceptionalImmature Maturing AdvancedLevel 1 Level 2 Level 3Needs Improvement

Developing Exceptional

Needs Improvement

Meets Expectations

Exceeds Expectations

Needs Work Acceptable ExcellentNeeds Work Adequate StrongNeophyte Learner ArtistNo Sometimes YesNovice Apprentice Expert

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Basic AcceptableArtist AlwaysBasic Proficient Accomplis

hedAdvanced

Beginning Developing

Accomplished

Exemplary

Beginning Developing

Accomplished

Exemplary

Developing

Basic Proficient Advanced

Fundamental

Competent Advanced Exceptional

Immature Maturing Advanced ExemplaryIn Progress

Basic Proficient Advanced

IncompletePartially Proficient

Proficient Exemplary

Needs Improvement

Satisfactory

Good Exemplary

Needs Work

Adequate Strong Excellent

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No Understanding Beginning Proficient Accomplished

Not Yet Successful Highly Successful Outstanding

Not Yet Almost Meets Standard Exceeds Standard

Novice Partially Proficient Proficient AdvancedNovice Adequate Developed Exceptional

Rudimentary Skilled Advanced Exemplary

Rudimentary Skilled Accomplished AdvancedSeldom Sometimes Usually Always

Starting Basic Proficient Advanced

Undeveloped Developing Developed Advanced

Unmet Met Advanced Exemplary

Unprepared Developing Participating Accomplished

Unsuitable Unmotivated Participating Prominent

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Beginning Basic Proficient Advanced Exceptional

Immature Beginning Developing Acceptable Professional

Neophyte Beginning Proficient Advanced Exceptional

No Concept Beginning Developing Advancing Accomplished

Not Introduced Beginning Level Functional Partial Fluency

Independent

Poor Fair Good Very Good

Excellent

Poor Fair Average Good Excellent

Poor Fair Good Excellent Superior

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Beginner Adv. Beginner

Intermediate

Adv. Intermed.

Advanced Superior

Immature

Basic Developing

Proficient Accomplished

Advanced

No Concept

Many Flaws

Some Flaws

Few Flaws Outstanding

Flawless

No Concept

Beginning Basic Developing Proficient Advanced

No Effort Below Average

Low Average

High Average

Above Average

Superior

Unable Beginning Basic Proficient Advanced Exceptional

Unable Beginning Developing

Proficient Advanced Exceptional

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SAMPLE RUBRICS

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