summative assessment performance assessments book pgs. 1 - 8 classroom curriculum assessment

Summative Assessment

Performance AssessmentsBook pgs. 1 - 8

Classroom CurriculumAssessment

Do You Need an Autopsy or a Check-Up?

1. Pick up an index card.2. Write your name.3. Answer the following questions:• What is the purpose of an autopsy?• What is the purpose of a check-up?

• Place your index card in the basket for a chance to win a prize!

Assessment Structure

Performance Assessments

Unit Assessments

Formative

Informal Formal

Summative

Traditional Test

Performance Assessment


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Performance Assessments:

Backward Design

Unit Assessment

Lesson Objectives & Activities

Unit Goal

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A Summary• Purpose: To provide a culminating Unit assessment in which

students demonstrate achievement of the Unit Goal through performance of a task.

• Basis: Students with different learning styles can demonstrate achievement in a holistic way that differs from the typical Traditional Test.

• Forms: A PA is expressed in 2 ways:• As a SWBAT statement, and • As the “prompt” that is given to students.

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The Performance Assessment

• Includes previously unseen material that addresses the Diocesan Unit Concept at the critical-thinking level of the Diocesan Unit Goal,

• Is holistic in nature, often allowing students to make decisions about the content,

• Allows Basic, Proficient, Advanced achievement, and

• Is completed I&I (individually and independently).

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Construction• Projects and presentations are performance assessments

only if:• They allow students to demonstrate achievement of the

Unit Goal• The performance at the level of the Unit Goal is attempted

independently & individually (I&I) and on previously unseen material (students in 3rd grade and beyond).

• Younger students and ELLs may benefit from scaffolds and graphic organizers.

• Good performance assessments often allow students to make decisions about the content.

2nd Grade MathUnit Goal: SWBAT add two digit numbers with regrouping.Performance Assessment Prompt:Dear Second Grade,

I need your help! My name is Charlie Candy. My brother and sister don’t want to do their chores. They both said they would pay me in candy if I did their chores. I don’t know whose chores I should do. My sister said that she would give me 25 pieces of bubble gum and 27 pieces of chocolate if I washed the dishes for her. My brother said he would give me 38 pieces of bubble gum and 22 of chocolate to cut the grass. Whose job should I do?Sincerely,Charlie Candy

Whose chores should Charlie do? Why?

+ +

Sister Brother


Performance Assessment6th Grade MathUnit Concept: DecimalsUnit Goal: SWBAT apply operations to decimals to solve real-world problems.Performance Assessment Prompt:A group of your family and friends is going to your favorite restaurant for your birthday. You have the printed menu in front of you. You are tasked with figuring out the bill.


1. What Restaurant are you going to?

2. Who is at the dinner? (between 4-8 people)

3. What did each person order (drinks, appetizers, meal)?

4. Add the total cost of the meal together.

5. Subtract $15.50 from the total cost of the meal you have a birthday gift certificate!

6. Figure out the meal + tax by multiplying the total cost by 1.06.

7. Figure out the meal + tax + tip by multiplying the answer that you get from #6 by 1.2.

8. Find the amount that each person pays. Divide the answer from #7 by the total number of people at the dinner table, NOT INCLUDING yourself; they are treating you for your birthday!!

HS Pre-CalculusUnit Goal: SWBAT translate between representations for conics, including graphical and algebraic (standard and general forms).

Performance Assessment Prompt:The United States Geological Survey is charged with determining the epicenters of earthquakes. In order to accomplish this, they have stations across the country with seismographs, i.e., machines capable of detecting motion. These machines are able to determine their distance from the earthquake. After a recent earthquake, two seismograph stations in two different locations in the United States provided the following data. The location of the first machine will be considered the origin – and the location of the other machine is given relative to it. The distance that movement was detected away from each machine is also given.

Station Location Distance from Earthquake

1 Origin (0,0) 25km

2 50km North 33.5km

1. For each of the two stations, write an equation representing the possible epicenters of the earthquake.

Station 1: _________________________Station 2: _________________________

2. On graph paper, graph the equations for Stations 1 and 2 (on one graph). Label the possible epicenter(s) with a star.

3. Solve the system of nonlinear equations from Stations 1 and 2 by graphing to find the coordinators of the possible epicenter(s). Round your coordinates to the nearest whole number!

Station 1: y= ______________________Station 2: y= ______________________Possible epicenters:

Performance Assessment Prompt

Create a PA Prompt for Unit 1 that

• assesses the Unit Concept as a whole.• is done individually and independently

by each student.• is previously unseen.• is tiered by Task or Rubric

If there is time, create a PA Prompt for Unit 2.


As you develop your prompt, ask yourself these questions…Where would you place your assessment practice on thefollowing continuum?

Quantity of work/Presentation

Quality of learning

Marking/Grading

Comparing students

Advice for improvement

Identifying individual

progress

http://www.tki.org.nz/

Take Home Points

Performance Assessments:• Measure holistic achievement of the Unit Goal

• Provide an alternate means of showing achievement of the Unit Goal

• Are often based on authentic or real-life situations

• Are typically graded with a rubric


Rubrics

Book pgs. 1 - 8


Why Use A Rubric?

• To measure holistic performance

• To systematize grading when point counts are difficult to assign

• To provide structure and explicit expectations if handed out prior to the assessment


General Rubric Principles

A rubric consists of:• Performance Criteria

• By what criteria should performance be judged?• Levels of Performance

• What does a range of quality performance look like?

Rubric criteria reflect the Unit Goal and are strongly weighted toward achievement, not effort

Rubrics have a consistent progression across the different levels of performance


Create Your Own Map & Itinerary

Criteria 4 3 2 1Itinerary Components

(x2)

Travel itinerary is clearly detailed, including strong use of cardinal directions and at least 5 plotted sites of interest.

Travel itinerary is mostly detailed, including use of cardinal directions and at least 5 plotted sites of interest.

Travel itinerary is minorly detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest.

Travel itinerary is not detailed with inaccurate or no use of cardinal directions and less than 5 plotted sites of interest.

Map Components

(x2)

All map components (title, compass rose, legend) are included and accurate.

Map components (title, compass rose, legend) are included but some are inaccurate.

Some map components (title, compass rose, legend) are missing and/or are inaccurate.

All map components (title, compass rose, legend) are missing and/or are inaccurate.

Matching of Itinerary and Map

(x1)

Travel itinerary matches drawn map route with no errors.

Travel itinerary matches drawn map route with minimal (1-2) errors.

Travel itinerary matches drawn map route with moderate (3-4) errors.

Travel itinerary does not match drawn map route at all.

Quality of Information

(x1)

Information for each site of interest meets required length (5+ sentences) and is described in strongly detailed, accurate, and organized paragraphs.

Information for each site of interest meets required length (5+ sentences) and is described in mostly accurate and organized paragraphs.

Information for each site of interest does not meet required length (5+ sentences) or is described in inaccurate and/or disorganized paragraphs.

Information for each site of interest does not meet required length (5+ sentences) and/or is inaccurate, irrelevant, or missing.

Constructing Rubrics: Full Form

1. Define the Performance Criteria and Weighting




(x2)



Travel itinerary is minimally detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest.


Map Components

(x2)






(x1)






(x1)







2. Define the Levels of Performance Achievement




(x2)





Map Components

(x2)






(x1)






(x1)






Criteria

4

(Advanced)

3

(Proficient)

2

(Basic)

1

(Unsatisfactory)

Itinerary Components

(x2)





Map Components

(x2)






(x1)






(x1)







2. Define the Levels of Performance Achievement

3. Provide Full Descriptions for Each Cell• Use descriptors that sufficiently discriminate

between levels of performance• Indicators of performance may be helpful in

articulating each description




(x2)





Map Components

(x2)






(x1)






(x1)





Constructing Rubrics: Full Form(See Workbook p. 117-118)




(x2)



Travel itinerary is minorly detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest.


Map Components

(x2)






(x1)






(x1)





4 3



Take Home Points

• Rubrics measure holistic performance

• Rubrics Require:• Criteria focused on the Unit Goal• Levels of Performance

• Grading with rubrics requires professional judgments

• A simple percentage can not be calculated from a rubric and recorded in a grading program.


PA Prompt and Rubrics Activity

Construct a Rubric for the Unit 1 PA Prompt.

• Create the rubric criteria and levels of achievement for the performance assessment.

• Create the cell descriptions for Advanced and Unsatisfactory performances.

• When finished: Discuss with a partner your rubric, inviting suggestions for improvement based on the principles in the presentation and workbook.


Summative Assessment

Traditional TestBook pgs. 9 - 12


Assessment Structure

Traditional Tests

Unit Assessments

Formative

Informal Formal

Summative

Traditional Test

Performance Assessment


Purpose of the Traditional Test

• Assess “Important to Know” knowledge from the Acquiring and Integrating Phase.

• Assess connections among lesson concepts that make up the Unit Concept and Goal.

• Inform both teacher and student about areas for improvement.


Test Structure and Format

• A 100-point test could be constructed as follows:


Test Structure and Format

• A 100-point test could be constructed as follows:

45 ptsStraightforward questions about the connections among the unit’s lesson concepts and skills


Test Structure and Format• A 100-point test could be constructed as follows:

45 pts

Straightforward questions about the connections among the unit’s lesson concepts and skills.

15 pts

1st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Straightforward Content Literacy questions.



45 pts


15 pts

1st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Straightforward Content Literacy questions

20 pts

Straightforward questions that address the Unit Goal/Concept



45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills.

15 pts


20 pts Straightforward questions that address the Unit Goal/Concept

Note: 80% of the traditional test is accessible to all students.Assuming a 90-80-70-60 grading scale, even if students miss 10 points on this part of the test, they show achievement of the Unit Goal



45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills.

15 pts


20 ptsStraightforward questions that address the Unit Goal/Concept

10 ptsMore challenging questions that address the Unit Goal/Concept



45 pts


15 pts


20 pts

Straightforward questions that address the Unit Goal/Concept

10 pts

More challenging questions that address the Unit Goal/Concept

10 pts

Sophisticated questions that address the Unit Goal and Concept


Test Structure and Format• A 100-point test could be constructed as

follows:

45 ptsStraightforward questions about the connections among the unit’s lesson concepts and skills.

15 pts

1st semester: Straightforward questions connecting unit concepts to previous Enduring Understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Straightforward Content Literacy questions

40 pts

A written product that directly assesses Unit Concept and Unit Goal achievement - an essay, an argument in response to a previously unseen article, an explanation of a previously unseen science demonstration or how to solve an unseen math problem - with a rubric that differentiates among Straightforward, Challenging and Sophisticated Concept/Goal achievement.

Test Structure and FormatSample Test Questions

Questions that address Core Concepts and Skills

Unit Goal: SWBAT apply measures of central tendency and knowledge of graphing to organize data and make informed predictions.

Here are the numbers of rare birds spotted by bird watchers this month: 10, 2, 7, 3, 8, and 2.

1. What is the median number of birds?2. What is the mode?


Test Structure and FormatSample Test Question

Questions that connect core concepts with Previous Enduring Understandings


The lengths, in feet, of 5 desks are 3, 8.5, 4.75, 2.75, and 5.25.

Find the mean length of the desks with and without the outlier. Circle the outlier.


Test Structure and FormatSample Test Question

Straightforward Questions that address the Unit Goal/Concept


The following responses are results from a poll that asked how students got to school each day.

Family car, bus, car pool, bike, walk, family car, bike, bus, bike, walk, bus, bike, family car, car pool, family car, bus, bus, walk,

walk walk, walk, walk, car pool

Create a frequency table for the data. Don’t forget to label!


Test Structure and FormatSample Test Questions

Sophisticated Questions that address the Unit Goal/Concept


A company softball team/s ages are printed below.

A.What is the team’s median age?B.What is the range?C.If a 17 year-old joins the team, which measure(s) of central tendency do notchange? Explain.


Writing Test Questions

• Adapt Publisher-created Tests• Develop a library of questions from multiple

textbooks• Choose questions that assess your Unit

Goal/Concept• Use MC questions to form questions that ask

the connection between 2 or more MC answers

• Create Your Own Questions• Think about alternative question types

• Concept Maps• Diagrams, Maps, Political Cartoons• Questions based on previous labs or

demonstrations


Alternative Question TypesElementary Unit Test

Look at the graph below. How many more newspapers were sold on Tuesday than on Monday?

KEY

= 100

Newspapers

Mon Tues Wed Thurs Fri

Num

ber

of N

ewsp

aper

s

Alternative Question TypesMiddle School Algebra Unit Test

Theresa solved the following system of equations. Her work is below. She felt confident in her work; however, when you checked her solution, you realized she made several mistakes. Identify where Theresa went astray, and correct her mistakes by resolving the system of equations. 5(x – 3y = -4) 5x – 4y = -9__ 5x – 15y = -20 (-) 5x – 4y = -9__

19y = -11_19 19 y = -11

19

Alternative Question TypesMiddle School Unit Test

Write the story that would lead you to writing the linear

equation below.

X + 5 = 17

Alternative Question TypesHigh School Geometry Unit Test

Which of the following is the best description of a regular polygon? (3 pts)A.A regular polygon is a convex polygon whose sides and angles are all congruentB.A regular polygon is a convex polygon whose sides are all congruentC.A regular polygon is a concave polygon whose sides and angles are all congruentD.A regular polygon is a concave polygon whose angles are all congruent

Test Components that Benefit All Students• Focus on the Unit’s “Knowledge

Important to Know”

• Begin with questions that instill confidence in students

• Assess Unit Goal achievement at different levels of sophistication

• Gauge a comfortable test length

• Focus on content rather than reading


Unhelpful Test Components

• Too many “Nice to Know” Questions

• Too few questions at the Unit Goal level

• “Extra Credit” questions

• “Retests” for partial credit


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Knowledge Important to Know

Knowledge Nice to Know

Enduring

Understanding

Wiggins & McTighe (1998)

Designing a Quality Test

• Compare the ratio of “Nice to Know” vs. “Important to Know” Questions

• Trade tests with and provide feedback for other content area teachers

Test Grades and the Unit Structure• What if you are surprised by low test grades?

• The teacher did not provide enough or effective formal formative assessments

Or• Students did not take advantage of the

information provided by the formative assessments

• Test results may require adjustments to the E&R lesson plans to address student needs.

• The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement.


Take Home Points

• Traditional Tests need not be long, just focused on lesson concept connections and the Unit Goal.

• When appropriate, tests should measure content achievement, not reading ability.

• Traditional tests should give all students the ability to show mastery of the Unit Goal at different levels of sophistication.


Traditional Test Goal Questions

For Unit 1, develop

• Two straightforward TT questions that assesses Basic Proficiency of Goal achievement

• One challenging TT question that assesses Proficiency of Goal achievement

• One sophisticated TT question that assesses Advanced Proficiency of Goal achievement

• From 2nd grade upward, Goal questions involve writing in some way.


Traditional Test Goal Questions

For Unit 1 develop,


20 ptsStraightforward

10 ptsCHALLENGING

10 ptsSOPHISTICATED

summative assessment performance assessments book pgs. 1 - 8 classroom curriculum assessment

Documents

performance assessment

culminating unit assessment

good performance assessments

decimals unit goal

diocesan unit goal

diocesan unit concept

nd grade math unit goal

younger students