Design, Score, and Report Student Performance Performance Based Assessment Overview Backward Design Writing Curriculum Rubrics

Design, Score, and Report Student Performance

Performance Based Assessment Overview

Backward DesignWriting CurriculumRubrics

Standards Based ApproachAssessments scored with a RubricNatural fit with Differentiated InstructionAll students can demonstrate masteryRequires students to apply knowledge

and demonstrate their skillsAssesses 21st Century Skills It will change your Curriculum &

InstructionProvides Rigor and Relevance to

Curriculum

Lewis Cohen: “Most state testing is focused on the “right”

answers, generally involving the recall of discrete facts, easily measured with multiple choice questions. Performance Assessment, by contrast, requires students to apply their knowledge and to demonstrate their skills in performing authentic tasks; it reveals more about process, such as problem solving, and gives a better sense of the student’s level of understanding.”

Essays assessing student’s understanding of a subject through a written description, analysis, explanation, or summary

Experiments testing how well students understand scientific concepts and can carry out scientific processes

Demonstrations giving students opportunities to show their mastery of subject-area content and procedures

Portfolios allowing students to provide a broad portrait of their performance through files that contain collections of students’ work, assembled over time.

Begin with the End in mind

“Understanding by Design”, byGrant Wiggins and Jay McTighe

Curriculum

Task / Assessm

ent

Standard/

Benchmark

Creating Curriculum

Standard /

Benchmark

Task / RubricCurricul

um

Teaching Curriculum

Creating the vehicle to get students to the goal

•“Unpack” the standards•Fill-in the Gaps between grades•Follow Blooms Taxonomy for verb usage•Write Units of study

Creating and Applying A Rubric to Student Work

Advanced

Proficient

Basic Below Basic

Went Beyond the Big Idea; extended learning

“You’ve shown me that you learned the information.”

Get the idea, but haven’t completed the task as indicated

Big Idea not understood

This is what every student should be able to do.

AdvancedPrinciples of iki are evident in each individual piece of sushi as well as in the arrangement of the entire work.

ProficientPrinciples of iki are evident in the arrangement and construction of the entire work.

BasicPrinciples of iki are evident in parts of the work.

Below BasicPrinciples of iki are absent from the work.

AdvancedPrinciples of iki are always present.

ProficientPrinciples of iki are sometimes present.

BasicPrinciples of iki are rarely present.

Below BasicPrinciples of iki are never present.

Bad RubricBad Rubric

Good RubricGood Rubric

I. REMEMBER (KNOWLEDGE) (shallow processing: drawing out factual answers, testing recall and recognition)

II. UNDERSTAND (COMPREHENSION) (translating, interpreting and extrapolating)

III. APPLY (patterns of transfer to situations that are new, unfamiliar

or have a new slant for students)

IV. ANALYZE (breaking down into parts, forms)

V. EVALUATE (according to some set of criteria, and state why)

VI. CREATE (SYNTHESIS) (combining elements into a pattern not clearly there

before) Refer to Electronic File Handout!

Advanced Proficient Basic Below Basic

Described the music using advanced music vocabulary, and made connection to another art form to explain the answer

Described the music using appropriate music vocabulary

Described the music with simplistic music vocabulary

Did not use music vocabulary when describing the music example

Identified by name all instruments heard in the listening example and accurately determined how each was used

Identified by name the instruments heard in the listening example

Identified some of the instruments heard within the listening example

Unable to identify any of the instruments heard in the listening example

#1 “I heard a Flute and some kind of drum playing in the background. They played Largoly”.

A: Below BasicB: BasicC: ProficientD: Advanced

#2 “There was some high sounds by a woodwind and then some lower sounds by some kind of drum thing”.


#3 “The woodwinds sang a lyrical song, and made me feel like I was floating in a clear sky. The Percussion section was well represented, and reminded me of giants walking slowly. I did not hear any brass instruments at all. The main part was full of highs and lows, and was eloquently constructed. The composer was clearly someone who appreciates beauty.”

A: Below Basic B: Basic C: Proficient D: Advanced

#4 “I heard Flutes, Bass Drums and a Sitar. The Flutes had the melody, the drum played an ostinato, and the Sitar gave chords.”


Ex. 1: The students will experience Japan either

through discussion or guided Internet research adding to their understanding of Japanese culture and music. They will analyze and discuss performances of traditional and contemporary Japanese music. Students will listen to contemporary Japanese music and analyze the traditional musical elements, such as pentatonic scale and use of the koto. As a culminating activity, they will create a Japanese Tanka poem and compose an original melody using the pentatonic scale,and perform using a koto.

Ex. 2: The students will explore the purpose of

architects by designing buildings that reflect the cultures of America and Japan. With this information the students will assume the role of an architect. They will discover and explore qualities of American and Japanese architecture. They will draw and design a Japanese- American Cultural Center for their community incorporating both the elements of American and Japanese architecture.

Needs to assess the Big Idea Detailed outline for the finished

product Uses clear, concise wording Distributed PRIOR to task being

assessed Provides objective guide to score

student work. Measure student understanding of a

predetermined set of criteria.

Start at the end by picturing a finished product

Identify the criteria you’re going to score Begin at proficient -what every student should

be able to do List the QUALITIES of a proficient product

using a hierarchy of verbs (Bloom’s) Move to advanced, basic, and then below

basic. Use consistent (but not the same) language Use the same number of bullet points across

the page.

Design, Score, and Report Student Performance

Daniel LongTwin Valley School District

[email protected]

Documents

Design, Score, and Report Student Performance Performance Based Assessment Overview Backward Design Writing Curriculum Rubrics