Performance Assessment in Science and Math K-5

Stephanie BernanderUW OshkoshCatholic Educator’s Convention 2016

What do you know?

How students demonstrate what they know….

Subject Knowledge (Literacy)

Performance Assessment

Quiz/Tests

Performance assessments and tasks build on earlier content knowledge, process skills, and work habits and are strategically placed in the lesson or unit to enhance learning as the student “pulls it all together.” Such performance tasks are not “add-ons” at the end of instruction. They are both an integral part of the learning and an opportunity to assess the quality of student performance.

Teacher’s Guide to Performance Based Learning and Assessment, ASCD

7 Qualities of Performance Tasks

1. Performance tasks call for the application of knowledge and skills, not just recall or

recognition.

2. Performance tasks are open-ended and typically do not yield a single, correct answer.

3. Performance tasks establish novel and authentic contexts for performance.

4. Performance tasks provide evidence of understanding via transfer.

5. Performance tasks are multi-faceted.

6. Performance tasks can integrate two or more subjects as well as 21st century skills.

7. Performances on open-ended tasks are evaluated with established criteria and

rubrics.

Traditional testing answers…..

Do you know it?

Performance Assessment answers….

How well can you use what you know?

Example1. What direction are you traveling when you drive from New York to California? a) east b) north c) west d) south

2. The sun sets in the ________________. a) east b) north c) west d) south

Create a map of your neighborhood

OR

Apply what you know about directions to find your way from one part of the classroom to another using a compass.

Science and Mathematics Practice Standards

Addressing CCSS Literacy Standards for History, Social Studies and Science

CCSS.ELA-LITERACY.RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

CCSS.ELA-LITERACY.RST.9-10.7Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Methods for Assessing Performance Tasks

Observing Students

● Informal Observations

● Structured Observations

● Narratives

Asking Students

● Interviews● Self-Assessment

Student Work

● Open-ended questions

● Performance tests/tasks

● Journals● Exhibitions,

projects, demonstrations

● Portfolios

REMEMBER…. Assessment is to gather evidence about how your students are progressing on skills…. Not to gather POINTS!

All students should have the opportunity to engage in meaningful work, learning to transfer knowledge and apply complex skills. Performance assessments that are linked to rigorous curriculum and instruction helps drive more comprehensive learning and enables the teacher to measure achievement of that application of knowledge.

3 ACT Math

Whoppers Task

CCSS.MATH.CONTENT.2.NBT.B.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

Sample Rubric

4 = Gives complete and acceptable answers to all questions; provides acceptable rationale; includes a complete and accurate diagrams with supporting evidence; demonstrates understanding of the concept; uses descriptive scientific/mathematical terms.

3 = Gives fairly complete and acceptable answers to most questions; provides good answers, but rationale may be vague; includes a complete diagram; shows understanding of the concepts; responds to questions with some scientific/mathematical terms.

Sample Rubric

2 = Several incomplete or unsatisfactory answers; rationale is very limited; shows some understanding of the concepts; diagram may be missing or incomplete.

1 = Very little response (diagram only or few answers); partial answers to a small number of questions; no rationale; does not include a diagram; contains at least one correct answer.

Great websites…..http://www.nextgenscience.org/classroom-sample-assessment-tasks

http://www.insidemathematics.org/performance-assessment-tasks

http://www.definedstem.com/tasks/student_index.cfm?blnStudent=1&asset_guid=2CE18AD9-DB9F-4929-A40F-4E6A044F65CD&assignment_code=bdrhs

https://www.ck12info.org/about/mission/

http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematics-assessments/

http://pals.sri.com/

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890