Making Performance Assessments Perform
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This PowerPoint presentation by Peter Hilts discusses designing effective performance assessments. It provides 13 steps for designing assessments, including identifying standards, determining what students will produce, and developing rubrics. It also outlines resources for assessment design like RubiStar and exemplars.com. The presentation emphasizes crafting clear assessments aligned to standards and including student materials, evaluation tools, and scored exemplars.
Making Performance Assessments Perform
- 1. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 Making Performance Assessments Perform
- 2. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 ONLINE ASSESSMENT RESOURCES USED DURING THE TRAINING RUBISTAR RELEARNING.ORG ERIC Center for Evaluation and Assessment EXEMPLARS.COM
- 3. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT (NOT AN ABSOLUTE SEQUENCE) 1. Identify content standard(s) and benchmark(s) that will be included in the performance assessment. 2. Structure the assessment around one of the possible complex reasoning skills. 3. Determine a meaningful context. 4. Identify what will be produced.
- 4. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT (NOT AN ABSOLUTE SEQUENCE) 5. Determine student resources. 6. Determine how students will work. 7. Construct a draft. 8. Identify lifelong learning standards (if any). 9. Determine learning experiences students will need
- 5. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 McREL STEPS TO DESIGN A PERFORMANCE ASSESSMENT (NOT AN ABSOLUTE SEQUENCE) 10. Reflect and revise. 11. Identify criteria to use to evaluate student products or performances. 12. Generate or select exemplary responses for the products or performances. 13. Construct the scoring tool for each activity: rubric, checklist, scoring key, etc.
- 6. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 ASSESSMENT DESIGN IN PRACTICE SELECT TARGETS (Steps 1,2,8)
- 7. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 ASSESSMENT DESIGN IN PRACTICE DESCRIBE PERFORMANCES OR PRODUCTS (Steps 3, 4, 5, 6, 7, 9)
- 8. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 ASSESSMENT DESIGN IN PRACTICE CRAFT ASSESSMENT TOOLS (Steps 11, 12, 13)
- 9. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002 ASSESSMENT DESIGN IN PRACTICE ASSESS COLLECT REFLECT REVISE (Steps 10 &12)
- 10. “THE TEST” How can we protect the student by ensuring that high-scoring local papers– the local standards–are truly excellent? We cannot unless we can relate local standards (through samples or corellations) to regional, state and national standards. Wiggins
- 12. DRILLING DOWN SELECT Choose from existing documents Standards Complex Reasoning Processes Lifelong Learning Standards
- 13. “READY..FIR E...AIM” …most teacher instinctually build assessments on the foundation of existing classroom activities without scrutinizing those activities for their aptness in measuring specific achievements. Wiggins
- 14. DRILLING DOWN DESCRIBE Choose VVIIVVIIDD terminology Play on existing interests Listen to your enthusiasm
- 15. DRILLING DOWN DESCRIBE Mythic Job Search Select an epic hero from the literature we have read and write a letter to the hero in which you apply for a job as a crew member on his expeditions.
- 16. DRILLING DOWN DESCRIBE Move it! How can you get wood to make a treehouse up that tree?? Students will plan and diagram a simple machine to do just that. In a written report, they will explain how their machine works and the principles of physics involved to accomplish this task
- 17. “CRAFTING” Assessment that does not merely audit student knowledge but improves student performance requires careful, sound design. Wiggins
- 18. “Peter’s Task” Give Beverley a pencil.
- 19. DRILLING DOWN CRAFT CONSIDER: Audiences (Adult and Student) Purpose (Guide, Discriminate) Form (Structure, Materials)
- 20. DRILLING DOWN THINK What went well?What went well? What could beWhat could be improved?improved? What did we learn?What did we learn?
- 21. FULLY DEVELOPED PERFORMANCE ASSESSMENTS INCLUDE: CLEARLY ARTICULATED STANDARDS, BENCHMARKS, SKILLS AND TRAITS PRODUCT & PERFORMANCE DESCRIPTIONS AND STUDENT MATERIALS REFINED ASSESSMENT TOOLS FOR STUDENTS AND EVALUATORS EXEMPLARS FOR EACH LEVEL OF PERFORMANCE FOR EACH TRAIT
- 22. NECESSARY NOT SUFFICIENT Standards and Benchmarks Descriptions and Materials Assessment Tools Exemplars Result Absent Present Present Present UNFOCUSED IRRELEVANT Present Absent Present Present VAGUE FRUSTRATING Present Present Absent Present ARBITRARY INVALID Present Present Present Absent ABSTRACT FLUID
- 24. MATH STANDARDS FOUNDATIONAL KNOWLEDGE •Plotting •Calculation •Equivalents •Number line COMMUNICATION AND REASONING •Explanation •Justification •Verification •Math Language
- 25. Math Exemplar #1 • • • • A B C D 0 3/4 2.25 The way that I got the value of point C is all I did was use mentel math and look at the size difference between all four of the letters. Because if B is 3/4 which means it is a quarter away from zero all that you have to do is add 3/4 + 3/4 = 1 1/2 and that is how I got the value of point C. 1 1 /2
- 26. Math Exemplar #2 • • • • A B C D 0 3/4 2.25 First I divided 2.25 by 3 which turned into .75. B was .75. Each opening between dots were .75 units. There were two units before C so I added to units. That turned out into .75 + .75 = 1.5 which is point C. 1.50
- 27. Math Exemplar #3 • • • • A B C D 0 3/4 2.25 I plotted 4/4 on letter C. because it goes 3/4 4/4 1 hole 4/4 Explanation is difficult to understand and is missing several components OR was not included.
- 28. Math Exemplar #4 • • • • A B C D 0 3/4 2.25 Point C equals 1.5 or 1 1/2. I got my answer by adding 3/4 to 3/4 and got 6/4. Since 6/4 is an improper fraction I changed it to a mixed number. I got 1 2/4 then reduced it to 1 1/2. I know that a half is .5 so I added 1 to .5 and got 1.5 to get my decimal answer. 1.5
Editor's Notes
- #2: Peter Hilts is an educator and Consultant based in Colorado Springs. He can be reached by phone at (719) 388-9431 or via eMail peter@hilts.net.