Presentation on theme: "Authentic Performance Tasks"— Presentation transcript:
1 Authentic Performance Tasks Assessing Students’ Understanding and Ability to Apply Their Learning in Relevant, Meaningful Ways
2 Session GoalsTo develop a rationale for using authentic, performance-based assessmentsTo understand the context for authentic performance tasks as part of a balanced assessment systemTo recognize the qualities of a high- quality, authentic performance taskTo develop performance-based assessments that provide opportunities for students to demonstrate what they know, understand, and are able to do
3 Enduring Understandings: There is a direct connection between curriculum and instruction and student performanceHigh quality curriculum is designed to develop student understanding by uncovering complex ideas which involves students doing authentic practiceProviding students with the opportunity to work like professionals will ensure true understanding of the content and provide relevanceI
4 Essential QuestionsHow might we ensure that students see the relevance of what we are teaching?To what extent can the use of authentic performance tasks assess students’ understanding and ability to apply their learning in meaningful and relevant ways?In what ways can we ensure that students are provided with rigorous work that mirrors the work of experts?
5 KUD – Know , Understand, and Do Assessment for understanding must be grounded in authentic performance-based tasksAuthentic performance-based assessments provide opportunities for students to work like experts in a given fieldPerformance-based assessments must be aligned with K-U-Ds developed in Stage 1Understanding is revealed in performanceDo:Use the GRASP tool to design a PBAAnalyze performance tasks in order to understand authenticity
6 Strategic ObjectivesObj. 1 All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self- directed and inquisitive learners.Obj. 2 VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.Obj. 4 VBCPS will create opportunities for parents, community and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement and outcomes for student success.Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goal is that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills they need to succeed as 21st century learners, workers, and citizens.This training will support teachers efforts to engage every student in meaningful, authentic and rigorous work…. (review object 1). It also supports objective 2 in that it includes the issue of assessment and supports providing a balanced assessment system that will……. (complete obj. 2). When providing students with the opportunity to do authentic work, that provides the perfect opportunity to bring experts in the field into your classroom to enhance that work.
7 VBCPS Outcomes for Student Success: Our primary focus is on teaching and assessing those skills our students need to thrive as 21st century learners, workers and citizens. All VBCPS students will be:Academically proficient;Effective communicators and collaborators;Globally aware, independent, responsible learners and citizens; andCritical and creative thinkers, innovators and problems solvers.Finally, as we look at the outcomes for student success, we will discuss best practices that will help us to ensure that our students are: Academically proficient;Effective communicators and collaborators;Globally aware, independent, responsible learners and citizens; andCritical and creative thinkers, innovators and problems solvers.Post walk-about posters from Session 1. Quickly review and ask participants to add if they would like.7
8 Curriculum and Instruction Community Outreach & Service TeachersPLCsPLC s21st CenturyCurriculum and InstructionBalancedAssessmentSTUDENTSRigorResilienceRelationshipsRelevanceCommunity Outreach & ServiceResponsivenessTo StudentsIt is important for us to understand how the content of today’s session is reflected in the school division’s strategic plan.This graphic illustrates the interconnected approach of the strategic plan. As you can see, the students are at the center surrounded by supports of relationships, relevancy, rigor and resilience. The content of today’s session will mainly focus on the development of a Rigorous curriculum and the importance of creating authentic performance tasks that allow gifted students to meet curriculum goals while at the same time goals and benchmarks of the gifted program.Support StaffAdministratorsPLCs88
9 “Best Assessment” Exercise Think about an assessment exercise that significantly contributed to your learning (in school or out).What features characterized your experience?What factors in the assessment (and how they were used) most contributed to your learning?Generalize “Assessments promote learning when…”Generate a list based participants responses.Jay McTigheBalanced Assessment for Improved Learning
10 3 Stages of (“Backward”) Design 1. Identify desired results2. Determine acceptable evidenceOur work with authentic assessments will3. Plan learning experiences& instructionBased on the work of Grant Wiggins and Jay McTigheVBCPS: Office of Gifted Education
11 What are Authentic Performance Tasks? Analyze the two tasks providedHow are the tasks similar in natureHow are they differentWhich task is more authenticProvide blank Venn Diagram to participants to record discussion points.
12 Key TermsPerformance Tasks- A task that gives the student the opportunity to illustrate, perform, or demonstrate what they know, understand, and can do.Authentic Performance Task- A task that gives the student the opportunity to illustrate, perform, or demonstrate what they know, understand, and can do through a real-world challenge so that they are working like an expert in the field.Performance Assessment- Involves more than a single test of performance and might use other modes of assessment such as surveys, interviews of the performer, observations, or quizzes.Authentic Assessment- An assessment composed of performance tasks and activities designed to simulate or replicate important real-world challenges. Authentic assessments ask students to use knowledge in real-world ways, with genuine purposes, audiences, and situational variables.Understanding by DesignGrant Wiggins and Jay McTigheSome examples of performance tasks include: music or dance recitals, oral presentations, art displays, etc… Performance tasks might be authentic, but they don’t have to be. Non-authentic performance tasks differ from typical multiple choice, or short answer tests because they still require students to put it all together in the context of ill-structured, non-routine, or unpredictable problems or challenges. Real performers must learn to innovate and use their judgment as well as their knowledge instead of simply recalling facts.When considering performance assessment, keep in mind that a fair and technically sound assessment usually has students creating some type of product.Authentic assessments are meant to do more than “test”, they should teach students what the doing of a subject looks like and what kinds of performance challenges are actually considered most important in a field or profession.Keep in mind that tasks, problems, or projects are authentic when:Tests a person’s knowledge in real-world situationsRequires judgment and innovation that require the learner to figure out the nature of the problemPuts students in a situation where they have to “do” the subject instead of reciting, restating, or replicating what was taught.Puts students into key challenging situations in which adults are truly tested in the workplace, in civic life, or in personal life.Use a repertoire of knowledge and skill to negotiate a complex, multistage task.Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products. These tasks are truly transparent instead of mysterious like most tests are.
13 Authentic Performance Tasks Provide complex challenges that mirror the issues and problems of adultsAre open-endedEngage students in doing the work of experts in the fieldAre naturally more rigorous than traditional assessmentsRequire the application of knowledge and skillsAre aligned with the identified KUD’s from Stage 1These are some elements of Authentic Performance Tasks.Keep in mind that when ensuring alignment with Stage 1, if you are using the task as a summative assessment your task should measure several of the KUDs within the unit.Understanding by DesignGrant Wiggins and Jay McTighe
14 Designing Performance Tasks Structure performance tasks so that there is not one right answer or one right approach to arriving at answersEnsure that even if there is a “right” answer you are looking for, that arriving at the answer follows sound reasoning and a supported argument or approachStudents should have to consider when to use which approach and which factsEnsure that the task involves transferThe performance should require students to figure out which knowledge and skills are needed in order to efficiently and effectively arrive at a solutionLimit the amount of cues or prompts that are offered when framing the task.Establish evaluative criteria and performance standards that are appropriate to the task and known by the students in advanceStudents should have to engage in true problem solving when designing tasks and ideally those problems should be the same types of problems that experts encounter in order to make it authentic.In math classes, designing these types of tasks can be particularly difficult. Keep in mind that if students have to consider what approach is best to solve a problem, they are more performance based. It is impossible to build math assessments out of only exercises. With performance tasks, the focus shifts from just finding an answer, to the justification of the approach and solution. Math Exemplars are a good example of this type of work.Keep in mind that transfer is the flexible use of knowledge and skill in light of particular challenges. Transferability is understanding revealed.By limiting cues we are making the task more rigorousUnderstanding by DesignGrant Wiggins and Jay McTighe
15 Six Facets of Understanding UbD FacetFacet DescriptionFacet 1: ExplanationSophisticated explanations and theoriesFacet 2: InterpretationInterpretations, narratives, and translationsFacet 3: ApplicationUse knowledge in new situations and contextsFacet 4: PerspectiveCritical and insightful points of viewFacet 5: EmpathyAbility to get inside another person's feelingsFacet 6: Self-knowledgeTo know one's ignorance, prejudice, and understandingThe six facets of understanding is a multi-faceted view of what makes up a mature understanding. When one truly understands he/she can explain, interpret, apply, understand various perspectives, demonstrate empathy, and be aware of his/her self knowledge. The first three facets represent kinds of performance (the do) and the last three represent the different types of insights one can have.The six facets of understanding are important when designing assessments because the bottom line is, when we truly understand, we can explain, interpret, apply, have perspective, empathize, and have self-knowledgeMcTighe and Wiggins Understanding By Design, 2005Understanding by DesignGrant Wiggins and Jay McTighe
16 Key Implications of Facets Understanding is composed of all six facetsThe facets should permeate among all three stages of backward designThe facets help us clarify the desired understandings, necessary assessment tasks and learning activities that will most likely advance student understandingGood design will make clear the idea that the learner must make sense out of what the teacher teachesStudents learn to move beyond taking in what is covered to uncovering what lies beneath the surface of facts and to ponder their meaningStress that understandings are not factual recallFacets help us to show our students that they have to do more than just take in knowledge like a sponge, they also make sense of their knowledge and be able to use it to solve problems.Constructivist approach—meaning can’t be taught, it must be fashioned by the learner coached by the teacherUnderstanding by DesignGrant Wiggins and Jay McTighe
17 GRASPS A tool used to design authentic performance tasks Each letter of GRASPS corresponds with a task elementWhen using the prompts for each part of the acronym, it is not necessary to respond to all questionsConsider creating at least one core performance task for assessing understanding in a major unit of studyBy framing performance tasks using GRASPS, you will provide clear performance targets as well as real-world relevance. This does not happen with tests or academic prompts.Understanding by DesignGrant Wiggins and Jay McTighe
18 GRASPS- A tool used to design authentic performance tasks. G- What is the Goal in the scenario? R- What is the Role? A- Who is the Audience? S- What is your Situation (context)? P- What is the Performance challenge? S- By what Standards will work be judged in the scenario?Here is what each letter in the acronym stands for.Provide participants with GRASPS handoutIt is not necessary to answer all questions in each piece, nor do you have to go in any particular order.Understanding by DesignGrant Wiggins and Jay McTighe
19 Performance Task Example Examine the taskCompare the GRASPS tool with the written task to see how the tool was used to create the taskWhere do you see the Facets of Understanding embedded in the task?Provide participants with a few minutes to review task
20 Kaplan’s Frames of the Discipline Allow students to step into the role assigned to them by defining what the expert doesFocus their understanding on the skills, language, and products of an expert in the fieldSample Frame
21 Identifying Clear Criteria for Student Understanding Why do we need clear criteria?— Address the fact that understanding within open-ended prompts and performance tasks is subjective— Allow students to demonstrate varying degrees of understanding— Allow for consistency in grading— Highlight most revealing and important aspects of the work--not just those easy to see or score— Let students know up front what is required to be successful— Derive criteria from established goals (i.e. EU & EQs)Due to the subjective nature of performance tasks, evaluation of student work is based on judgment guided by criteria.Clear criteria helps us to identify the degree of understanding that each student demonstrates, which keeps the judgment based process fair and consistentEstablishing criteria is addressed in a separate module and we highly encourage your to visit that module to support this important part of the process of designing authentic performance tasks.Most importantly, remember that assessments and criteria should come directly from your established goals from Stage 1. We don’t want to include criteria that is not one of our KUD’s. For example, a common piece of criteria on rubrics is neatness or creativity. If these things are not part of the KUD’s established in stage 1, they should not be a part of the rubric.
22 ResourcesUnderstanding by Design Professional Development Workbook by J. McTighe and G. Wiggins, 2004.Understanding by Design Expanded 2nd Edition by J. McTighe and G. Wiggins, 2005.Assessment in the classroom: the key to good instruction. by C. Callahan, 2006.The Case for Authentic Assessment by G. Wiggins, Eric Digests, 1990.
23 Performance Tasks Ticket-Out-of-the-Room Name: _____________________ QuestionsComments, Suggestions, Ideas, & QuestionsIn what ways did the content and activities of today’s workshop enhance your understanding of performance assessments?What questions do you have as a result of today’s workshop?Office of Gifted Education