1. PERFORMANCE ASSESSMENTS

2. Performance Assessment
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.
PRESENTER: Have the Diocesan Unit Goals for each grade/course up on the wall so that the SWBAT performance assessments can be added to the Goals. Provide participants with large post-its to write out their SWBAT performance assessments.
The SWBAT form of the Performance Assessment is the first step for teachers in developing the Classroom Curriculum and guides the development of Lesson Objectives instructional activities.

3. 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).

4. Constructing Performance Assessments
Projects and presentations are performance assessments only if:
They allow students to demonstrate achievement of Unit Goal critical-thinking about the Unit Concept
The performance is done independently & individually (I&I) on previously unseen material
Younger students and ELLs may benefit from scaffolds and graphic organizers
Good performance assessments allow students to make decisions about the content
The Performance Assessment is an observable experience of the unit goal in action. Sometimes a teacher creates a SWBAT performance assessment that reflects the goal but then in writing out the actual “prompt” that will be given to students, finds that
It is difficult to design a prompt that assesses the Unit goal and is both independent and individual and is on previously unseen material.
It is difficult to design the prompt so that all students are challenged at Basic, Proficient and Advance levels in demonstrating Unit Goal achievement on previously unseen material and is I&I.
In such cases the teacher may have to rethink the SWBAT PA .

5. Sample – 3rd Grade Language Arts
Unit #
Estimated # of Days
Unit Concept or Question
Unit Goal
Unit Rationale
Unit Assessment
Common Core) 1 2
 12
Sentences and Paragraph s and their Logical Connectio ns
SWBAT describe the logical connection between particular sentences and paragraphs.
The ability to follow the logic of text is an essential step in determining text meaning.
SWBAT complete a cause/effect graphic organizer for a science article.
SIT.3.8
The PA is noted on the cover page.

6. Sample – 8th Grade Language Arts
Unit #
Estimated # of Days
Unit Concept or Question
Unit Goal
Unit Rationale
Unit Assessment
Standards
(Common Core) 1 2 17
The Theme of a Text
SWBAT identify and
analyze the development of theme over the course of the text.
Reading literary works is less than satisfying if the reader is unable to identify the theme and the elements of the work that develop the theme.
SWBAT analyze the development of theme in the Frost poem The Road Not Taken
RSL.8.2

7. Sample – 10th Grade English
Unit #
Estimated # of Days
Unit Concept or Question
Unit Goal
Unit Rationale
Unit Assessment
Standards
(Common Core) 1 2 21
Point of View
SWBAT
Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Readers must recognize that authors have a point of view, must be able to identify, describe, and see how the author advances their view.
SWBAT analyze the political point of view of a newspaper endorsement of a candidate.
RSIT.10.6

8. PA Prompt 2nd Grade – LANGUAGE ARTS
Unit Concept: Clear Explanations Unit Goal: SWBAT write an explanatory article in which they introduce a topic, using facts and definitions to develop points and providing a concluding statement or section. Unit Assessment: SWBAT write an explanation of a recent school or classroom event. Performance Assessment Prompt: Last week, a forest ranger talked with our class. Explain in writing what forest rangers do, how they go about doing their job, and why their job is important to us.

9. PA Prompt 6th Grade – LANGUAGE ARTS
Unit Concept: Words and their Meanings Unit Goal: SWBAT analyze the impact of specific word choices on a text’s meaning and tone, determining the meaning of the text’s words and phrases including their figurative and connotative meanings. Unit Assessment: SWBAT analyze the effects of an author’s use of words in poetry. Performance Assessment Prompt: In the 2 poems provided, the word “night” has very different meanings for the two authors. Explain its meaning in each poem and how through other words the author conveys the differences.

10. Sample – 2nd Grade Math 12 To Regroup or Not to Regroup
Unit #
Estimated # of Days
Unit Concept or Question
Unit Goal
Unit Rationale
Unit Assessment
Standards
(Common Core) 1 2
 12
To Regroup or Not to Regroup
SWBAT add three digit numbers with regrouping.
One of the most important standards in Math for 2nd graders is to be able to add two digit numbers up to 100 with and without regrouping. This is usually a difficult skill to master; therefore, though introduced early in the year, this skill will frequently be used throughout the course.
SWBAT solve a story problem involving chores and payment in candy using two-digit with regrouping and explain their answer.
2.OA.1, 2.NBT.1-4
The PA is noted on the cover page.
Unit by Maggie Smith, ACE 13, Washington D.C.

11. Sample – 8th Grade Pre-Algebra
Unit #
Estimated # of Days
Unit Concept or Question
Unit Goal
Unit Rationale
Unit Assessment
Standards
(Common Core) 1 2 17
The Pythagorean Theorem and Geometry
SWBAT apply the Pythagorean Theorem to geometry in the real-world.
This unit introduces students to the concept of the Pythagorean Theorem and basic Geometric principles of angles and polygons. This unit incorporates multiple examples to illustrate real-world applications of angles and measurements in the students’ daily lives.
Students will create a college quad and find measurements of sides and angles using the Pythagorean Theorem and rules of Geometry.
8.G.6, 8.G.7, 8.G.8
Unit by Patrick Kirkland, ACE 17, Savannah

12. Sample – 10th Grade Geometry
Unit #
Estimated # of Days
Unit Concept or Question
Unit Goal
Unit Rationale
Unit Assessment
Standards
(Common Core) 1 2 21
Using Geometry to Find Size
SWBAT calculate the size of a figure by utilizing various two-dimensional measuring techniques.
Students should be able to use skills learned in Geometry for life-tasks including finding size. At every lesson, the emphasis remains on different ways to measure shapes. Because this unit appears early in the course, students will build various skills that will be utilized in the next units, including identifying congruent figures, using slope and distance formulas, and estimating size.
Given the volume and length of a rectangular prism pool, SWBAT calculate potential dimensions and corresponding surface area.
G-GMD.4, G-MG.3
Unit by Betsy Rafferty, ACE 15, Montgomery

13. 2nd Grade Math Unit Goal: SWBAT add two digit numbers with regrouping
2nd Grade Math Unit Goal: SWBAT add two digit numbers with regrouping. Performance Assessment:
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 + +

14. Performance Assessment Examples:
6th Grade Math Unit Concept: Decimals Unit Goal: SWBAT apply operations to decimals to solve real-world problems. Performance Assessment: 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.
Use as a sample to talk through the parts and how these reflect the aspects of performance assessments.
This is holistic from this and previous units, can be done individually, is engaging, and makes students make decisions.

15. What Restaurant are you going to?
Who is at the dinner? (between 4-8 people)
What did each person order (drinks, appetizers, meal)?
Add the total cost of the meal together.
Subtract $15.50 from the total cost of the meal you have a birthday gift certificate!
Figure out the meal + tax by multiplying the total cost by 1.06.
Figure out the meal + tax + tip by multiplying the answer that you get from #6 by 1.2.
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!!

16. Distance from Earthquake
HS Pre-Calculus Unit Goal: SWBAT translate between representations for conics, including graphical and algebraic (standard and general forms). Performance Assessment: 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

17. For each of the two stations, write an equation representing the possible epicenters of the earthquake.
Station 1: _________________________
Station 2: _________________________
On graph paper, graph the equations for Stations 1 and 2 (on one graph). Label the possible epicenter(s) with a star.
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:

18. Performance Assessments: Examples
2nd Grade Math (Arch of OKC) Unit Concept: Place Value through 1000 Unit Goal: SWBAT produce knowledge of three digit numbers using hundreds, tens, and ones. Performance Assessment: Using a deck of playing cards, student will generate and order the smallest and largest possible numbers using randomly selected three-digit numbers. A student selects three playing cards and writes the smallest and largest possible number. This is repeated three times. Student then orders the six numbers generated from smallest to largest and describes the process of ordering.

19. Performance Assessments: Examples
5th Grade Math (Arch of OKC)
Unit Concept: Fractions and Mixed Numbers
Unit Goal: SWBAT solve real world addition and subtraction equations with fractions containing like and unlike denominators (including mixed numbers).
Performance Assessment: Leah, Marta and Noah each added these fractions: 5/6 + 7/9 = ?
Leah’s answer: 12/ Marta’s answer: 2 9/ Noah’s answer: 1 11/18
Two of the three answers are correct.
Whose answers are correct?
Explain the steps needed to obtain the correct answer. Draw a model to show your work.

20. Performance Assessments: Examples
6th Grade Math (Arch of OKC)
Unit Concept: Characteristics of Data Sets
Unit Goal: SWBAT calculate measures of central tendency and variation.
Performance Assessment: Sophia had a data collection party at her house. They did the following activities:
How many licks to the center of a Tootsie Pop?
How many jumps of rope in one minute”
How many minutes to run a mile?
How many seconds can you hula hoop?
How many slices of pizza are eaten by each person?

21. Performance Assessments: Examples
6th Grade Math (Arch of OKC) Performance Assessment (cont’d): Create a reasonable set of data for ONE of these activities. Then find the mean, median, range, and mode of your data. What is the best measure of central tendency? Create a graph to display your data.

22. Take Home Points Rubrics measure holistic performance Rubrics Require:
Criteria relevant to 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.

23. To Do: Create your SWBAT statement
Create your Performance Assessment Prompt