2. Day 8 Induction – Year 2 Pennsbury School District Maureen Gradel Staff Developer

3. WELCOME BACK! Please… eitheror Sign-in for either Act 48 or Stipend Find your assigned seat Help yourself to refreshments Catch up with your colleagues – personally and professionally

4. Reminders!!! Our portfolio exchange is Wednesday, May 25 th from 4:00-5:00pm. Sign-up on My Learning Plan for the April 25 th Trade Day, if necessary. Be prepared to share your induction portfolio at the next/final conference following the Day 8 workshop.

5. Sponge Activities Better Teaching articles and calendar Print and wiki resources: http://pennsburyinductionyear2.wikispaces. com http://pennsburyinductionyear2.wikispaces. com

6. Table Share Discuss with your table group any elements of DI/UDL that you have incorporated since our last session. Share any personal or professional “good news”.

7. Agenda Welcome/Reminders/Sponge Activities Portfolio Objectives Performance Assessments Time to work Rubrics/Grading Time to work Standards-Based Instructional Work Unit Time to work Closure

8. Standards-Based Portfolios Take a few minutes to share with your table your progress to date with your portfolio. Remind yourself of the 4 sections: Classroom Environment Technology Inclusionary Practices Standards-Based Instructional Unit

9. Standards Review Definition: A set of principles, qualities, characteristics, or values that are established by an authority and are commonly held. An agreed-upon set of expectations regarding an object, a behavior, or a performance. A target or an objectified end. Attributes: understood by all consistent measurable clear specific fixed and stable explicit distinct

10. Standards Review Continued… Content Standards: specify what students should know and be able to do (the knowledge and skills, the habits of mind, the enduring understandings, the essential questions) Performance Standards: indicate the nature of the evidence (essay, scientific experiment, project, exam) required to demonstrate that the content standard has been met. The degree or quality of proficiency is also specified.

11. Staff Development Standard Effective staff development provides knowledge, skills and attitudes regarding organization development and systems thinking.

12. Staff Development Performance Task Create a workshop to provide information about developing standards-based performance tasks and to model appropriate standards-based performance assessment development.

13. Staff Development Performance Task Rubric

14. Objectives Participants will… define the attributes of a performance task. discuss components of developing a performance assessment. create a rubric for developing a performance assessment.

15. Where do you fall on the continua? Development Dots 1: Knowledge about and use of Performance Assessment Development Dots 2: Attitude toward Performance Assessment

16. Definitions Performance Assessment is assessment based on observation and judgment. Performance Task is what you ask the students to do; the assignment or activity. Performance criteria are the basis for judging the quality of the performance on the task.

17. The Web GOOD What are the characteristics of a GOOD performance task? List the characteristics on the web. Share your ideas with your group.

18. Characteristics of a Performance Task Students have some choice in selecting the task. The task requires both the elaboration of core knowledge content and the use of specific processes. The task has an explicit scoring system. The task is designed for an audience larger than the teacher, that is, others outside the classroom would find value in the work. Continued…

19. Characteristics of a Performance Task continued… The task is carefully crafted to measure what it purports to measure. The task is more like those in the real world. The task encourages originality and thinking skills and may have multiple solutions.

20. Open Mind Graphic Organizer 1. Define pre-assessment, formative assessment, and summative assessment? 2. Share your performance assessment goal. 3. Thoughts on performance assessment task examples. 4. Consider the provided performance assessment rubric.

21. Performance Task Example: Hall of Recognition Characteristics: standards-based engaging to students authentic coherent

22. GRASPS GRASPS Acronym G = Goal R = Role A = Audience S = Situation P = Products/Performance/Purpose S = Standards & Criteria for Success

23. Assignment 1 You are to create a performance task using GRASPS as the first step in your performance assessment. This task should be something that your students will be able to accomplish before our next conference session. You are to type up this blueprint and turn it in to me.

24. Welcome Back – Session 2 Please… find your seat assignment (as per chart on easel). remember to sign-up (if you haven’t already) for the next conference session and mark it in your calendar. take out your performance task and share it with your table group.

25. Rubrics Objectives: List and explain the elements of a rubric. Compare and contrast a rating scale and a rubric. Share and analyze different types of rubrics.

26. What makes a rubric a rubric? A measurement scale is present. The criteria is listed. There are descriptors for the points on the scale.

27. Types of Rubrics Holisitic Holisitic: most commonly used for assessments requiring creativity or artistic merit. The finished product is looked at as a whole rather than assessing each part. A single, overall judgment of the quality is made. Analytic Analytic: used to evaluate specific skills of the performance task. A separate judgment is made on various features. A more comprehensive picture of the performance is provided. Primary Trait Primary Trait: used when the focus is on one skill or technique. This is the most seldom used type of rubric.

28. Rubric Examples Take a few minutes to review the provided rubric examples. Keep in mind that since the creation of these rubrics, research shows that the best column should be to the left!

29. Assignment 2 You are to create a rubric to accompany your performance task. This rubric is to be turned in to me with your performance task. You may choose the type of rubric that best suits your performance assessment. When I, or your coordinator come(s) to conference with you, you should be able to share with me some completed student rubrics.

30. Helpful Resources www.jaymctighe.com/ ubdweblinks.html www.rubistar.4teacher s.org/index.php www.rubistar.4teacher s.org/index.php www.rubrics4teachers. com www.rubrics4teachers. com Zumu intranet