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PERFORMANCE ASSESSMENTS

PERFORMANCE ASSESSMENTS. Backward Design. Performance Assessments: Assessment Structure. Unit Assessments. Formative. Summative. Traditiona l Test. Performance Assessment. Informal. Formal. Performance Assessments: Assessment Structure. Unit Assessments. Formative. Summative.

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PERFORMANCE ASSESSMENTS

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  1. PERFORMANCE ASSESSMENTS Backward Design

  2. Performance Assessments:Assessment Structure Unit Assessments Formative Summative Traditional Test Performance Assessment Informal Formal

  3. Performance Assessments:Assessment Structure Unit Assessments Formative Summative Traditional Test Performance Assessment Informal Formal

  4. Performance Assessments:Backward Design Unit Goal Unit Assessment Lesson Objectives & Activities

  5. Performance Assessments:A Summary • Purpose: To provide a culminating Unit assessment in which students demonstrate Unit Goal critical-thinking and Unit Concept attainment 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.

  6. Performance Assessments:Construction • Projects and presentations are performance assessments only if: • They allow students to demonstrate achievement of the Unit Goal • The performance at the level of the Unit Goal is attempted independently & individually (I&I) and on previously unseen material (students in 3rd grade and beyond). • Younger students and ELLs may benefit from scaffolds and graphic organizers. • Good performance assessments often allow students to make decisions about the content.

  7. Performance Assessments: Examples 3rd Grade Language Arts Unit Concept: Opinions and Persuasions Unit Goal: SWBAT develop opinions and persuasions in writing to express themselves to others. CCELAS 3.W.1 Performance Assessment: Students will write an opinion or persuasive piece of writing for publication in a class newspaper.

  8. Performance Assessments: Examples 5th Grade Language Arts Unit Concept: Tall Tales Unit Goal: SWBAT connect tall tale figures and stories to specific regions of the United States. CCELAS 5.RL.3,9,10, 5.RI.9-10, 5.W.3 Performance Assessment: Students construct a sequel of an established tall tale figure and story that takes place in modern day United States.

  9. Performance Assessments: Examples 8th Grade Language Arts Unit Concept: Theme: Southern Drama (The Glass Menagerie by Tennessee Williams) Unit Goal: SWBAT compare different pieces of Southern Literature in regards to conflict, theme, characters, and tradition. CCELAS 8.RL.1-3, 5, 8.W.1,4, Performance Assessment: In an expository essay, students compare The Glass Menagerie and other Southern literature in terms of conflict, theme, characters, and tradition.

  10. Performance Assessments: Examples 11th Grade American Literature Unit Concept: The American Teenager & The Catcher in the Rye Unit Goal: SWBAT analyze the enduring appeal of The Catcher in the Rye by considering multiple themes and the critical reception of the novel. CCELAS 11-12.RL.1-3,9, 11-12.RI.1-3,7, 9, 11-12.W.1,4,8 Performance Assessment: Students will write an in-class essay analyzing the enduring appeal of The Catcher in the Rye using their own understanding of the novel and two scholarly analyses of the novel's popularity with American teenagers.

  11. Performance Assessments:Take Home Points • Performance Assessments: • Measure holistic achievement of the Unit Goal and Unit Concept • Provide an alternate means of showing achievement of the Unit Goal • Are often based on authentic or real-life situations • Are graded with a rubric

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