Alternative
Assessments
Using Bloom’s Taxonomy to create performance tasks
Alternative Assessments
Advantages of Alternative
Assessments
• They provide a means of assessing valued
skills that cannot be directly assessed w...
Understanding By Design
Backward Planning:
the practice of looking at the outcomes in order
to design curriculum units,
pe...
Stage 1: Identify the
Desired Results
Learning Outcomes
What relevant goals will this unit address?
History of Yoga Unit:
...
Stage 1: Identify the
Desired Results
Enduring Understandings
• What understandings about the big ideas are
desired? (what...
Stage 1: Identify the
Desired Results
Essential Questions
• What provocative questions will foster inquiry into
the conten...
Stage 1: Identify the
Desired Results
Knowledge:
• What knowledge will students acquire as a result of
this unit? This con...
Stage 1: Identify the
Desired Results
Skills
• What skills will students acquire as a result of this unit? List
the skills...
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will
students demonstrate the desir...
Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
G – Goal
What should students accomplish by completi...
Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
You are a reporter for the local newspaper who is in...
Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
PART ONE: The first section of the article is a
desc...
Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
PART TWO: The second section of the essay should rel...
Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
S – Standards & Criteria for Success
Create the rubr...
Stage 2 – Assessment Evidence
Other Evidence
• Through what other evidence (work
samples, observations, quizzes, tests,
jo...
Stage 2 – Assessment Evidence
Other Evidence
Through what other evidence (work samples,
observations, quizzes, tests, jour...
Stage 2 – Assessment Evidence
Student Self-Assessment

• How will students reflect upon or
self-assess their learning?
Stage 3 – Learning Plan
What teaching and learning experiences
will you use to:
• achieve the desired results identified i...
Stage 3 – Learning Plan
• Where are your students headed?
• Where have they been?
• How will you make sure the students kn...
Stage 3 – Learning Plan
• How will you engage students at the beginning of the
unit? (motivational set)
Because this is a ...
Stage 3 – Learning Plan
• What events will help students experience and
explore the enduring understandings and essential
...
Alternative Assessments in
Blackboard
• Blogs
• Journals
• Wikis
• Groups
• Assignments
• Videos
• Collaborate
Alternative assessments jtcc
Alternative assessments jtcc
Alternative assessments jtcc
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Alternative assessments jtcc

  1. 1. Alternative Assessments Using Bloom’s Taxonomy to create performance tasks
  2. 2. Alternative Assessments
  3. 3. Advantages of Alternative Assessments • They provide a means of assessing valued skills that cannot be directly assessed with traditional tests. • They provide a more realistic setting for student performance than traditional tests. • They focus on student performance and the quality of work performed by students. • They can be easily aligned with established learning outcomes.
  4. 4. Understanding By Design Backward Planning: the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.
  5. 5. Stage 1: Identify the Desired Results Learning Outcomes What relevant goals will this unit address? History of Yoga Unit: • Students will acquire basic knowledge about the history of Yoga and its influences and representation in the Arts.
  6. 6. Stage 1: Identify the Desired Results Enduring Understandings • What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) Students will understand that... • Yoga is not a religion • Yoga is not a competitive sport • The practice of yoga has its roots in South Asian Indian thought • Many common themes can be seen throughout the centuries in both writing and the arts
  7. 7. Stage 1: Identify the Desired Results Essential Questions • What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Content specific…. • In what ways have the philosophies associated with yoga influenced the art and practices throughout history? • How do these philosophies influence daily life?
  8. 8. Stage 1: Identify the Desired Results Knowledge: • What knowledge will students acquire as a result of this unit? This content knowledge may come from the objectives, or might also address pre-requisite knowledge that students will need for this unit. Students will know... • Yoga focuses on balance between mind, body, and spirit • Yoga’s roots are in South Asian Indian thought • Philosophies can be seen in much of the art
  9. 9. Stage 1: Identify the Desired Results Skills • What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit. Students will be able to… • Recognize themes represented in South Asian Indian art • Discuss the influence of the philosophy in the exhibit • Share observations regarding the representation of the philosophies • Match South Asian Indian exhibits with their underlying philosophies • Design a visual representation of their visit to the museum
  10. 10. Stage 2 – Assessment Evidence Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. By what criteria will performances of understanding be judged?
  11. 11. Stage 2 – Assessment Evidence GRASPS Elements of the Performance Task G – Goal What should students accomplish by completing this task? R – Role What role (perspective) will your students be taking? A – Audience Who is the relevant audience? S – Situation The context or challenge provided to the student. P – Product, Performance
  12. 12. Stage 2 – Assessment Evidence GRASPS Elements of the Performance Task You are a reporter for the local newspaper who is in charge of writing a review of the current South Asian Indian exhibit at the Virginia Museum of Fine Arts. This review will be featured in the Lifestyle section of both the printed and online versions of a local newspaper in the Saturday edition that is often purchase by individuals seeking plans for their weekends. You will have the entire front page of the section. Your article needs to include the following:
  13. 13. Stage 2 – Assessment Evidence GRASPS Elements of the Performance Task PART ONE: The first section of the article is a description of the museum, the artwork and your reactions. In this section, make sure you have answered the following questions: What did you see that surprised you? Was there anything in the museum that you particularly liked or disliked? Why? What was your overall reaction to the museum visit. This section should only be about half a page or so.
  14. 14. Stage 2 – Assessment Evidence GRASPS Elements of the Performance Task PART TWO: The second section of the essay should relate what you saw in the museum to what you are studying in this course. In this section, make sure you have answered the following questions: What did you see in the museum that relates to something we have studied in this course? Be sure to include the name of the artist, the approximate date, a brief description of the work, the work’s title, and if possible, a picture of the work. How did this work relate to course content? How did this piece add to or change your understanding of course content? You may use more than one piece of art for this section. This section should be at least half a page
  15. 15. Stage 2 – Assessment Evidence GRASPS Elements of the Performance Task S – Standards & Criteria for Success Create the rubric for the Performance Task
  16. 16. Stage 2 – Assessment Evidence Other Evidence • Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.
  17. 17. Stage 2 – Assessment Evidence Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. • Discussion Board: Students will participate in a game using the discussion board. Each student will read and watch the material available and come up with unique and challenging questions surrounding the material and will post those questions. Students will also reply to their peers’ questions. During class time, students will play a game answering those questions for extra credit.
  18. 18. Stage 2 – Assessment Evidence Student Self-Assessment • How will students reflect upon or self-assess their learning?
  19. 19. Stage 3 – Learning Plan What teaching and learning experiences will you use to: • achieve the desired results identified in Stage 1? • equip students to complete the assessment tasks identified in Stage 2?
  20. 20. Stage 3 – Learning Plan • Where are your students headed? • Where have they been? • How will you make sure the students know where they are going? • What experiences do the learners bring to the unit? • How have the interests of the learners been ascertained? • Have the learners been part of the pre-planning in any way? • What individual needs do you anticipate will need to be addressed? • Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
  21. 21. Stage 3 – Learning Plan • How will you engage students at the beginning of the unit? (motivational set) Because this is a hybrid course, students’ first experience will be in the online environment. Course design will be key to engaging them in the learning. Images and videos will be used to “hook” the student.
  22. 22. Stage 3 – Learning Plan • What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?
  23. 23. Alternative Assessments in Blackboard • Blogs • Journals • Wikis • Groups • Assignments • Videos • Collaborate
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