6. 6
What are Performance
Assessments?
• Performance Assessment is a complex task
resulting in the creation of an original product or
solution that:
– Shows what a student knows (content)
– Shows what a student is able to do (skills)
– Requires application and transfer (rigor)
7. 7
Why Performance Assessment
Matter?
Conley, D.T., & Darling-Hammond, L. (2013). Creating systems of assessment for deeper learning. Stanford, CA: Stanford Center for Opportunity Policy in
Education
DepthofLearning
Knowledge
Master CoreAcademicContent
Knowledge
& Skills
Master CoreAcademicContent
Think Critically
CommunicateEffectively
SolveComplex Problems
Knowledge,
Skills,
Work Habits& Dispositions
Master CoreAcademicContent
Think Critically
CommunicateEffectively
Solve Complex Problems
Work Collaboratively
LearnHowto Learn
Selected
Response
Items
Short
Constructed
Response
Items
Long
Constructed
Response
Items
Standardized
Performance
Tasks
Complex
Performance
Tasks
Complex
Extended
Projects
ON-DEMAND, STANDARDIZED ITEMSAND TASKS CURRICULUM-EMBEDDEDPERFORMANCETASKS
ASSESSMENT CONTINUUM
8. 8
What Does this Look Like in
Schools and Districts?
• Locally-created, curriculum-embedded
performance assessments that measure and
promote student learning
• Performance assessments serve as an essential
component of a comprehensive assessment
system
11. The Greene School
• Public Charter High School, West Greenwich, RI
• Opened September 2010
• 170 students from 21 RI districts
• 33% Special Needs, 38% FRL
The Greene School explores the
interdependence of human and
natural systems. Through a
rigorous pre-college curriculum,
we develop citizens and leaders
engaged in finding peaceful and
sustainable solutions to local and
global challenges.
12. 12
We Offer
• Expeditionary Learning
• Student work focused
on audiences beyond
the classroom
• Practice of student
reflection, critique and
revision in each
classroom.
• Focus on 21st Century
skills and character
development
13. 13
Rhode Island Education Policy
• Graduation requirements provide students the skills
and knowledge to complete a rigorous post-
secondary academic or technical program.
• Minimum requirements:
– Demonstrated proficiency in 6 core areas
– Successful completion of 20 courses (at a minimum)
– Completion of 2 performance assessments
(exhibitions, portfolios, etc.)
14. 14
School Interpretation of Policy
• Two (2) Proficiency-Based Graduation
Requirements (PBGR):
– 10th grade Passage Portfolio
– 12th grade Project/Presentation
• Expedition Final Products:
– Veteran’s Public Service Projects
– Waste Solutions Summit
– GIS Mapping- Whale migrations
– 100-Mile Radius Dinner
15. 15
What’s Working?
• Engaged students:
– High quality work/Craftsmanship
– Collaboration
– Communication
• Engaged teachers:
– Think about curriculum in a global ways
focused on proficiency (allowing for differentiation)
– Connection to relevant issues/topics
16. 16
How Did We Get There?
• We were deliberate in putting
structures and processes
into place:
– Gradual implementation
– Ongoing professional
development
– Scheduled common
planning time
– After-school planning
meetings
– Administration support
– Culture of high expectations
and craftsmanship for all
17. 17
What’s Left to Do?
• More community engagement
• Ongoing alignment to the standards
• Integration of math, tech, art and music
18. Souhegan High School
• Coalition of Essential Schools
• Public High School 9-12
• Amherst, NH
• Established 1992
• Enrollment: 829
• http://www.sau39.org/shs
MISSION STATEMENT
Souhegan High School aspires to be a community of
learners born of respect, trust and courage. We
consciously commit ourselves:
• To support and engage an individual's unique gifts,
passions, and intentions.
• To develop and empower the mind, body, and heart.
• To challenge and expand the comfortable limits of
thought, tolerance, and performance.
• To inspire and honor the active stewardship of family,
nation, and globe.
19. 19
We Offer
• A culture of inquiry, collaboration
and reflection culminating in
authentic exhibitions of learning:
– School-Wide Learner
Expectations
– Interdisciplinary Studies
– Div I 9th/10th Grade Exhibition
– 10th Grade Wintercession
– Junior Research Project
– 12th Grade Senior Project
– Extended Learning Opportunities
20. 20
New Hampshire Education
Policy
• 2005:
– Abolished Carnegie Unit
– Mandated high schools measure credit based on
mastery
– Established statewide minimum CBE standards
• 2014:
– Performance Tasks/PACE
21. 21
School Interpretation of Policy
• BORN:
– School-wide use of performance assessments to
determine competency
• POLICY OPPORTUNITY:
– Performance Assessment for Competency Education
(PACE) created permission to develop greater local
assessment accountability
22. 22
What’s Working?
• Equity for students
• Classroom at center of assessment-teacher
expertise/student work
• Building on existing structures-culture of
collaboration and strong curriculum
• Authenticity-engaged in rigorous tasks that are
recognized as valid measures of success
23. 23
How Did We Get There?
• Developing Assessment Literacy
• Act of Courage-commitment to the vision of using
our locally developed assessments
• Self assessment of existing assessments
• Outside expert/partner to build system:
– Valid tasks-tuning common, quality performance
assessments
– Reliable data-calibrating norming teacher scoring
24. 24
What’s Left to Do?
• School-wide competency-based grading system
policy, scales, and reporting
• Technology-digital ecosystem
• Continued work in:
– Learning Progressions: Aligning curriculum to
standards and competencies
– Performance Task embedded in every unit
– Alignment of Competencies, Academic Learner
Expectations and Work Study Practices
26. 26
We’d Like to Hear From You
• Before we begin the
Q&A session, please
turn to the person next
to you and discuss any
of the questions below:
– What would you like to
know more about?
– What issues does this
raise for you?
– Other meaningful
topics?
28. 28
References
• Information on New Hampshire
– http://education.nh.gov/instruction/school_improve/account_sys_performance
.htm
– http://www.gencourt.state.nh.us/rsa/html/xv/193-c/193-c-mrg.htm
• Information on Rhode Island
– http://www.ride.ri.gov/StudentsFamilies/RIPublicSchools/DiplomaSystem.asp
x
– http://www.ride.ri.gov/InsideRIDE/AdditionalInformation/RIDEStrategicPlan.as
px
• Information on Other State Efforts
– http://www.competencyworks.org/policy/3-smart-state-approaches-to-
competency-based-education/
– http://www.ccsso.org/Resources/Programs/Balanced_Systems_of_Assessme
nt_and_Aligned_Accountability.html
• Tools
– http://cce.org/work/instruction-assessment/quality-performance-
assessment/tools-resources
29. 29
Contact Information
• Melissa Hall, The Greene School
– mhall@thegreeneschool.org
– (401) 397-8600
• Rob Scully, Souhegan High School
– rscully@sprise.com
– (603) 673-9940
• Michael Brownstein, Center for Collaborative
Education
– mbrownstein@ccebos.org
– (617) 421-0134
