The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.

1. Performance Assessments
Curtis Chandler, Ph.D
BetterLearningForSchools.com
@CurtisChandler6

2. Performance Assessments

5. Unskilled and Unaware of It...

6. Unskilled and Unaware of It...

7. Performance Assessments

8. Performance Assessments

9. Performance Assessments

10. Performance Assessments

12. “Unskilled and Unaware of It...”
Talk-listen...listen...talk
Talk-listen...listen...talk

13. “Unskilled and Unaware of It...”
1. Person A talks for 60 seconds while person B
listens.
2. Person B talks for 60 seconds while person A
listens, but tries not to repeat...
Talk-listen...listen...talk

14. Duck on the Pond
Effect

15. “Are some ducks better
swimmer than others?”

16. Duck on the Pond
Effect

17. Duck on the Pond
Effect

18. Performance
Assessment

19. How well can each
duck really swim?

21. How well can each
duck really swim?

22. Performance Assessment...
• focusses on the completion/performance of an
authentic task
• has clearly established parameters/defined
conditions
• is often open-ended and requires extended
response
• can take the form of a portfolio
• is evaluated based on an agreed-upon set of criteria

23. To what extent does
student teaching
display these characteristics?
• focusses on the completion/performance of an
authentic task
• has clearly established parameters/defined
conditions
• is often open-ended and requires extended
response
• can take the form of a portfolio
• is evaluated based on an agreed-upon set of criteria

24. What could this look like in your
content area?
• focusses on the completion/performance of an
authentic task
• has clearly established parameters/defined
conditions
• is often open-ended and requires extended
response
• can take the form of a portfolio
• is evaluated based on an agreed-upon set of criteria

25. What could this look like in your
content area?
As discussed earlier this month, Ray Bradbury’s Fahrenheit 451
can be described as a work of projective investigation.Your task
is to select specific events, ideas, or trends in modern society
and show how accurately Bradbury projected them into the
future.You should select a field of study of interest such as
fashion, technology, health, sports, the economy, the arts,
politics, etc. and analyze how current events, trends, and ideas
compare with what was predicted in Fahrenheit 451.You should
use (1) quotes and/or passages from F451 as well as information
from modern books, magazines, articles, etc. as resources.
events. You will be assessed on your ability to identify and
understand basic beliefs in a text, your ability to identify and
extend predictions, and your ability to communicate effectively
in a variety of ways.

26. What could this look like in your
content area?
As discussed earlier this month, Ray Bradbury’s Fahrenheit 451
can be described as a work of projective investigation.Your task
is to select specific events, ideas, or trends in modern society
and show how accurately Bradbury projected them into the
future.You should select a field of study of interest such as
fashion, technology, health, sports, the economy, the arts,
politics, etc. and analyze how current events, trends, and ideas
compare with what was predicted in Fahrenheit 451.You should
use (1) quotes and/or passages from F451 as well as information
from modern books, magazines, articles, etc. as resources.
events. You will be assessed on your ability to identify and
understand basic beliefs in a text, your ability to identify and
extend predictions, and your ability to communicate effectively
in a variety of ways.
How well did Ray Bradbury
predict what ________
would look like in our day?

27. 7th grade

28. MS-ESS2-2. Construct an explanation based on
evidence for how geoscience processes have
changed Earth’s surface at varying time and spatial
scales. [Clarification Statement: Emphasis is on how processes
change Earth’s surface at time and spatial scales that can be
large (such as slow plate motions or the uplift of large mountain
ranges) or small (such as rapid landslides or microscopic
geochemical reactions), and how many geoscience processes
(such as earthquakes, volcanoes, and meteor impacts) usually
behave gradually but are punctuated by catastrophic events.
Examples of geoscience processes include surface weathering
and deposition by the movements of water, ice, and wind.
Emphasis is on geoscience processes that shape local geographic
features, where appropriate.]

30. iceberg, or two-tier
questions

31. iceberg, or two-tier
questions
selection/identification
justification/explanation

34. Writing Close-Ended
Questions

35. Multiple Choice
STEM + CORRECT CHOICE +VIABLE DISTRACTORS

36. Multiple Choice
Matching
Alternate Choice
True or False
Multiple Reason
Fill in the Blank

37. Matching

38. Matching

39. minimize reading time for each item
avoid trick items
avoid verbatim phrasing
from classroom
materials
avoid verbiage when writing items
avoid negative
phrasing
include the central
idea and most of
the phrases in the
stem
(Haladaya, 1994; 1997)

40. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.

41. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.

42. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.

43. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
Something that
actually provides
insight into student’s
thinking/
understanding.

44. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.

45. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
(adapted from Brookhart, 2014)

46. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
(adapted from Brookhart, 2014)

47. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
(adapted from Brookhart, 2014)

49. The level of student thinking is
determined (in part) by the degree of
autonomy we afford our to students.

52. The level of student thinking is
determined (in part) by the degree of
autonomy we afford our to students.

53. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
Look at each row in the chart above. Where did assessments
we fretted about in the spring fall in the chart above?

54. 7th grade

55. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
Look at each row in the chart above. Where did the drawing
performance assessment that we just completed fall?

56. Less Structure More StructureLess Structure More StructureLess Structure More StructureLess Structure More Structure
Task Feature Not Provided Guided Provided
Identify problem,
pose question, or
define task.
Student poses a
question, problem,
or task.
Teacher gives a
selection of questions
for the students to
choose from or adapt.
Teacher provides
the question,
problem, or task.
Select & use
strategies and/or
materials
Student selects
strategies and/or
materials.
Teacher suggests
strategies/materials
for students to use
or adapt.
Teacher provides
students strategies
and materials.
Present solution,
answer,
performance, or
final product.
Student decides
how to present
solution, answer or
final product.
Teacher suggests a
method or format
for presentation.
Teacher gives
students directions
for presentation.
How might this performance assessment be adjusted to
afford students more control ?

57. Rubrics

60. Standards
driven and designed

61. Rubrics
“Like essays, performance
tasks are ideally suited to
scoring via rubrics.”
Marzano, 2000

62. Rubrics
...need to be teacher
and student friendly

63. Rubrics
...need to be teacher
and student friendly
Does this rubric
tell me (the teacher)
what I want to
know?
Does this rubric
tell them (the
students) what they
want to know?

64. Brookhart’s (2014) Guidelines
for Creating Performance
Assessments
1. Identifying the content
knowledge and skills to be
assessed.
2. Identify the thinking skills to
be assessed.
3. Draft a task and criteria to
match these intended
learning outcomes.

65. Brookhart’s (2014) Guidelines
for Creating Performance
Assessments
1. Identifying the content
knowledge and skills to be
assessed.
2. Identify the thinking skills to
be assessed.
3. Draft a task and criteria to
match these intended
learning outcomes.
4. Does our draft match our
intended content/thinking
skills?
5. Did we accidentally add
additional/irrelevant skills
6. Revise the task/develop
criteria into rubrics that
include descriptions of
performance levels.

66. Brookhart’s (2014) Guidelines
for Creating Performance
Assessments
1. Identifying the content
knowledge and skills to be
assessed.
2. Identify the thinking skills to
be assessed.
3. Draft a task and criteria to
match these intended
learning outcomes.
4. Does our draft match our
intended content/thinking
skills?
5. Did we accidentally add
additional/irrelevant skills
6. Revise the task/develop
criteria into rubrics that
include descriptions of
performance levels.
7. Try out the task and rubrics. Revise as necessary.

67. Time-Savers
1. Use high-stakes assessments/questions as a guide
2. Adapt existing stuff (i.e...tasks that your team plans
to continue with next year)
3. Using existing texts/materials if you can avoid
completely making stuff up
4. The more work you do on the front end the less you
have to do on the back end
5. Use technology to aggregate/grade student answers.

68. My suggestions...
1. Identifying the content
knowledge and skills to be
assessed.
2. Identify the thinking skills to
be assessed.
3. Draft a task and criteria to
match these intended
learning outcomes.
4. Does our draft match our
intended content/thinking
skills?
5. Did we accidentally add
additional/irrelevant skills
6. Revise the task/develop
criteria into rubrics that
include descriptions of
performance levels.
1. Pattern it after state assessments.
2. Tweak something you are doing.
7. Try out the task and rubrics. Revise as necessary.

69. My suggestions...
1. Identifying the content
knowledge and skills to be
assessed.
2. Identify the thinking skills to
be assessed.
3. Draft a task and criteria to
match these intended
learning outcomes.
4. Does our draft match our
intended content/thinking
skills?
5. Did we accidentally add
additional/irrelevant skills
6. Revise the task/develop
criteria into rubrics that
include descriptions of
performance levels.
7. Try out the task and rubrics. Revise as necessary.
1. Pattern it after state assessments.
2. Tweak something you are doing.

70. Your performance task...
1. Identifying the content
knowledge and skills to be
assessed.
2. Identify the thinking skills to
be assessed.
3. Draft a task and criteria to
match these intended
learning outcomes.
4. Does our draft match our
intended content/thinking
skills?
5. Did we accidentally add
additional/irrelevant skills
6. Revise the task/develop
criteria into rubrics that
include descriptions of
performance levels.
Design a performance task and rubric with your colleagues.
7. Try out the task and rubrics. Revise as necessary.