This document outlines an agenda for a 3-day workshop on performance-based assessment (PBA). Day 1 will provide interactive input on PBA. Day 2 will involve guided practice analyzing PBA examples. Day 3 will have participants collaboratively develop their own PBA tasks and rubrics. The goals are to help educators understand PBA, distinguish effective from ineffective examples, and apply the concepts to create assessments. PBA is presented as a way to authentically evaluate if students have achieved learning outcomes through real-world tasks. Developing, scoring, and providing feedback on PBA requires more time but yields learning gains, especially for lower achieving students.
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
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Presenter: Bobby Ashley - Jefferson, NC
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2. Goals for the Workshop
Gain knowledge and understanding of
performance based assessment (PBA)
Analyze and distinguish effective PBAs from
less effective PBAs
Apply workshop concepts to develop effective
performance-based assessment tasks and
associated scoring rubrics
4. 3 Day Progression…
Day 1: Interactive Input
Day 2: Guided Practice
Day 3: Independent, but
collaborative, Practice
5. Why?
“Ultimately, we want students to grow to be
independent. For them to do that, they have
to have a sense of what the criteria (are) that
make them successful. For a long time, the
criteria (have) been a mystery to students…”
R.J. Tierney, M. Carter, & L. Desai
Portfolio Assessment in Reading-Writing Classroom
6. Student assessment should be grounded in the
authentic, real-life activities that are carried
out in the classroom. Because effective
language learning is meaningful, enjoyable,
and interactive, assessment should reflect a
similar focus… Students engaged in this
process become more and more actively
involved in their learning.
(Armstrong, 1998, p. 233)
7. Table Discussion Topic
At your tables discuss the following
questions:
Why Performance-Based Assessment?
What are advantages? Disadvantages?
Potential pitfalls &/or challenges
Summarize your discussion on an transparency
sheet.
9. “People still think that assessment is
what you do after teaching and
learning are over as opposed to
thinking of assessment as giving
feedback to help you to achieve your
goal.”
—Grant Wiggins, Educational Consultant
10. What is Performance-Based
Assessment (PBA)?
Monitors students’ progress in relationship to
learner outcomes
Requires students to create answers or
products/presentations/performances
demonstrating their knowledge and skills
applicable for real-life based purposes
Differs widely from traditional testing (single
answer or fill in the blank).
11. PBA - Some Key Points
It takes time to develop, implement,
refine, and get to that “comfort” zone
in using PBA
BUT THE PAY OFF IS
TREMENDOUS!
12. Key Point #1
Instructional design and decisions should
start with assessment
What do we want students to learn?
How will we know when they have learned it?
How will I use the results?
13. Key Point #2
Students should know the criteria
and what’s expected UP FRONT.
Performance-based task
Scoring Guides (rubrics)
Exemplars of “excellent” work
14. Key Point #3
Practice, practice, practice…
improves performance!
Research supports the notion that all
students (especially low achievers)
will improve when given multiple
opportunities to practice
When students feel “successful &
hopeful” their motivation &
performance increase
15. Key point #4 - Knowing the
targets, feedback, & reflection
Function Frameworks &
LinguaFolios
“…when students are informed about the
learning targets from the beginning, engage in
self-assessment, keep track of and regularly
reflect on their own growth, and play a role in
communicating their learning-the achievement
gains are profound, especially for low achievers.”
(Rick Stiggins, ETS)
16. Key Point #5
Curriculum-embedded performance
and “on demand” performance are
not equal…
Students tend to perform higher in
classroom activities, then they do when
assessment is “on demand”
WYSI (not) WYG
17. Key Point #6
Assessment is ongoing - all the time.
What are some examples of ongoing
continuous assessment?
Informs instructional decisions
18. Key Point #7
Instruction and assessment should be
congruent.
Proficiency-oriented instruction should be
matched with proficiency-based
assessment
19. Key Point #8
Student Involvement: A sound
assessment system involves students in
self-assessment, recording keeping,
and/or communication.
20. Instruction, Outcomes,
Assessment
“Meaningful involvement of students with
material that is central to the teaching
objectives of a given course. For this
meaningful involvement to take place,
the goals of the assessment tasks need
to reflect the goals of the course, and
these goals need to be made clear to
the students.” (Cohen, 1994).
22. How…
Keys to Success (Rick Stiggens, ETS)
All assessments must center on high
quality standards
All assessments must yield accurate
evidence of achievement
All users must understand results and
use them productively
23. Characteristics of Effective PBA Tasks
Students are active participants
Intended outcomes are clearly identified
& guide the design of the performance
task
Students are expected to demonstrate
mastery of those intended outcomes
when completing the task
24. Effective PBA Tasks (2)
Students demonstrate their ability to
apply knowledge & skills to real-life
based situations & scenarios
A clear, logical set of P-B activities are
evident
Clear set of criteria to judge the
performance
25. PBAs - 3 points
Good tasks do 3 things…
Content of the Task - What information
do students need?
Sampling - Is there enough evidence?
Distortion Due to Bias - What can
interfere with accuracy?
27. Designing PBA Tasks (cont.)
5. Planning task activities
6. Identifying Evaluative Criteria
7. Generating an Exemplary
Response
8. Making Decisions about Scoring
28. A Word About Rubrics…
Be understandable to students
Be aligned with standards
Be illustrated with samples of student work
Be concise
Be worded in a positive manner
Match the task
Define various levels of performance
Include the same features across various
levels of performance
