This presentation was for a conference hosted at the Columbus School in Meddelin, Colombia.

1. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
Making Performance
Assessments Perform

2. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ONLINE ASSESSMENT RESOURCES
USED DURING THE TRAINING
RUBISTAR
RELEARNING.ORG
ERIC Center for Evaluation and Assessment
EXEMPLARS.COM

3. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
McREL STEPS TO DESIGN
A PERFORMANCE ASSESSMENT
(NOT AN ABSOLUTE SEQUENCE)
1. Identify content standard(s) and benchmark(s)
that will be included in the performance
assessment.
2. Structure the assessment around one of the
possible complex reasoning skills.
3. Determine a meaningful context.
4. Identify what will be produced.

4. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
McREL STEPS TO DESIGN
A PERFORMANCE ASSESSMENT
(NOT AN ABSOLUTE SEQUENCE)
5. Determine student resources.
6. Determine how students will work.
7. Construct a draft.
8. Identify lifelong learning standards (if
any).
9. Determine learning experiences students
will need

5. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
McREL STEPS TO DESIGN
A PERFORMANCE ASSESSMENT
(NOT AN ABSOLUTE SEQUENCE)
10. Reflect and revise.
11. Identify criteria to use to evaluate student
products or performances.
12. Generate or select exemplary responses
for the products or performances.
13. Construct the scoring tool for each
activity: rubric, checklist, scoring key,
etc.

6. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN
IN PRACTICE
SELECT
TARGETS
(Steps 1,2,8)

7. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN
IN PRACTICE
DESCRIBE
PERFORMANCES OR PRODUCTS
(Steps 3, 4, 5, 6, 7, 9)

8. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN
IN PRACTICE
CRAFT
ASSESSMENT TOOLS
(Steps 11, 12, 13)

9. This Powerpoint Presentation Prepared for the Columbus School by Peter Hilts, February 15, 2002
ASSESSMENT DESIGN
IN PRACTICE
ASSESS
COLLECT
REFLECT
REVISE
(Steps 10 &12)

10. “THE TEST”
How can we protect the student by
ensuring that high-scoring local papers–
the local standards–are truly excellent?
We cannot unless we can relate local
standards (through samples or
corellations) to regional, state and
national standards.
Wiggins

11. RIGOR
STANDARDS-BASED
VALID
RELIABLE
PUBLIC & TRANSPARENT

12. DRILLING DOWN
SELECT
Choose from existing documents
Standards
Complex Reasoning Processes
Lifelong Learning Standards

13. “READY..FIR
E...AIM”
…most teacher instinctually build
assessments on the foundation of existing
classroom activities without scrutinizing
those activities for their aptness in
measuring specific achievements.
Wiggins

14. DRILLING DOWN
DESCRIBE
Choose VVIIVVIIDD terminology
Play on existing interests
Listen to your enthusiasm

15. DRILLING DOWN
DESCRIBE
Mythic Job Search
Select an epic hero from the
literature we have read and write
a letter to the hero in which you
apply for a job as a crew member
on his expeditions.

16. DRILLING DOWN
DESCRIBE
Move it!
How can you get wood to make a
treehouse up that tree?? Students
will plan and diagram a simple
machine to do just that. In a written
report, they will explain how their
machine works and the principles
of physics involved to accomplish
this task

17. “CRAFTING”
Assessment that does not merely audit
student knowledge but improves student
performance requires careful, sound
design.
Wiggins

18. “Peter’s Task”
Give Beverley a pencil.

19. DRILLING DOWN
CRAFT
CONSIDER:
Audiences (Adult and Student)
Purpose (Guide, Discriminate)
Form (Structure, Materials)

20. DRILLING DOWN
THINK
What went well?What went well?
What could beWhat could be
improved?improved?
What did we learn?What did we learn?

21. FULLY DEVELOPED
PERFORMANCE ASSESSMENTS
INCLUDE:
CLEARLY
ARTICULATED
STANDARDS,
BENCHMARKS,
SKILLS AND
TRAITS
PRODUCT &
PERFORMANCE
DESCRIPTIONS
AND STUDENT
MATERIALS
REFINED
ASSESSMENT
TOOLS FOR
STUDENTS AND
EVALUATORS
EXEMPLARS FOR
EACH LEVEL OF
PERFORMANCE
FOR EACH TRAIT

22. NECESSARY NOT SUFFICIENT
Standards
and
Benchmarks
Descriptions
and Materials
Assessment
Tools Exemplars Result
Absent Present Present Present
UNFOCUSED
IRRELEVANT
Present Absent Present Present
VAGUE
FRUSTRATING
Present Present Absent Present
ARBITRARY
INVALID
Present Present Present Absent
ABSTRACT
FLUID

23. AFTER
LUNCH
MATH TEST!

24. MATH STANDARDS
FOUNDATIONAL KNOWLEDGE
•Plotting
•Calculation
•Equivalents
•Number line
COMMUNICATION AND REASONING
•Explanation
•Justification
•Verification
•Math Language

25. Math Exemplar #1
• • • •
A B C D
0 3/4 2.25
The way that I got the value of point C
is all I did was use mentel math and
look at the size difference between all
four of the letters. Because if B is 3/4
which means it is a quarter away from
zero all that you have to do is add 3/4
+ 3/4 = 1 1/2 and that is how I got the
value of point C.
1 1
/2

26. Math Exemplar #2
• • • •
A B C D
0 3/4 2.25
First I divided 2.25 by 3 which turned
into .75. B was .75. Each opening
between dots were .75 units. There
were two units before C so I added to
units. That turned out into .75 + .75 =
1.5 which is point C.
1.50

27. Math Exemplar #3
• • • •
A B C D
0 3/4 2.25
I plotted 4/4 on letter C. because it
goes 3/4 4/4 1 hole
4/4
Explanation is difficult to
understand and is missing several
components OR was not included.

28. Math Exemplar #4
• • • •
A B C D
0 3/4 2.25
Point C equals 1.5 or 1 1/2. I got my
answer by adding 3/4 to 3/4 and got
6/4. Since 6/4 is an improper fraction I
changed it to a mixed number. I got
1 2/4 then reduced it to 1 1/2. I know
that a half is .5 so I added 1 to .5 and
got 1.5 to get my decimal answer.
1.5