This document provides information about the Graduate Portfolio System (GPS), which is used to assess student proficiency across various content areas and 21st century skills. It discusses using GPS to design performance tasks, evaluate student work, and measure proficiency in areas like mathematics, science, history, and more. Rubrics from the GPS are used to assess students at emerging, developing, proficient, and advanced levels. The document encourages using GPS to educate students in global competencies and provides a link to a related video for more information.

1. Getting Started with GPS – Graduate Portfolio System
Performance Outcomes across the Content Areas
Design Your own Task
Evaluate Student Work

4. Information, media, technology
Life / career skills Innovation critical thinking collaboration
Global issues
21 st Century
Skills
Cultural competency
problem solve communicate

5. English Language Arts
Economics Mathematics
Science
State Content
Standards
Language
World
History
Geography Visual Arts Civics

6. Number of students
proficient in math in
Colorado High Schools
according to State tests?
32% - 10th grade

7. Proficient ?

10. Global
Competency
Graduate Portfolio System

11. Components and Considerations for
Educating to Global Competencies
 Grading for Proficiency
 Project based assessment
 Performance Tasks
 Use of GPS Based Rubrics
http://www.youtube.com/watch?v=08HB1FMI-w8

12. Which System is more Effective?
Advanced
Proficient
Developing
Emerging

13. Investigate the World

14. Communicate Ideas

15. Recognize Perspective

16. Take Action

18. Use your knowledge of GPS
Performance Outcomes (and the
handouts on the table) to name
the Content and Performance
Outcome Domain for each
description on the following
slides.

19. “Recognize and address
unintended consequences or
different perspectives based on
different contexts – cultural,
historical, political, societal or
personal .

20. Mathematics Recognize Perspective
Emerging:
 Unintended consequences and different perspectives are
not addressed, or the consequences and perspectives are
incorrect, unsupportable, or based on bias.
Developing:
 Major consequences or perspectives are missed, or the
consequences or perspectives are limited in support or
unsupported.
Proficient / College Ready:
 The student recognizes and addresses unintended
consequences and different perspectives.
Advanced / College Level:
 Any acknowledgement of unintended consequences and
different perspectives is supported with additional
mathematical analyses or external research.

21. Make your own Rubric !
Thanks for coming and don’t forget to rate the
session please.