Rocky Mountain Center for Health Promotion and Education Steps in Designing a Performance Assessment

Transcription

1 Rocky Mountain Center f Health Promotion and Education Steps in Designing a Perfmance Assessment Step 1: Identify the content and/ skill standards to be assessed National Health Education Standards (NHS) Concepts (What a student should know) Skills (What a student should be able to do) NHS #1: Health Concepts Content areas include: Community Health Consumer Health Environmental Health Family Life Mental and Emotional Health Injury Prevention and Safety Nutrition Personal Health Disease Prevention Alcohol and Other Drug Use Prevention Tobacco Use Prevention NHS #2: Accessing Infmation (AI) NHS #3: Self Management (SM) NHS #4: Analyzing Influences (INF) NHS #5: Interpersonal Communication (IC) NHS #6: Goal Setting/Decision-Making (GS/DM) NHS #7: Advocacy (AV) Step 2: Construct the prompt item In der to engage the students in the assessment, create assessments within a meaningful context use real life situations. The prompt should include: Setting and Role Goal Challenge Product/Perfmance and Purpose Intended Audience 1999 Jay McTighe. Adapted with permission by RMC page 1

2 Step 3: Determine criteria f success Identify what the student needs to be able to do to succeed. Determine the scing method whether rubric, checklist, point system to be used. Review and discuss the identified elements and scing scale with students pri to using the assessment. Explain the quality of wk expected. Display actual student responses that demonstrate the key characteristics of an exemplary response. Step 4: Revise based on experience The results of a perfmance standard can be a reflection on a variety of facts. Evaluate the success of the assessment by asking: How does classroom instruction need to be changed? Does the prompt need to be revised? Does the scing method need to be revised? Did the students understand how their wk would be sced? What feedback can students give concerning this assessment? What accommodations should be made f special needs students? 1999 Jay McTighe. Adapted with permission by RMC page 2

3 Identifying the Focus of the Assessment Item Consider curriculum priities and most critical learnings when identifying focus. Assessment Types Traditional quizzes and tests Wth being familiar with Paper/pencil Selected-response Constructedresponse Perfmance tasks and projects Open-ended Complex Authentic Imptant to know and do Enduring understanding 2000 Jay McTighe. Adapted with permission by RMC page 3

4 Perfmance Assessment Template Fm 1 Title of Assessment: Recommended Grade Level(s): Step 1: National Health Education Standards Health Concept Standard (Know) Skill Standard (Be Able to Do) Step 2: Construct the Prompt Item (Remember: Setting and Role, Goal Challenge, Product Perfmance, Audience) Step 3: Determine Criteria f Success Criteria f Evaluating Concept Criteria f Evaluating Skill 1999 Jay McTighe. Adapted with permission by RMC page 4

5 Perfmance Assessment Template Fm 2 with addition of Six-Trait Writing standard Title of Assessment: Recommended Grade Level(s): Health Concept Standard (Know) Step 1: National Health Education Standards Health Skill Standard (Able to Do) Other: (e.g. Language Arts Standard) Step 2: Construct the Prompt Item (Remember: Setting and Role, Goal Challenge, Product Perfmance, Audience) Step 3: Determine Criteria f Success Criteria f Evaluating Concept Criteria f Evaluating Skill Criteria f Other (such as Six-trait, Literacy) 1999 Jay McTighe. Adapted with permission by RMC page 5

6 Tools f Step 2: Construct the Prompt A. Possible STUDENT ROLES advertiser artist/illustrat auth biographer boy/girl scout candidate cartoon character caterer chair person chef coach composer detective edit elected official engineer expert (in ) eye witness filmmaker firefighter histian intern interviewer invent lawyer literary critic museum direct/curat newscaster novelist nutritionist panelist park ranger photographer pilot playwright poet policeman/woman product designer repter researcher scientist ship s captain social scientist student taxi driver teacher tour guide travel agent television/movie character tut zoo keeper Other 1999 Jay McTighe. Adapted with permission by RMC page 6

7 Tools f Step 2: Construct the Prompt B. Possible GOALS CHALLENGES Summarize Summarize the procedure f a lab experiment f f a student who was absent. Explain Explain the legal justification f a court decision to to newspaper readers. Infm about Infm the PTA Garden Committee about which plants are best suited to our area. Teach about (declarative) Teach a younger student about the water cycle. Teach to (procedural) Teach a classmate to read a contour map. Design a to/f Design a poster to teach classmates about human, capital, and natural resources. Create a to/f Create a museum display to document an histical event you ve researched. Persuade to Persuade your friend to read a book by your favite auth. with/ Defend to/f Defend your position with data. Critique to/f Critique a student s letter to the edit of the local newspaper. Identify errs/ weaknesses in Identify errs/ weaknesses in of/to/ f the mathematical reasoning of a fellow student. Crect errs in to/f Crect errs in a student s persuasive essay to of/to/ Improve upon f Improve upon your first draft of a research rept Jay McTighe. Adapted with permission by RMC page 7

8 Tools f Step 2: Construct the Prompt C. Possible PRODUCTS and PERFORMANCES Written Oral Visual advertisement audiotape advertisement biography debate banner book dialogue bumper sticker book rept/review discussion cartoon brochure dramatization collage crosswd puzzle interview collection editial newscast computer graphic essay al presentation computer program experiment recd al rept construction fitness calendar peer cross-level data display teaching game play design journal poetry reading diagram lab rept radio ad display law rap diama letter role-play drawing log skit family tree magazine article speech filmstrip memo song graph newspaper article teach a lesson map poem model position paper painting proposal photograph questionnaire poster research rept scrapbook scrapbook sculpture script slide show sty styboard survey tee-shirt test videotape wellness plan Other: 1999 Jay McTighe. Adapted with permission by RMC page 8

9 Tools f Step 2: Construct the Prompt D. Possible AUDIENCES Advertisers Board members (school, community/foundation, of directs) Boss Business/cpations local, regional, national Celebrities entertainers, musicians, athletes, TV/movie stars Community members/helpers Customers/consumers Experts/expert panel Family members (parents, grandparents, siblings, etc.) Fellow/younger/older students Feign embassy staff Friends Government/elected officials local, state, federal Histical figures Judge Jury Library patrons/museum visits Neighbs Other school staff (principal, counsel, media specialist, secretary) Pen pals Radio listeners Reader(s) newspaper, magazine, etc. Relatives Teacher(s) Television viewers Travel agent Travelers Visits (to school, community, state, nation, etc.) Other: 1999 Jay McTighe: adapted with permission 1999 Jay McTighe. Adapted with permission by RMC page 9

10 Tools f Step 2: Construct the Prompt Example Sentence Stems A. Setting and Role You are. You have been asked to. B. Goal Challenge Your task is. Your challenge is. Your goal is. C. Product/Perfmance and Purpose You will create a in der to. You will develop a so that. D. Audience Your client(s) is (are). Your target audience is. You need to convince Jay McTighe. Adapted with permission by RMC page 10