Performance Task

ARB 2

Performance Task

Level 1: Grades K-2

Sample Performance Task

Your teacher has announced that you will be having a new desk buddy - a student from Florida. You hear she is sad about moving to Maine because it is winter and she feels there will be nothing to do outside. Using The Snowy Day by Ezra Jack Keats and your experiences with winter, come up with some ways you can help your new friend understand about possible winter fun. Be sure to provide reasons why winter is fun besides those provided in the book.

While rereading the book, you remember how Peter has a dream. Why do you think he dreamt as he did? Have you had similar dreams? Tell what happened and why.

You will be assessed on your ability to understand the story, your ability to reread for details, your ability to come up with ideas for winter fun, your ability to make conclusions and your ability to communicate effectively in a variety of ways.

This sample performance task addresses the following:

Complex Thinking Standards	Constructing Support Induction
Learner Expectation(s)	Effective Communicator Knowledgeable Person (see content standard) Versatile Thinker (see complex thinking standard)
K-12 Content Standard(s)	I. Uses reading skills and strategies to comprehend, interpret and evaluate what is read. IV. Demonstrates competence in speaking and listening tools as tools for learning
Key Learnings	4. Uses clues within the text to develop fluency and comprehension (e.g. sentence structure, word meaning, rereading). 3. Recounts personal experiences or personal knowledge about a topic.

SOURCE: Paul MacDowell, Portland Public Schools

http://www.portlandschools.org/pages/LResults/CS/LangArts/Perf.html

-          4/5: This sample performance task is general, can be used with other prompts or directions. It would help if standards were in respectable fields (even just brief points or standard code would make it easier to relate or find)

-          Needs to fit profile for students in areas where they don’t experience snow or restate statement to fit learners here… i.e. student from US experience snow, how will it feel to move to Saipan, what is the climate like here? Lifestyle? Etc.

Grades K-1

Text Exemplars (PDF)

Sample Performance Tasks for Stories and Poetry

• Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7]
• Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]
• Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
• Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5]
• After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3]
• Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. [RL.1.1]
• Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. [RL.1.6]
• Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses andsuggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played,loved, overjoyed). [RL.1.4]

Sample Performance Tasks for Informational Texts

• Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of hispoint about the function of roots in germination. [RI.1.8]
• Students identify Edith Thacher Hurd as the author of Starfish and Robin Brickman as the illustrator of the text and define the role and materials each contributes to the text. [RI.K.6]
• Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
• After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]
• Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
• Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4]
• Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin todescribe the key idea of how a pumpkin grows. [RI.1.7]
• Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3]

http://www.maine.gov/education/lres/ela/ccssspt.html

-          4/5- gave standard code easy to find what exactly is being assessed, examples, and basic task being assessed. No guide as to what exactly to look for (no clear cut expectations, general expectations stated)

o    Holistic Scoring

o    Sometimes a rubric is scored holistically, meaning there is one overall score instead of discrete dimensions. For example, the short response items for FCAT Reading and Mathematics are scored holistically on a 0-2 scale (see below). The extended responses are scored on a 0-4 scale.

Points	Description
2	The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fills all the requirements of the task. Necessary support and or examples are included, and the information is clearly text-based.
1	The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or embedded.
0	The response is inaccurate, confused, and/or irrelevant, or the student has failed to respond to the task.

http://fcit.usf.edu/assessment/performance/assessb.html

-          4/5 more descriptive as to what exactly is expected out of task. General enough to target specific standards. Basis on grading, students either get it or don’t… like having to look at different dimensions instead of creating one that meets all dimensions

Written Report: Grades K-1

Teacher Name: Ms. Jen

Student Name:_____________________________    Reviewer Name: ___________________________

Date: _________________

Project: Work on Writing

Top of Form

CATEGORY		RESPONSIBILITIES
Capitalization		I use both capital and lower case letters.
		I use a capital letter to start the names of people, pets, and places.
		I use a capital letter to start the first word of a sentence.
Conventions		My letters are written clearly.
		I leave white spaces between my words.
		My sentences go from left to right.
Ideas		I describe where my story takes place.
		I describe what my characters look like.
		I describe what my characters feel.
		My story has a beginning, middle, and end.
Punctuation		I use a period at the end of each sentence.
		I use a question mark at the end of each question.
		I use an exclamation point at the end of an exclamation.

Self Reflection Ch. 9

Jenny Anne Dayrit

Self – Assessment Ch. 9 – Portfolio Assessment

Classroom Assessment: What Teachers Need to Know

ED 450: Assessment and Evaluation - Ms. Soledad Camacho

November 26, 2012

SELF – REFLECTION QUESTIONS

1.       What did you want the class to learn from your teach back presentation

a.       I wanted the class to learn how to use portfolios as an instructional tool as well as a form of assessment. As I have learned from my practicum teachers, they teach children as young as 5 – 6 years old about portfolios. The children may learn just the basics and teachers may need to assist children at this age more than those who are older and are capable of forming sentences  or reflections on their own. As my cooperating teachers have told me time and time again, portfolios are an important part of teaching because it shows exactly what the students have learned. When people (principal, parents, colleagues, administration) come into your classroom and ask about how are children doing/learning, we should be able to show a compilation of student work to show exactly what children have been doing and to see the progress they’ve accomplished over the course of time they’ve been with you.

2.       How did you assess the way they learned?

a.       I used the wonder wall to assess exactly what they’ve gotten out of the presentation. As I read their knowledge/questions that my peers have posted, we as a class addressed all the questions. If we had more time, I would have gone through what they’ve written under knowledge to recap on what it is we talked about.

3.       I am proudest of these components of my teach back presentation:

a.       The activities. Although they took too much time to actually complete, I feel that students really enjoyed. As we say in Early Childhood, Learning should be fun for the children, if they aren’t having fun, they’re not learning. I am also glad we got to cover questions that learners may have had.

4.       I can improve my teaching in the following ways:

a.       Timing things more effectively. There are so many things that we can do, there just isn’t enough time in the day to actually go through with it. I could also have improved more on the explanations, I felt as if I were rushed (because of time) to get the message across. As long as the learners got the point, I wanted to move on as quickly… maybe not all learners are quick to absorb information (should have been considered)…

5.       Ideas to contemplate?

a.       Find a way to explain activities in a simpler manner

b.      Find a way to manage time more effectively

6.       Why was it important to study this chapter?

a.       Through portfolios, we can see that assessment and instruction should NOT be separated. It stated so in the beginning of the chapter. The reason why most of us are taking ED 370: Integrated Planning and Programs concurrently with ED 450: Assessment and Evaluation is because they go hand in hand. We plan, teach, then we assess… or we assess, plan, and then we teach. That’s how the process is supposed to be. They should intertwine and therefore makes more sense when you’re creating a lesson on what you should be looking out for.

b.      The purposes of portfolios are to document students’ progress, showcase their work, and evaluate students’ status. This was probably the most key idea that learners should know about portfolios. Also that portfolios shouldn’t always show what is best… it should show what the students have done… and how they’ve improved from there.