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A portion of this PD is reserved for teams to work together to design a quality performance assessment for an upcoming math unit. The sample agenda provides a guide for implementing a 2 hour professional development. The active learning protocol takes place during the last hour of the PD, however, teams will likely need more time to devote to this task. We suggest revisiting this active learning protocol during future professional development meetings or PLCs, or extending the amount of time for active learning. The sample agenda and an outline for active learning can be found on this page.
- Identify Learning Goals
Grade level teams should review math standards and planned math assessments and discuss which standard or skill could be assessed using a performance task. Once a skill/standard is decided upon, teams should identify the learning goals that will be assessed through the performance task.
2. Consider Important Qualities
2. Consider Important Qualities
What should a student be able to do to show mastery? Determining these qualities will be necessary for designing a rubric and scoring student work.
3. Develop Task Ideas and Details
3. Develop Task Ideas and Details
Think about the ways this task will involve high order thinking and deeper learning.
Create task ideas and discuss.
Check for alignment: Is there a way for students to perform this task meeting criteria, without demonstrating mastery of goals?
Make the task authentic: a helpful resource for creating details of a performance task can be found here.
4. Develop Scoring Rubric
4. Develop Scoring Rubric
Use the learning goals and important qualities to develop a scoring rubric. How will students demonstrate mastery? Think about how student performance may exceed or fail to meet learning goals. Assess the task using the rubric.
Additional Tasks to Consider for Future Professional Development:
Additional Tasks to Consider for Future Professional Development:
Tuning Protocol: allow staff to give/receive feedback on performance assessment ideas and rubrics
Differentiating designed performance tasks
Develop detailed student directions for designed student tasks
Source:
Carbaugh, E. M., McTighe, J., Doubet, K. J. (2020). Designing authentic performance tasks and projects: Tools for meaningful learning and assessment. ASCD
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