Chapter+7


 * Date: || 6/22/12 || Title of Selection: || Evaluation of a performance task for quality ||

Select, revise, or develop high-quality performance tasks. Select, revise, or develop high-quality rubrics. Use performance assessment formatively, as teaching tools. Structure performance assessments so that students can use the results to self-assess and set goals for further learning. ||
 * Learning target(s) this selection addresses:


 * What this selection illustrates about my learning/why I chose this selection: I evaluated an eighth grade performance task: The students should be able to model, describe, demonstrate and solve real-world problems using the Pythagorean Theorem. This comes from the eighth grade TEKS 8.7C and 8.9A. I looked at the structure of the task, the content, and the sampling. I discovered that some of the tasks presented in this PBL did not align to the standards. After realizing this, I took apart the assignment, revised it, and re-aligned it to make sure that it is of higher quality and that the focus is in line with the TEKS.**

1. Content: What learning will the task demonstrate? The purpose of this performance assessment was for students to further their knowledge of right triangles and the Pythagorean Theorem. Recommended changes: This was one of nine items in a “tic-tac-toe” menu. Students were allowed to choose any three in a row to assess knowledge gained about the Pythagorean Theorem up to that point. I would change the assessment by completely taking out this task and replacing it with another. I might add the option of having them write a song or a poem reflecting their knowledge of the theorem. 2. Information Provided: Are the directions and guidance given clear and sufficient? Recommended changes: I would change phrases like, “demonstrates solid knowledge” and “came away with a deep understanding” to more specific, measureable phrases. These leave too much room for my opinion. I will need to get with my other math teachers to better determine how we can assess the students’ understanding and replace these phrases with more measureable terms. 3. Sampling—Is there enough evidence? Recommended changes: I would shorten the assignment by providing fewer tasks. I might change the tic-tac-toe (choosing 3 in a row) to a performance assessment allowing students to pick any 2 out of 6 tasks to portray knowledge gained.
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Target Alignment || 2- needs some revision || Some of the tasks we gave are not aligned to the above target that we are trying to assess (i.e. writing a one-page paper over the history of Pythagoras). There is extra work that is not required for us to determine whether students have furthered their knowledge of right triangles. ||
 * Authenticity || 1 || This particular task is one of several that students could choose from. It does not lead students to see how the learning could apply to situations found in life beyond school. ||
 * Choice || 1 || The above-mentioned task does not relate to the learning target stated. It varies greatly from other task choices in that it does contain the rigor required for the course. This task does not measure mastery of the target. ||
 * Interference || 1 || Successful completion of this task depends on how well students can research, interpret and write about the individual who is credited for the theory. It is unrelated to the target that we were trying to measure. ||
 * Resources || 2 || Very few of our students would have difficulty obtaining the necessary resources to complete the task successfully. If computers are needed for research during the day or at the end of the school day, they are available. However, many of my students must ride a bus to and from school and found it difficult to stay after school for their research. ||
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Instructions || 2 || As they are written, the instructions might be misleading. They need to be more specific to the task. ||
 * Supplemental Information || 2 || The knowledge that students are to use in creating the task should be clearer. The products that they are to produce are clear and good examples are provided. Materials to be used are provided and a timeline for completion is also provided. ||
 * Time Allowed || 3 || Students are able to successfully complete the task in the amount of time allotted. ||
 * Level of Scaffolding || 2 || In some instances, the task is too helpful (not rigorous enough) making it hard to measure the students’ learning. ||
 * Conditions || 2 || I need to be more specific as to requirements regarding the audience that will hear the presentation piece and the length of time the presentation should take. ||
 * Help Allowed || 3 || I was able to see who completed the work and students were able to get the help needed during class time. Though some kids chose to take the assignment home, most completed it in class. Students also had the chance to complete the assignment in either groups of 2 or 3. ||
 * Criteria || 2 || A rubric was provided at the beginning explaining the expectations and “achievement levels” for each task. Some of the explanations are too vague. ||
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Use of Information || 2 || There are more tasks than needed to assess understanding of the target. However, I would be able to draw a conclusion about mastery had the assignment been even shorter. ||
 * Coverage of Target || 3 || The number of tasks is sufficient to cover the breadth of the intended learning target. Several samples showing student progress and achievement status are provided and could be put in a portfolio. ||