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Wednesday, September 14

  1. page 1) What is an Authentic Performance Task? edited ... I really do not understand how to post to this, I have attempted several times, we will see if…
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    I really do not understand how to post to this, I have attempted several times, we will see if this works.
    An Authentic Performance task for me and the classes I teach would be to simply read. Any type of reading, real world, classroom reading for a teacher outside of my room, a drivers manual, a job application, etc. This would be the best and most accurate way to assess a reading class. To make use of the skill being taught would be the most accurate performance a student could perform. Marybel
    Thank you for admitting that it was not so easy for you as well. glad to know that I am not the only one learning something new.
    To me Authentic Performance task means that students must DO something that mirrors what might happen in the real world. Students must perform, demonstrate, create, model a real world occurence. In a world language class we do this all the time. It is the easiest way to get students talking in the target language. I begin by giving them a situation, later they can create their own using the vocabulary they know. At this point pronunciation and grammar are not as important as the ability to communicate.Cynthia H
    In my mind, authentic assessment includes the types of things that would take place in the real world. Authentic assessment could include writing memos, business letters, collaborating on a problem in order to find a solution that works for the group, and reviews. I read an article last year about rigor in secondary education and the gist of the article is that authentic assessment is key to getting kids ready to meet the challenges of the work place. So, I guess that's what I think about when I plan authentic assessments. Lori R.
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  2. page 1) What is an Authentic Performance Task? edited In the space below, describe your definition of an Authentic Performance task. This page is not for…
    In the space below, describe your definition of an Authentic Performance task. This page is not for the facts, but for opinions. When you have finished, click on page 2) Learning and Research (located in the navigation bar on the left-hand side) to investigate some websites around Authentic Performance tasks.
    An Authentic Performance task in math is demonstrating the ability to use math to complete a task. It is concrete and the student uses what he/she knows to produce something. I think it also means that the student is not providing a "correct" answer but just doing something with the tools/knowledge that they have.
    An authentic Performance task allows students to have a real world situation to work on. Like in math investigations. Students always have a real world application they will apply their thinking with for the end of unit project or assessment. It allows kids to apply their learning in a critical and unique manner. - Alisha
    Authentic performance assessments require a demonstration of skills through some project or activity. They seem to focus both not only on the end product, but also on the process of learning that led to the end product. For example students may be asked to explain how they arrived at their answers. Both students and teachers are required to be active participants in the learning process, creation of the product, or duration of the activity. Authentic performance tasks generally require higher level critical thinking skills and demonstrate deep understanding. They must be connected directly to learning goals/standards in order to effectively assess student performance. Performance-based tasks are generally called authentic because students are asked to apply knowledge to an authentic situation--this is usually a "real world" problem they're asked to solve, etc. They are also often to "try on" authentic or professional roles. In a sense students are asked to do similar work to what professionals would be asked to do in a workplace setting. Authentic performance tasks may require more subjective grading and use of a rubric, and some require students to do self-evaluative tasks or reflective tasks after the assessment is complete. Suzanne N.
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    "Authentic" seems to point to the "looks like, feels like, sounds like, acts like" sort of mentality we should have when we are assessing our students skills and abilities. In other words, if I am giving my social studies students an authentic performance task in, say, something having to do with regional geography, then it would make sense that the work they are doing be very reflective of what a geographer (or statistician, or government/NGO official, or researcher, etc.) in real life would be doing. I really like that, in the description of AP tasks found in our reading, the term "background noise" was used to describe what this sort of task looks like. That makes a lot of sense and I believe that our students will respond with a much greater, deeper, and more profound sense of understanding of how to apply learnings and skills if we allow them to truly enter in to this sort of learning engagement. -- Mark W.
    To me, an authentic performance task is an opportunity for students to show what they know in a way that is most similar to situations they will encounter in their everyday life. This is a chance for students to apply their knowledge to a new context, thus demonstrating that they have the ability to apply their learning. These activities are highly engaging as there is greater room for personalizing the task than one might find on a traditional quiz or test. Students have an understanding of what the expectations are, as well as how they will be assessed. In writing, for example, students may be studying a particular genre; perhaps persuasive writing. The performance task would be to produce an authentic writing sample for a determined audience (not just the teacher preferrably) which includes the essential learnings from the unit that were supported through mentor text, student discussions, shared writings, independent practice, demonstrated writings, and think-alouds by the teacher (just to name a few strategies). I would see the writing sample being open-ended so that students can choose their topic, for example: Influence a school decision-maker to make change to a current school policy by supporting your argument with relevant evidence. This would allow students to apply what they know about the genre and the writing process in general; demonstrate an understanding of the types of evidence that provide strong support for an opinion; and an ability to select a topic and align the proper audience and language that would be most appropriate. With students having this much flexibility in making choices that work for them in their writing, they will show what they know rather than what they don't. ~ Melanie D.
    AnAn authentic performance
    Authentic assessments are those which allow students to make real world applications in order to demonstrate their undertanding of content and ideas and to personilize it for themselves. It moves the learning away from simple knowledge of ideas to greater depth of understanding. More important it allows students to apply the ideas to real world situations and attempt to get them to understand why it is that they are having to do this.-Levi B.
    To assess a student authetically is to address the skill and application with the end goal in mind --- for example -- in the visual arts if the learning is wrapped around the big idea of proportion and the human figure and the students are beginning their study with knowledge of proportion and how to use this tool for creating figure drawings --- the authentic performance task to assess for knowledge and understanding of figurative proportion is gesture drawing and figure drawing --- a performance task is given over and over not in a isolated instance to move the abstract knowledge to concrete 'learning' rather a performance task is a visible ingestion of understanding by the student given out from the student in their voice in a corridor of skills that is created by the teacher. Elizabeth B.
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Friday, February 13

  1. page 2) Learning and Research edited ... http://pareonline.net/getvn.asp?v=2&n=2 http://www.edutopia.org/grant-wiggins-assessment …
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    http://pareonline.net/getvn.asp?v=2&n=2
    http://www.edutopia.org/grant-wiggins-assessment
    http://www.authenticeducation.org/bigideas/resource_carousel_list.lasso
    http://www.burlingtonk12.org/high_school_web/html/grasps_performance_tasks_7.pdf
    I believe I wrote a pretty complete definition on the "what is an authentic performance task" page according to the links here. One additional understanding that I found from these new readings, however, is that traditional paper and pencil tests are used as one piece of a more complete assessment portfolio that can include multiple forms of assessment for a unit. A complete picture might have traditional tests or quizzes used as skill "snapshots" to sort of take the temperature of individual skill acquisition, and then it also has informal assessments and performance assessments tied to standards to demonstrate understandings and knowledge. Some performance assessments make it somewhat difficult to assess individual achievement if they are group projects. Here are a few examples of performance-based authentic assessments from the websites related to my content area. In each case, students assume a role and create a product they present to the class. The presented product follows a set of criteria that requires higher order thinking skills and deep understanding of content knowledge demonstrated through analysis or explanation, justification of answers and application of historical contextual knowledge.
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  2. page 2) Learning and Research edited ... http://www.edutopia.org/grant-wiggins-assessment http://www.authenticeducation.org/bigideas/r…
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    http://www.edutopia.org/grant-wiggins-assessment
    http://www.authenticeducation.org/bigideas/resource_carousel_list.lasso
    http://ubdeducators.wikispaces.com/ugh
    http://www.burlingtonk12.org/high_school_web/html/grasps_performance_tasks_7.pdf
    I believe I wrote a pretty complete definition on the "what is an authentic performance task" page according to the links here. One additional understanding that I found from these new readings, however, is that traditional paper and pencil tests are used as one piece of a more complete assessment portfolio that can include multiple forms of assessment for a unit. A complete picture might have traditional tests or quizzes used as skill "snapshots" to sort of take the temperature of individual skill acquisition, and then it also has informal assessments and performance assessments tied to standards to demonstrate understandings and knowledge. Some performance assessments make it somewhat difficult to assess individual achievement if they are group projects. Here are a few examples of performance-based authentic assessments from the websites related to my content area. In each case, students assume a role and create a product they present to the class. The presented product follows a set of criteria that requires higher order thinking skills and deep understanding of content knowledge demonstrated through analysis or explanation, justification of answers and application of historical contextual knowledge.
    (view changes)

Monday, July 22

  1. page 4) Sample Authentic Performance Tasks edited Purpose: Performance Task- is the performance of a child to act in a situation -you will make a…
    Purpose:Performance Task- is the performance of a child to act in a situation
    -you will make a problem and then you will make a solution for your problem
    example: there is a flood and you will think of your hypothesis and you will try to solve the problem and after that,you will do a conclusion about your problem. Purpose:
    For this
    Directions: For this part of your portfolio you will be required to create 3 artifacts from the options below, analyze them using content knowledge, and draw conclusions about each artifact. You may only select one option per topic. Make sure to identify which artifact you will be creating by providing the option number and topic, as well as a 1-2 sentence description of what the artifact will be entailing. All artifacts must be created by you unless otherwise specified, while all writing and analysis must be typed.
    Topic #1—Population Density
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    For this artifact you need to complete one of the follow:
    Select a country that has had a dramatic shift in its population since 1960. You then need to find three population pyramids. 1 that shows the population 10 years before the event, 1 that shows the population during the event, and 1 that shows the population 10 years after the event. You must then write a one-page analysis which summarizes what the historical event was and explain how the population pyramids demonstrate the events of that country.
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    particular stage.
    Topic #4—Migration
    For this artifact you need to complete one of the following:
    ...
    Kristina M.
    Christi W-G
    ...
    Grade Algebra
    Goal : To create a business plan for a new small business (example mowing lawns, walking dogs, etc)
    Role: You will be the business owner who is trying to gain customers and investors.
    ...
    Standard 2, GLE 1: Functions model situations where one quantity determines another and can be represented algebraically, graphically, and using tables.
    Understandings
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    various situations.
    Essential Question
    How can multiple representations be used to express relationships?
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    Demonstrate the branches unique role in a Democracy
    Demonstrate what the function of the branch is
    May F.
    Cartographer's Challenge- Rhoda F.
    Goal:
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Tuesday, September 11

Tuesday, August 21

  1. page 4) Sample Authentic Performance Tasks edited ... Addresses both standards from 9th Grade Geography Unit: 1. Use different types of maps and ge…
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    Addresses both standards from 9th Grade Geography Unit:
    1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions
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    people and placesplaces
    Levi B
    ESL 3 Memoir Unit
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Wednesday, August 17

  1. page 4) Sample Authentic Performance Tasks edited ... Explain why finding the GCF is useful beyond the classroom Dan Patterson Performance Assess…
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    Explain why finding the GCF is useful beyond the classroom
    Dan Patterson
    Performance Assessment
    Grade 6 Learning to Write About Writing to Learn
    Goal To write a well-developed summary.
    Role Peer
    Audience Classmates
    Situation Your class is working to create a place where students can go to find reading materials of interest. Your job is to summarize a book you’ve read recently for pleasure.
    Product/Performance/Purpose Classroom blog via School Center or Google Docs (depending upon what teacher comfort/student familiarity is). Students will make an entry and reply to at least one other student entry.
    Standards/Criterion for Success
    information paraphrased in student’s own words
    deletion of trivial information/redundancy
    collapsed list
    MELANIE DUSDAL

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Tuesday, August 16

  1. page 4) Sample Authentic Performance Tasks edited ... BIG IDEAS: Relationships, Patterns, Change Nicole L Authentic Performance Task for Unit 1 6…
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    BIG IDEAS: Relationships, Patterns, Change
    Nicole L
    Authentic Performance Task for Unit 1 6th grade Mathematics
    Goal: To create and use an algorithm to explain how to find the Greatest Common Factor and why we need to use the GCF not just any common factor. Create your own real world problem where this skill is applicable.
    Role: You are a teacher and are teaching other students how to use an algorithm to find the GCF of 144 and 60 and are explaining why this skill is important in a real life situation. (ie: How does this apply to comparing two fractions to determine equivalence?)
    Audience: 5th and 6th grade students
    Situation: You need to convince 5th grade students and your classmates that there is a reason for knowing how to find the GCF. (Other than the fact that I told you it is important. How does this skill relate to our world? Where might it be useful in everyday life for adults?)
    Product: A presentation using some form of technology to present to Mr. Moore’s 5th grade students and our own classroom.
    Standards and Criteria for Success:
    Standard 1, GLE 2: Formulate, represent, and use algorithms with positive rational numbers with flexibility and accuracy.
    Demonstrate an understanding of an algorithm for finding the Greatest Common Factor
    Explain why finding the GCF is useful beyond the classroom
    Dan Patterson

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