Goals

By the end of this workshop, participants will:

• Define what is meant by performance-based assessments
• Experience two different examples of performance-based assessments
• Describe the affordances and limitations of performance-based assessments.
• Consider how to align performance-based assessments with NGSS Crosscutting concepts or other course learning objectives.
• Generate a plan for enacting performance-based assessments in your classroom.

Program

1:30-1:40 Welcome, Introduction, and Scope of Workshop

• What is one assessment strategy you currently use and a goal you have with that assessment or assessments overall?

1:40-1:55 What constitutes performance-based assessment? What are the different types of performance-based assessment? What are the key aspects of sort tasks, and how do they support student learning?

Performance-based Assessments: Who, What and Why?! (Acrobat (PDF) 1.2MB Aug21 19) Presentation slides

This presentation by Larry Collins will serve as an entry-point into a conversation about performance-based assessment and how your students might benefit from its use.

1:55-2:25 Try it yourself! Natural Selection Sort Task

2:25-2:40 Report out observations about the sort task and thoughts on how this might support student learning

2:40-3:10 Try it yourself! Interconcept Assessments--Conducting a Geologic Hazards Assessment

3:10-3:20 Report out observations of the Geologic Hazards Assessment

3:20-3:30 Compare and contrast the two types of performance-based assessments.

3:30-3:45 Summarizing what we've learned: What characteristics does an assessment have to have in order to be considered performance-based?

3:45-4:00 End of Workshop