Performance Tasks

MEXTESOL - October 16, 2008

Objective Theoretical Framework  Work with sample performance tasks  Designing performance tasks 

Soccer Match Concepts  Purpose  Strategies  Context 

Overview Designing Performance Tasks as an Alternative Form of Assessment -------------------------------------------------------- Designing Experiences – teacher plays a role as facilitator and coach  Performance Tasks (authentic, credible, and user-friendly)(Wiggins, 1998, p. 139)  Alternative Form of assessment

Background 

Language-enhanced instruction (LEI) (Brinton, 2007): “…aimed at developing skills as well as content knowledge”

Shift from drill and practice to understandings and application of knowledge  Levels of understandings as opposed to “right-and-wrong” answers  Shift from superficial to in depth coverage 

Background Feedback is fundamental to learning  Focus not only on the what but the when, where, why, and how of the language, understanding, knowledge, content, skill, etc. 

Backward Design Desired Results

Enduring Understandings

Assessment Evidence

Four skills (subskills)

Grammar Vocabulary Pronunciation

Learning Plan

enabling knowledge (content)

Critical thinking (meta) cognitive skills

PTs provide evidence through: understanding

Knowing (discrete facts)

Doing (language)

Six Facets of Understanding Can explain  Can interpret  Can apply  Has perspective  Demonstrates empathy  Reveals self-knowledge 

See handout, page 155 .

Backward Design Desired Results

Performance task

Assessment Evidence

Four skills/vocabulary (subskill)

Learning Plan

Understandings (enabling knowledge)

Framework Enduring Understandings and Integration of Target Language Concepts, Purpose or rationale, Strategies, and Contexts

Types of Assessment Informal checks for understandings (alternative)  Observations and dialogues (alternative)  Tests and quizzes (traditional)  Academic prompts (alternative)  Performance tasks (alternative) 

(Wiggins and McTighe, 2005)

Examples of PTs 

Examine the following performance task vignettes on the following slides. What distinguishes these tasks from typical, standardized test? What common features or characteristics do these share? List characteristics or features that you observe.

Express Yourself 

You have recently analyzed the narrative work of Faith Ringgold to identify ways she communicated ideas about her world. Think about your own world, your friends, family, daily experiences, and the things that are important to you. Select a drawing or painting, or use mixed media to create your own narrative work that communicates personal ideas about your world.

We Salute You 

Your tutor, English teacher, etc. Mrs. ___, has done many things to help us throughout the year. When people do things for you, it is important to show appreciation. We will each be writing a letter to her to thank her and let her know how she has helped our class. Your letter should include all the parts of a friendly letter. Be sure to tell her at least three ways she has been helpful to our class. Include at least one thing that you especially appreciate about her.

Mail-order Friend 

Imagine that you have an opportunity to “order” a friend by telephone from a mailorder catalog. Think about the qualities that you want in a friend. Before you “order” your friend over the telephone, practice asking for three characteristics that you want in a friend and give an example of each characteristic. Remember to speak clearly and loud enough so that the salesperson will know exactly who to send.

GRASPS Task Design Prompts Goal  Role  Audience  Situation  Product, Performance, and Purpose  Standards and Criteria for Success 

See handout, page 172 .

Essential Questions – Nutrition Why do people have poor eating habits?  Must food that is really good for you taste bad?  Why do experts often disagree about dietary guidelines? What agreement exists amidst the disagreement? 

Essential Questions – Speaking What distinguishes a fluent foreigner from a native speaker?  What can we learn about our own language and culture from studying another? 

Essential Questions – Friendship What makes a good friend?  How do friends resolve conflict?  How can conflict be a good thing? 

Things to consider: Teachers are experience designers, assessors, facilitators, and coaches  PTs allow ELLs to “do” English  PTs are a concrete way of providing evidence of learning, understanding, and transfer 

Design principles for PTs Learning-appropriate goals  Scaffolds for student and teacher learning  Frequent opportunities for formative assessment and revision  Social organizations that promote participation 

(Fisher and Frey, 2007)

Effective techniques for using PTs Multimedia presentations  Electronic and paper portfolios  Visual displays of information (e.g., graphic organizers)  Public performances 

(Fisher and Frey, 2007)

In summary… PTs that include the six facets of understanding: explain, interpret, apply, perspective, empathy, and selfknowledge  PTs: phonology and phonetics, vocabulary, cognitive, metacognitive strategies are embedded in instruction/assessment 

In summary… PTs are presented to ELLs at the beginning of the course/unit  Performance tasks should require reflection, explicit self-assessment, and self-adjustment, with reasoning or rationale made as evident as possible. 

(Wiggins and McTighe, 2005, p. 167)

Final thought…

Designing performance tasks should be a collaborative effort among all stakeholders.

Email: [email protected] Blog: http://bnleez.blogspot.com/

References Bransford, J., Brown, A., and Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Retrieved on September 13, 2008 from http://www.nap.edu/catalog.php?record_id=9853 Brinton, D. M. (2007, July). Two for one? Language enhanced instruction. Paper delivered at the TESOL ESP Symposium, Buenos Aires, Argentina. Available at: http://www.tesol.org/s_tesol/trc_genform.asp?CID =1253&DID=7561

References Bruner, J. (1960). The Process of Education. Cambridge, Massachusetts: Harvard University Press. Dewey, J. (1938). Experience and Education. New York, NY: Touchstone. Fisher, D. and Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

References Marzano, R. (2007). The Art and Science of Teaching: A comprehensive framework for effective teaching. Alexandria, VA: ASCD. McTighe, J. and Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Popham, W. (2008). Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

References Wiggins, G. and McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Wiggins, G. and McTighe, J. (2007). Schooling by Design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco, CA: Jossey-Bass.