Performance Task Analysis- Summative Assessment Preparation

Performance Task Analysis- Summative Assessment Preparation

 

This week’s assignment is to bring us back to your own summative assignment for the course: the design of a summative assessment. You will spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:

 

 

• View Introduction to smarter balanced item and performance task development PowerPoint. Be sure to view the comments list.
• Read the Frequently asked questions on the Smarter Balance Assessment Consortium website.
• Take some time to peruse the various sample items and corresponding rubrics (when applicable) by selecting “View More Sample Items” at the top of the Consortium screen.
• Guided exploration: Analyze the Grandma Ruth 6th grade writing performance task and its corresponding rubric.

To find the rubric, view the “About this item” tab at the top. Note the “Claim” for the assignment (aligns with standard) and the “Target” (objectives and sub-objectives align with Depth of Knowledge [DOK]).

 

Directions: Use the provided template to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st Century. You must include:

 

1. The Course Learning Outcome (CLO) number and description.
2. Evidence of how it aligns with Course Learning Outcome (CLO).
3. A reflection on your learning and potential application.

See the example below (may not reproduce content):

CLO	Evidence  (description and explanation including where found )	Self-Reflection  (Personal connection & how this will help you construct high quality summative assessments)
1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical).	Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge   6th Grade Writing sample rubric	It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria.
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When considering the evidence, think about what you’ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment.

 

The information in your table should demonstrate your critical reading and thinking as you analyzed the recommended links in this site. The evidence you share should be succinct, yet descriptive enough to show a connection was made between the course learning outcome and the evidence you discovered. The sample you see in the table above provides a brief example only.