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A Teacher Friendly Model for Creating Performance Based Assessments Courtney Stinnette Natalie DiFusco-Funk Salem City Schools 5th Grade
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A Teacher Friendly Model for Creating Performance Based
AssessmentsCourtney Stinnette
Natalie DiFusco-FunkSalem City Schools
5th Grade
A little bit about us...Courtney:
BA in Psychology and Elementary Education certification, Roanoke College
5th grade, Language Arts and Social Studies
5th year teaching 5th grade in Salem
Natalie:BA in Elementary Education &
Human Development, Boston College
MA as a Reading Specialist, Boston College
12 years of experience7 years in 4th grade in MA1 year as a Reading Specialist in
Botetourt County5th year teaching 5th grade in
Salemself conatained
GRASPGoal: Identify the standard(s) and what the students will know and be able to do.
Role: What role will your students take on?
Audience: Who is the intended audience?
Situation: Create a statement or prompt that engages the students.
Product: What will students create to demonstrate understanding?
A Peanut Butter & Jelly Sandwich...
Goal: PBJ ExampleGoal 1. Use a knife properly to spread products.
2. Evenly distribute products on bread.3. Assemble the sandwich so that edges are aligned.4. Use a knife to cut the crust into a straight edge.
Role
Audience
Situation
Product
Role: PBJ ExampleGoal 1. Use a knife properly to spread products.
2. Evenly distribute products on bread.3. Assemble the sandwich so that edges are aligned.4. Use a knife to cut the crust into a straight edge.
Role Babysitter for your little brother
Audience
Situation
Product
Audience: PBJ ExampleGoal 1. Use a knife properly to spread products.
2. Evenly distribute products on bread.3. Assemble the sandwich so that edges are aligned.4. Use a knife to cut the crust into a straight edge.
Role Babysitter for your little brother
Audience 5 year old little brother who loves classics like peanut butter and jelly, but enjoys trying something new.
Situation
Product
Situation: PBJ ExampleGoal 1. Use a knife properly to spread products.
2. Evenly distribute products on bread.3. Assemble the sandwich so that edges are aligned.4. Use a knife to cut the crust into a straight edge.
Role Babysitter for your little brother
Audience 5 year old little brother who loves classics like peanut butter and jelly, but enjoys trying something new.
Situation You are helping out at home by watching your little brother while your parents are working in the yard. It’s time for lunch. You have been taught how to use a knife, and are allowed to make him a sandwich. You have 3 ingredients: bread, peanut butter, and jelly. You also have a knife. You can choose to add an additional ingredient if there is one available.
Product
Product: PBJ ExampleGoal 1. Use a knife properly to spread products.
2. Evenly distribute products on bread.3. Assemble the sandwich so that edges are aligned.4. Use a knife to cut the crust into a straight edge.
Role Babysitter for your little brother
Audience 5 year old little brother who loves classics like peanut butter and jelly, but enjoys trying something new.
Situation You are helping out at home by watching your little brother while your parents are working in the yard. It’s time for lunch. You have been taught how to use a knife, and are allowed to make him a sandwich. You have 3 ingredients: bread, peanut butter, and jelly. You also have a knife. You can choose to add an additional ingredient if there is one available.
Product A specialty peanut butter and jelly sandwich
PBJ Example: BK of a PBJSpread products across the bread so entire surface is covered
Thickness of product is consistent across the entire surface
Pieces of bread aligned so that they form a square
Crust cut from bread in a straight line
PBJ Rubric- Turn and TalkGOALCreating a Rubric
Category 4-3.5Consistent
3-2.5Reasonable
2-1.5Inconsistent
1-0.5Little
0None
Used a knife to properly spread products.
Evenly distributed products on bread.
Assembled the sandwich so edges are aligned.
Used the knife to cut the crust into a straight edge.
PBJ Rubric- Turn and TalkGOALCreating a Rubric
Category 4-3.5Exemplary
3-2.5Proficient
2-1.5Developing
1-0.5Needs Improvement
0No Evidence
Using knife to spread products
Accurately held the knife to get the product from the jar and spread it across the entire surface.
Appropriately held the knife to get the product from the jar and spread it across the entire surface.
Appropriately held the knife to get the product from the jar and spread it across the most of the surface.
Struggled using the knife to get the product from the jar and spread it across the some of the surface.
Did not use the knife.
Distribution of products on bread
Accurately distributed ALL products evenly across the bread.
Appropriately distributed most of the products evenly across the bread.
Appropriately distributed most products across the bread, but did so unevenly.
Partially distributed products unevenly across the bread.
Did not distribute products.
Assembling the sandwich
Accurately assembled the sandwich so it forms a square.
Appropriately assembled the sandwich so with minor misalignment.
Assembled the sandwich with multiple misalignments.
Assembled the sandwich but not in a square.
Did not assemble the sandwich.
Using the knife to cut the crust
Accurately held the knife to cut the crusts in a straight edge.
Appropriately used the knife to cut the crusts from the bread with minor errors.
Appropriately used the knife to cut most of the crust from the bread or did not cut in a straight line.
Used the knife to cut some of the crust from the bread or did not use knife to remove the crust.
Did not cut the crust from the bread.
Integrated Social Studies Example
5th grade example
Requires previous instruction of USI.6 - The student will demonstrate knowledge of the causes and results of the American Revolution.
Students would benefit from experience viewing and analyzing other political cartoons or primary sources prior to this assessment.
Students can use their textbooks, notes or other resources as reference materials when responding to the cartoon.
Goal: Integrated Social Studies Example
Goal Create a writing piece to explain what the cartoonist was trying to communicate.
Role
Audience
Situation
Product
**Great Britain was referred to as England in this political cartoon.
Role: Integrated Social Studies Example
Goal Create a writing piece to explain what the cartoonist was trying to communicate.
Role A Newspaper Editor at the Virginia Gazette
Audience
Situation
Product
Audience: Integrated Social Studies Example
Goal Create a writing piece to explain what the cartoonist was trying to communicate.
Role A Newspaper Editor at the Virginia Gazette
Audience American Colonists
Situation
Product
Situation: Integrated Social Studies Example
Goal Create a writing piece to explain what the cartoonist was trying to communicate.
Role A Newspaper Editor at the Virginia Gazette
Audience American Colonists
Situation You are the editor at the Virginia Gazette and ran this cartoon in your most recent edition. Many colonists wanted to know what it meant, so you decided to write an editorial, explaining the meaning. You are hoping that your editorial will raise awareness of colonial dissatisfaction and remind colonists of Great Britain’s control. People like John Adams, Patrick Henry, Thomas Jefferson and George Washington have been campaigning for a revolution and you think an editorial will inspire others to join the campaign for a New Nation.
Product
Product: Integrated Social Studies Example
Goal Create a writing piece to explain what the cartoonist was trying to communicate.
Role A Newspaper Editor at the Virginia Gazette
Audience American Colonists
Situation You are the editor at the Virginia Gazette and ran this cartoon in your most recent edition. Many colonists wanted to know what it meant, so you decided to write an editorial, explaining the meaning. You are hoping that your editorial will raise awareness of colonial dissatisfaction and remind colonists of Great Britain’s control. People like John Adams, Patrick Henry, Thomas Jefferson and George Washington have been campaigning for a revolution and you think an editorial will inspire others to join the campaign for a New Nation.
Product Answer the following questions in your response:What two countries do the men in the cartoon stand for?How does the cartoon reflect (show) colonial dissatisfaction? Give several specific details that you see in the image.How does the cartoon reflect (show) Great Britain’s control? Give several specific details that you see in the image.How does the cartoonist want colonists to feel when they see this image?
Rubric: Integrated Social Studies Example
Turn and Talk
Rubric 1 Rubric 2
Student Examples and Scoring Student 1
Student 2
Student 3
Integrated Science ExampleThis assessment covers Writing SOL 5.9: The student will find, evaluate, and select appropriate resources for research product. They are NOT writing a multi-paragraph essay. They will create a Google Slide.1. This assessment can be completed as a project and will take several class days.2. Students will create a Google Slide demonstrating understanding of a science concept. 3. It can be completed at any point during the school year and you can choose from the topics below or any science topic you feel students would benefit from a more in depth learning experience.Teacher Options:· Choose a format for note taking that is familiar to your students, or use the one provided. The one included has a space to write key questions for your topic and can be reproduced.· Choose a works cited page that is familiar to your students, or use the one provided. The one provided gives each resource a number. This number correlates to the student note-taking page provided. Students record the resource number and the page number on their note-taking sheet to keep track of their information.
Integrated Science Example· Rocks and Minerals· Electricity· Sound· Light· Matter· Plants· Food Webs· Cells
· Weather· Earth, Moon and Sun· Virginia Natural Resources· Ocean Environment· Earth’s Surface· Earthquakes, volcanoes, weathering and erosion
4th and 5th Grade Science Topics to choose from:
Goal: Integrated Science Example
Goal The student will find, evaluate and select appropriate resources for a research product.
Role
Audience
Situation
Product
Role: Integrated Science Example
Goal The student will find, evaluate and select appropriate resources for a research product.
Role Science Tutor
Audience
Situation
Product
Audience: Integrated Science Example
Goal The student will find, evaluate and select appropriate resources for a research product.
Role Science Tutor
Audience Fifth Grade Classmates
Situation
Product
Situation: Integrated Science Example
Goal The student will find, evaluate and select appropriate resources for a research product.
Role Science Tutor
Audience Fifth Grade Classmates
Situation You were asked to help your fellow classmates prepare for their upcoming science assessment. They need more information about your topic. They would really benefit from having an image to help them understand the key information.
Product
Product: Integrated Science Example
Goal The student will find, evaluate and select appropriate resources for a research product.
Role Science Tutor
Audience Fifth Grade Classmates
Situation You were asked to help your fellow classmates prepare for their upcoming science assessment. They need more information about your topic. They would really benefit from having an image to help them understand the key information.
Product Research your topic, take notes that paraphrase the information, and create a Google Slide to teach your classmates about the topic. Your Google Slide should contain key ideas about your topic. When you present your slide, you will elaborate on those key ideas and explain the information to help your classmates understand.
Student Examples and Scoring
Materials
Old RubricUpdated Rubric
Glacier Example
Questions and ReflectionHow else can we help you implement a PBA in your classroom?
What have you learned today that you can apply tomorrow?
Questions for us...
ResourcesRutherford, Paula. Instruction for All Second Edition. Alexandria: Just ASK
Publications & Professional Development, 2008.
Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria: Association for Supervision and Curriculum Development, 2005.
Culham, Ruth. 6 + 1 Traits of Writing: The Complete Guide: Grades 3 & Up: Everything You Need to Teach and Assess Student Writing With This Powerful Model. New York: Scholastic, 2003.
Brookhart, Susan M. How to Create and Use Rubrics for Formative Assessment and Grading. ASCD, 2013.
Modern Curriculum Press. Using Primary Sources Level A with Document-Based Questions. Pearson Education Inc., 2004.
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
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