Performance Assessment Purpose: To provide a culminating Unit
assessment in which students demonstrate achievement of the Unit
Goal through performance of a task. Basis: Students with different
learning styles can demonstrate achievement in a holistic way that
differs from the typical Traditional Test. Forms: A PA is expressed
in 2 ways: As a SWBAT statement, and As the prompt that is given to
students.
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The Performance Assessment Includes previously unseen material
that addresses the Diocesan Unit Concept at the critical-thinking
level of the Diocesan Unit Goal, Is holistic in nature, often
allowing students to make decisions about the content, Allows
Basic, Proficient, Advanced achievement, and Is completed I&I
(individually and independently).
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Constructing Performance Assessments Projects and presentations
are performance assessments only if: They allow students to
demonstrate achievement of Unit Goal critical-thinking about the
Unit Concept The performance is done independently &
individually (I&I) on previously unseen material Younger
students and ELLs may benefit from scaffolds and graphic organizers
Good performance assessments allow students to make decisions about
the content
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Sample 3rd Grade Language Arts Unit # Estima ted # of Days Unit
Concept or Question Unit GoalUnit Rationale Unit Assessment Common
Core) 1 2 12 Sentences and Paragraph s and their Logical Connectio
ns SWBAT describe the logical connection between particular
sentences and paragraphs. The ability to follow the logic of text
is an essential step in determining text meaning. SWBAT complete a
cause/effect graphic organizer for a science article. SIT.3.8
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Sample 8th Grade Language Arts Unit # Estimated # of Days Unit
Concept or Question Unit GoalUnit Rationale Unit Assessment Standar
ds (Com mon Core) 1 2 17 The Theme of a Text SWBAT identify and
analyze the development of theme over the course of the text.
Reading literary works is less than satisfying if the reader is
unable to identify the theme and the elements of the work that
develop the theme. SWBAT analyze the development of theme in the
Frost poem The Road Not Taken RSL. 8.2
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Sample 10th Grade English Unit # Estimated # of Days Unit
Concept or Question Unit GoalUnit RationaleUnit Assessment
Standards (Common Core) 1 2 21 Point of View SWBAT Determine an
authors point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Readers must recognize that authors have a point of view, must be
able to identify, describe, and see how the author advances their
view. SWBAT analyze the political point of view of a newspaper
endorsement of a candidate. RSIT.10. 6
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PA Prompt 2 nd Grade LANGUAGE ARTS Unit Concept: Clear
Explanations Unit Goal: SWBAT write an explanatory article in which
they introduce a topic, using facts and definitions to develop
points and providing a concluding statement or section. Unit
Assessment: SWBAT write an explanation of a recent school or
classroom event. Performance Assessment Prompt: Last week, a forest
ranger talked with our class. Explain in writing what forest
rangers do, how they go about doing their job, and why their job is
important to us.
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PA Prompt 6 th Grade LANGUAGE ARTS Unit Concept: Words and
their Meanings Unit Goal: SWBAT analyze the impact of specific word
choices on a texts meaning and tone, determining the meaning of the
texts words and phrases including their figurative and connotative
meanings. Unit Assessment: SWBAT analyze the effects of an authors
use of words in poetry. Performance Assessment Prompt: In the 2
poems provided, the word night has very different meanings for the
two authors. Explain its meaning in each poem and how through other
words the author conveys the differences.
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Sample 2 nd Grade Math Unit # Estimated # of Days Unit Concept
or Question Unit GoalUnit RationaleUnit Assessment Standards
(Common Core) 1 2 12 To Regroup or Not to Regroup SWBAT add three
digit numbers with regrouping. One of the most important standards
in Math for 2 nd graders is to be able to add two digit numbers up
to 100 with and without regrouping. This is usually a difficult
skill to master; therefore, though introduced early in the year,
this skill will frequently be used throughout the course. SWBAT
solve a story problem involving chores and payment in candy using
two-digit with regrouping and explain their answer. 2.OA.1, 2.NBT.
1-4
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Sample 8th Grade Pre-Algebra Unit # Estimate d # of Days Unit
Concept or Question Unit GoalUnit Rationale Unit Assessment
Standards (Common Core) 1 2 17 The Pythagorean Theorem and Geometry
SWBAT apply the Pythagorean Theorem to geometry in the real- world.
This unit introduces students to the concept of the Pythagorean
Theorem and basic Geometric principles of angles and polygons. This
unit incorporates multiple examples to illustrate real- world
applications of angles and measurements in the students daily
lives. Students will create a college quad and find measurements of
sides and angles using the Pythagorean Theorem and rules of
Geometry. 8.G.6, 8.G.7, 8.G.8
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Sample 10th Grade Geometry Unit # Estimated # of Days Unit
Concept or Question Unit GoalUnit Rationale Unit Assessment
Standards (Common Core) 1 2 21 Using Geometry to Find Size SWBAT
calculate the size of a figure by utilizing various two-
dimensional measuring techniques. Students should be able to use
skills learned in Geometry for life-tasks including finding size.
At every lesson, the emphasis remains on different ways to measure
shapes. Because this unit appears early in the course, students
will build various skills that will be utilized in the next units,
including identifying congruent figures, using slope and distance
formulas, and estimating size. Given the volume and length of a
rectangular prism pool, SWBAT calculate potential dimensions and
correspondi ng surface area. G- GMD.4, G-MG.3
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2 nd Grade Math Unit Goal: SWBAT add two digit numbers with
regrouping. Performance Assessment: Dear Second Grade, I need your
help! My name is Charlie Candy. My brother and sister dont want to
do their chores. They both said they would pay me in candy if I did
their chores. I dont know whose chores I should do. My sister said
that she would give me 25 pieces of bubble gum and 27 pieces of
chocolate if I washed the dishes for her. My brother said he would
give me 38 pieces of bubble gum and 22 of chocolate to cut the
grass. Whose job should I do? Sincerely, Charlie Candy Whose chores
should Charlie do? Why? + + Sister Brother
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Performance Assessment Examples: 6th Grade Math Unit Concept:
Decimals Unit Goal: SWBAT apply operations to decimals to solve
real-world problems. Performance Assessment: A Group of your family
and friends is going to your favorite restaurant for your birthday.
You have the printed menu in front of you. You are tasked with
figuring out the bill.
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1. What Restaurant are you going to? 2. Who is at the dinner?
(between 4-8 people) 3. What did each person order (drinks,
appetizers, meal)? 4. Add the total cost of the meal together. 5.
Subtract $15.50 from the total cost of the meal you have a birthday
gift certificate! 6. Figure out the meal + tax by multiplying the
total cost by 1.06. 7. Figure out the meal + tax + tip by
multiplying the answer that you get from #6 by 1.2. 8. Find the
amount that each person pays. Divide the answer from #7 by the
total number of people at the dinner table, NOT INCLUDING yourself;
they are treating you for your birthday!!
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HS Pre-Calculus Unit Goal: SWBAT translate between
representations for conics, including graphical and algebraic
(standard and general forms). Performance Assessment: The United
States Geological Survey is charged with determining the epicenters
of earthquakes. In order to accomplish this, they have stations
across the country with seismographs, i.e., machines capable of
detecting motion. These machines are able to determine their
distance from the earthquake. After a recent earthquake, two
seismograph stations in two different locations in the United
States provided the following data. The location of the first
machine will be considered the origin and the location of the other
machine is given relative to it. The distance that movement was
detected away from each machine is also given.
StationLocationDistance from Earthquake 1Origin (0,0)25km 250km
North33.5km
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1. For each of the two stations, write an equation representing
the possible epicenters of the earthquake. Station 1:
_________________________ Station 2: _________________________ 1.
On graph paper, graph the equations for Stations 1 and 2 (on one
graph). Label the possible epicenter(s) with a star. 2. Solve the
system of nonlinear equations from Stations 1 and 2 by graphing to
find the coordinators of the possible epicenter(s). Round your
coordinates to the nearest whole number! Station 1: y=
______________________ Station 2: y= ______________________
Possible epicenters:
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Performance Assessments: Examples 2 nd Grade Math (Arch of OKC)
Unit Concept: Place Value through 1000 Unit Goal: SWBAT produce
knowledge of three digit numbers using hundreds, tens, and ones.
Performance Assessment: Using a deck of playing cards, student will
generate and order the smallest and largest possible numbers using
randomly selected three-digit numbers. A student selects three
playing cards and writes the smallest and largest possible number.
This is repeated three times. Student then orders the six numbers
generated from smallest to largest and describes the process of
ordering.
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Performance Assessments: Examples 5 th Grade Math (Arch of OKC)
Unit Concept: Fractions and Mixed Numbers Unit Goal: SWBAT solve
real world addition and subtraction equations with fractions
containing like and unlike denominators (including mixed numbers).
Performance Assessment: Leah, Marta and Noah each added these
fractions: 5/6 + 7/9 = ? Leahs answer: 12/15 Martas answer: 2 9/18
Noahs answer: 1 11/18 Two of the three answers are correct. A.
Whose answers are correct? B. Explain the steps needed to obtain
the correct answer. Draw a model to show your work.
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Performance Assessments: Examples 6 th Grade Math (Arch of OKC)
Unit Concept: Characteristics of Data Sets Unit Goal: SWBAT
calculate measures of central tendency and variation. Performance
Assessment: Sophia had a data collection party at her house. They
did the following activities: - How many licks to the center of a
Tootsie Pop? - How many jumps of rope in one minute - How many
minutes to run a mile? - How many seconds can you hula hoop? - How
many slices of pizza are eaten by each person?
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Performance Assessments: Examples 6 th Grade Math (Arch of OKC)
Performance Assessment (contd): Create a reasonable set of data for
ONE of these activities. Then find the mean, median, range, and
mode of your data. What is the best measure of central tendency?
Create a graph to display your data.
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Take Home Points Rubrics measure holistic performance Rubrics
Require: Criteria relevant to the Unit Goal Levels of Performance
Grading with rubrics requires professional judgments A simple
percentage can not be calculated from a rubric and recorded in a
grading program.
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To Do: Create your SWBAT statement Create your Performance
Assessment Prompt