Course: Performance Assessment Design & Implementation Modules

Topic outline

Select topic Module 0: Welcome (Overview)

Module 0: Welcome (Overview)

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- Select activity THIS COURSE IS CURRENTLY IN DEVELOPMENT AND UNDERG...
  
  THIS COURSE IS CURRENTLY IN DEVELOPMENT AND UNDERGOING BETA TESTING.
  
  Welcome to Colorado’s Performance Assessment Design and Implementation Modules!
  
  These modules were originally created to support the 2020-2022 Performance Assessment PLC in collaboration with Colorado educators and our partners at 2Revolutions. The modules have been updated and now made available here in CDE’s professional learning Moodle platform. These modules will provide you with access to all resources in one place, allow you to track your learning, and connect with educators from across the state.
Select topic Module 1: How do I DESIGN a performance assessment?

Module 1: How do I DESIGN a performance assessment?
- Select activity Just like Rome, a quality performance assessment i...
  
  Just like Rome, a quality performance assessment isn't built in a day. They take time and often multiple iterations are necessary before settling on a version that works for students. For that reason, think of the design process as a cycle and not as a linear procedure.
  
  The Performance Assessment Cycle
  
  As educators learn to design performance assessments, they sometimes ask, "How do I know if my performance assessment is good?" While there are protocols and tools to strengthen a performance assessment before deploying it in the classroom, the richest data about the strengths and weaknesses of a particular performance assessment comes once it is implemented with learners and the work they produce is examined.
  
  The Performance Assessment Cycle is an iterative design process, requiring educators to engage in a cycle of drafting, implementing, gathering data, and refining. The slides below depict the stages of this process and describe the activities associated with each stage. As you move through this work, you will engage in each step of the Performance Assessment Cycle. This module introduces task design and the process of drafting an engaging, authentic, and rigorous performance assessment.
- Select activity WHY: Understanding the Colorado Academic Standards and Performance Assessment Design Elements
  
  WHY: Understanding the Colorado Academic Standards and Performance Assessment Design Elements Page
  
  WHY: Understanding the Colorado Academic Standards and Performance Assessment Design Elements
- Select activity WHAT: Designing with Purpose and for Quality
  
  WHAT: Designing with Purpose and for Quality Page
  
  WHAT: Designing with Purpose and for Quality
- Select activity HOW: Brainstorm a Performance Assessment Plan
  
  HOW: Brainstorm a Performance Assessment Plan Page
  
  HOW: Brainstorm a Performance Assessment Plan
- Select activity TRY IT OUT: Build your Performance Assessment Plan
  
  TRY IT OUT: Build your Performance Assessment Plan Page
  
  TRY IT OUT: Build your Performance Assessment Plan
- Select activity Files for Module 1
  
  Files for Module 1 Folder
Select topic Module 2: How do I DESIGN my task with the appropriate level of cognitive rigor?

Module 2: How do I DESIGN my task with the appropriate level of cognitive rigor?
- Select activity Performance Assessments: Cognitive Rigor
  
  Performance Assessments: Cognitive Rigor Page
- Select activity WHY focus on cognitive rigor?
  
  WHY focus on cognitive rigor? Page
  
  WHY focus on cognitive rigor?
- Select activity WHAT is cognitive rigor?
  
  WHAT is cognitive rigor? Page
  
  WHAT is cognitive rigor?
- Select activity HOW is rigor integrated into rubric design?
  
  HOW is rigor integrated into rubric design? Page
  
  HOW is rigor integrated into rubric design?
  ** STILL NEED PPT AT END **
- Select activity TRY IT OUT: Draft your rubric
  
  TRY IT OUT: Draft your rubric Page
  
  TRY IT OUT: Draft your rubric
- Select activity Files For Module 2
  
  Files For Module 2 Folder
Select topic Module 3: How do I DESIGN my task to be highly authentic?

Module 3: How do I DESIGN my task to be highly authentic?
- Select activity How might we promote authenticity in performance assessment design?
  
  How might we promote authenticity in performance assessment design? Page
- Select activity WHY is authenticity so essential?
  
  WHY is authenticity so essential? Interactive Content
- Select activity WHAT makes a task authentic?
  
  WHAT makes a task authentic? Page
- Select activity HOW can I design a more authentic task?
  
  HOW can I design a more authentic task? Interactive Content
- Select activity TRY IT OUT: Revise your task to make it more authentic
  
  TRY IT OUT: Revise your task to make it more authentic Page
- Select activity Files for Module 3
  
  Files for Module 3 Folder
Select topic Module 4: How do I DESIGN my task to leverage feedback loops?

Module 4: How do I DESIGN my task to leverage feedback loops?
- Select activity Feedback Loops
  
  Feedback Loops Page
- Select activity WHY are feedback loops critical?
  
  WHY are feedback loops critical? Interactive Content
- Select activity WHAT role do feedback loops play?
  
  WHAT role do feedback loops play? Page
- Select activity HOW do I customize feedback loops?
  
  HOW do I customize feedback loops? Interactive Content
- Select activity TRY IT OUT: Expand your plan to include formative feedback loops.
  
  TRY IT OUT: Expand your plan to include formative feedback loops. Page
- Select activity Files for Module 4
  
  Files for Module 4 Folder
Select topic Module 5: How do I VALIDATE my task to ensure it is high quality?

Module 5: How do I VALIDATE my task to ensure it is high quality?
- Select activity Module Objective
  
  Module Objective Page
- Select activity WHY do we collaboratively validate performance assessments?
  
  WHY do we collaboratively validate performance assessments? Page
- Select activity WHAT should I expect during a validation session?
  
  WHAT should I expect during a validation session? Page
- Select activity HOW do we validate a performance assessment?
  
  HOW do we validate a performance assessment? Page
- Select activity TRY IT OUT: Observe Validation Sessions
  
  TRY IT OUT: Observe Validation Sessions Page
- Select activity Files for Module 5
  
  Files for Module 5 Folder
Select topic Module 6: How do I DESIGN a rubric to support reliable scoring and communication with learners?

Module 6: How do I DESIGN a rubric to support reliable scoring and communication with learners?
- Select activity Module Objective
  
  Module Objective Page
- Select activity WHY do I need a high-quality rubric?
  
  WHY do I need a high-quality rubric? Interactive Content
- Select activity WHAT could rubrics look like in our context?
  
  WHAT could rubrics look like in our context? Page
- Select activity HOW do I design a high quality rubric?
  
  HOW do I design a high quality rubric? Page
- Select activity TRY IT OUT: Draft your rubric
  
  TRY IT OUT: Draft your rubric Page
- Select activity Files for Module 6
  
  Files for Module 6 Folder
Select topic Module 7: How do I CALIBRATE scoring of student work with others?

Module 7: How do I CALIBRATE scoring of student work with others?
- Select activity Module Objective
  
  Module Objective Page
- Select activity WHY is calibration necessary?
  
  WHY is calibration necessary? Page
- Select activity WHAT does calibration look like?
  
  WHAT does calibration look like? Interactive Content
- Select activity HOW will we calibrate evidence?
  
  HOW will we calibrate evidence? Page
- Select activity TRY IT OUT: Calibrate Scoring
  
  TRY IT OUT: Calibrate Scoring Page
- Select activity Files for Module 7
  
  Files for Module 7 Folder
Select topic Module 8: Why would we need a range of EVIDENCE of student learning?

Module 8: Why would we need a range of EVIDENCE of student learning?
- Select activity Module Objective
  
  Module Objective Page
- Select activity WHY should we define how we know a student is ready?
  
  WHY should we define how we know a student is ready? Interactive Content
- Select activity WHAT is the purpose of evidence?
  
  WHAT is the purpose of evidence? Interactive Content
- Select activity HOW do we evaluate the strength of Body of Evidence practices?
  
  HOW do we evaluate the strength of Body of Evidence practices? Interactive Content
- Select activity TRY IT OUT: Examine evidence from your local context
  
  TRY IT OUT: Examine evidence from your local context Interactive Content
Select topic Module 9: Why do we need Guidelines for SUFFICIENCY?

Module 9: Why do we need Guidelines for SUFFICIENCY?
- Select activity Module 9: Why do we need Guidelines for SUFFICIENCY?
  
  Module 9: Why do we need Guidelines for SUFFICIENCY? Page
  
  This module will help you develop guidelines for collecting sufficient evidence in terms of breadth, depth, and consistency.
- Select activity WHAT do we consider to determine sufficiency?
  
  WHAT do we consider to determine sufficiency? Interactive Content
- Select activity WHY does sufficiency matter?
  
  WHY does sufficiency matter? Interactive Content
- Select activity HOW & TRY IT OUT: Draft your Guidelines for Sufficiency
  
  HOW & TRY IT OUT: Draft your Guidelines for Sufficiency Interactive Content
Select topic Topic 10

Topic 10
Select topic Topic 11

Topic 11
Select topic Topic 12

Topic 12
Select topic Topic 13

Topic 13
Select topic Topic 14

Topic 14
Select topic Topic 15

Topic 15
Select topic Topic 16

Topic 16

Topic outline

Module 0: Welcome (Overview)

Welcome to Colorado’s Performance Assessment Design and Implementation Modules!

Module 1: How do I DESIGN a performance assessment?

Just like Rome, a quality performance assessment isn't built in a day. They take time and often multiple iterations are necessary before settling on a version that works for students. For that reason, think of the design process as a cycle and not as a linear procedure.

Just like Rome, a quality performance assessment isn't built in a day. They take time and often multiple iterations are necessary before settling on a version that works for students. For that reason, think of the design process as a cycle and not as a linear procedure.

The Performance Assessment Cycle

WHY: Understanding the Colorado Academic Standards and Performance Assessment Design Elements

WHAT: Designing with Purpose and for Quality

HOW: Brainstorm a Performance Assessment Plan

TRY IT OUT: Build your Performance Assessment Plan

Module 2: How do I DESIGN my task with the appropriate level of cognitive rigor?

WHAT is cognitive rigor?

HOW is rigor integrated into rubric design?

TRY IT OUT: Draft your rubric

Module 3: How do I DESIGN my task to be highly authentic?

Module 4: How do I DESIGN my task to leverage feedback loops?

Module 5: How do I VALIDATE my task to ensure it is high quality?

Module 6: How do I DESIGN a rubric to support reliable scoring and communication with learners?

Module 7: How do I CALIBRATE scoring of student work with others?

Module 8: Why would we need a range of EVIDENCE of student learning?

Module 9: Why do we need Guidelines for SUFFICIENCY?

Topic 10

Topic 11

Topic 12

Topic 13

Topic 14

Topic 15

Topic 16