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Analyze value of the Performance Assessment Planning Template and Performance Assessment Quality Rubric for your professional practice.
The detail of the templates are excellent. If Ido it often it should come easy to me and would not take up so much of my time. In the long run learning would become more rewarding.
What parts did you find relevant and helpful?
I like the way the templates makes you write down your prompts, long term goals, and how are you going to support them.
How do the points of view, values and intent underlying these tools correspond to what you do?
I feel that performance creates better understanding and knowledge of a concept. Often I to express this and include lessons resources and opportunity for my students to experience their learning through real life situations. Many times I fall short because of the amount of students I work with and the amount of time I spend with them.

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Performance assessment may be imperative for the knowledge and skills that you teach (e.g., driving) and thus is definitely worth investing into.
I believe that performance assessment are imperative for learning. Everyday when teaching art it is very frustrating because the students are asking for an answer instead of becoming the answer.
No matter what you teach, performance assessments help learners develop authentic knowledge and skills.
I talk to students everyday and they tell me they are learning just enough to pass the test. Or they would ask me why do they have to go through the process to get to the end.
Designing and scoring rubrics is recognized by teachers as the best professional development for planning instruction and backwards design of assessments (mapping backwards from a goal).
When I went back to school to get my second degree backwards goal mapping was highly stressed.  I truly get it. I always have to ask myself what do I want the students to know when they leave my class. Doing art just to do art is meaningless.

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Performance assessment is expensive, time consuming and resource intensive.
As I mentioned before our district has adopted RubiconAtlas. There are staff member from each grade level who are paid to align the curriculum, standards and assessments. The district has been working on this for 3 years now. The completion is projected within the next two years and is expected for all staff members to get on board.
If you don’t have enough resources and support to design high quality performance assessments, they can be easily questioned in terms of their validity and reliability.
The resources and support is available in our district. It is just going to take time to change the system and get the staff to buy into a holistic learning.
Designing valid and reliable performance assessments require continuous collaboration and revisions.
Reliable assessments does take much collaboration  and revision.
We as a district is going through that right now. Google doc are being shared among grade levels, suggestions , take a ways, add ons, and re-wording. So developing this method of teaching will take time.
It may be hard to keep a strong commitment to performance assessment if the current culture of you field of practice emphasizes the value of
bubble-test scores.
My school is definitely data driven.  As I mentioned earlier we as a art department had to develop a written test to show the  learning growth of our students.  To make this data available for the state we chose to pick two grade levels.  It was hard for anyone to understand how we assess based on product.

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How are the rubrics
developed and used? How are performance
descriptors developed are used? Are they shared?
A commonly shared system of rubrics is shared across multiple performances. All rubrics use the same system of performance labels that describe a grade-specific learning progression from
Emerging to Developing to Proficient to Advanced with in between categories producing seven possible performance levels. Much of schools’ professional development is dedicated to validity and reliability of using the rubrics: training, calibration, inter-rater reliability, etc.
Personal Practice:
Generally each teacher develops their own assessments even in the art department. There are times when I collaborate with the core teacher, yet we still create separate assessment for our part of the lesson. Our district has adopted and is a part of a system Rubicon that promotes shared lessons, units and rubrics across disciplines. The district and many staff members are currently working on creating this platform in Rubicon Atlas a shared community across the board.

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How do the performance
assessments relate o
curriculum?
Performance assessments should be interdisciplinary, but also should allow students to learn important differences discipline specific thinking.
Personal Practice:
In my class performance assessments is key. The student's are always creating a final composition which is visual. The students can create in many different mediums (movies, comics, webquest, slideshows, puppetry, paint, print,mixed media, etc.). The bulk of the class consist of the performance of creating, producing, presenting and responding to what they have created. According to the Visual Art curriculum students are to interact with their environment and express it visually.

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Performance Assessments in relationship to the standards

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Performance Assessments in relationship to the standards

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How do the performance
assessments relate to
standards? Which set of standards is it?
In a rigorous dialogue, the school distills Common Core State
Standards’ vision of college and career readiness into four main performances: research, analysis, inquiry, and creative
expression. These performances are embedded in all students’
tasks, consistently assessed throughout 4 years of high school. It is understood that standards describe quality with analysis,
performance assessment allows to assess quality with synthesis, in a live authentic act.
Personal Practice and Ann Arbor Public School:
In the visual arts department our director is encouraging all teachers to adopt the Common Core Standards for the arts. I use generally about 3 performance assessments. The performance assessments aligns with the National Common Core Standards for Visual Arts (Creating/Producing, Responding/Connecting). I have my students create ideas, plans and sketches on paper prior to beginning a lesson, sometimes we will have a group discussion about how we can approach the concept. The students are sometimes given a rubric of basic requirements. The students are given time to self evaluate their project or assess, as well as have their peers assessment before completion. Artwork is always displayed and most often critique if time allows. As a district there are many approaches to the standards that a teacher or particular school may use. In Ann Arbor Public School we have a STEAM school that is all project based oriented and a IB (International Baccalaureate School) which collaborates with University of Michigan. The IB school emphases are inquiry, global awareness, action and service, world languages, access and equity. Other than the schools I mentioned above Common Core and the Michigan standards are interchangeable for most teachers.

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How many performance
assessments are there and what each one reflects?
There should be no more than 5 performance assessments in the system. Each performance should comprehensively and holistically reflect a logically organized part of our complex world
(e.g., inquiry, analysis, creative expression).
Personal Practice:
I usually use at least 3 performance assessments.  Most of the visual art teachers are following the Common Core Standards for Visual Arts (Creating/Performing, Presenting, Producing/Responding/Connecting). My students have a portfolio which includes sketches and ideas (both written as well as drawn). I also include rubrics, self assessments, peer critiques, projects, observations. Sometimes the students will do oral presentations of their artwork.

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How are performance
assessments organized? Do they contribute to a portfolio?
There is a long-term system of formative performance assessments. This system is aligned with a holistic project of
developing student portfolio. Students select their best work from the last two years of high school to include into portfolio. Portfolio defense is a summative performance assessment.
Personal Practice:
Unlike exemplary schools system we do not have a long term assessment system that may or may not include a portfolio. In the fine arts department at Ann Arbor Public School a teacher a can choose to have students create portfolio. That does not mean that the portfolio will follow them all the way up to graduation. In my classroom I do have my students create a portfolio from first grade to fifth grade.  The portfolio is mainly to write notes create sketches and generate ideas.  The portfolio will only go home with the students at the end of the school year.

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I have the students identify and label colors form the color wheel in various artwork. Also I have the student in pairs work together to complete a color wheel in it's correct order using color swatches.

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I add a color theory worksheet

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TASK TWO: Comparison to Exemplary School System

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TASK TWO: Comparison to Exemplary School System

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Who designs performance assessments? A system is developed within a community of practice (for example, a school district) and reflects its culture and values.
Personal Practice:
As shown earlier the only performance assessments that are created collaboratively are 2nd and 4th grade (Color Theory and Self-Portrait). The lessons were created and agreed on by all of the art elementary art teachers. The decision to have a consistent lesson across the board was to meet the requirements from State of Michigan in regards to documenting and providing data for student learning objectives. Yet, we can add additional lessons and assessments to ensure our students learning and understanding of the concept. Other than the 2nd and 4th grade color theory and self portrait lessons, the teachers create their individual assessments.

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The standards and instructions are laid out for us.

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The standards and instructions are laid out for us

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The fourth-grade teachers at Ann Arbor Public school must also use the following universal rubric for the actual self-portraits completed by the students.

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2nd-grade Color Theory Rubric. The rubric is used by all the 2nd-grade art teachers in the Ann Arbor school district.

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Performance Assessments examples I use in my visual arts classroom.

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Performance Assessments examples I use in my visual arts classroom.

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In the art room, I usually use rubrics, self-assessments, peer assessments and exit tickets. Below are a few of the ones I use: