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Performance based assessments will allow SWD multiple opportunities to showcase their acquisition of particular skills. Performance based tasks also align better when it comes to measuring annual goals on student IEPs.

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Performance based assessments will help students to translate those skills to the exams themselves. For humanities, the exams are more performance based so performance assessments would help to increase test scores.

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We would need multiple opportunities to assess student performance in individual courses (one per term?)

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I think it is very difficult to provide instruction that is aligned to the Regents, with Performance Based Assessment. The idea of Performance Based Assessment requires the hands on real application of skills.

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The teacher has a better understanding on how to assess the students. The teacher can make that connection with the students. Project Based learning is definitely the way to evaluate all their skills

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The teacher has a better understanding on how to assess the students. The teacher can make that connection with the students. Project Based learning is definitely the way to evaluate all their skills

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How do we pair performance assessments with assessments provided by the curriculum?

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The article speaks to teachers experiencing the assessment, scoring, etc. Maybe dapartment time could be used for doo the math and scoring

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I feel like there is always a tension between content and skills. I aspire to teach skills but unfortunately the Regents exam asks very specific questions about procedures that students need to be able to do.

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The article speaks a lot about the supports needed for initiatives such as these. I wonder of these supports can be built into our professional learning next year.

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I wonder if the word problems that use real world examples we assign after the lesson has been taught is the same as the Performance Based Tasks

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I wonder where performance tasks for each math level exist...and if we can adopt them.

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In Math, students can work on an open task. "Open tasks typically have more than one right answer, take longer to complete, and draw on different skill-sets and concepts." One example is give students a complex geometric figure, but rather than telling them what to prove exactly, provide some given information, and ask them to prove as many things as they can.

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Not being beholden to exam scores as the sole means of assessing student and teacher performance and not limiting allocations (which I take to mean resources to strengthen and explore educational foundations) because of exam scores solely. A project based performance can equally or even more so reveal deeper thinking that integrates the concepts and skills that have been learned in the course and even more so connect those concepts and skills to realworld scenarios.

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Not being beholden to exam scores as the sole means of assessing student and teacher performance and not limiting allocations (which I take to mean resources to strengthen and explore educational foundations) because of exam scores solely. A project based performance can equally or even more so reveal deeper thinking that integrates the concepts and skills that have been learned in the course and even more so connect those concepts and skills to realworld scenarios.

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Can and should the assessment be something we already do as part of our curriculum? I think so. For example, we could have one of our early lab assessments that examine Think Critically serve as our BOY benchmark, and do something similar for the MOY and EOY assessments.

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Silicon Valley Math initiative has a set of highly regarded performance tasks. If we could purchase these, it might be a good place to start.

Schoolnet also has performance tasks of sort available.

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I wonder the difference between performance tasks and assessments...I've research some exisiting perfance based tasks for math and they seem fairly similar to assessments we already give, to some extent.

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The final answers would be based on analyzing a situation.   You would most likely have to write equations or find inputs or outputs but terms like those that the students were familiar with wouldn't be used. Maybe like a wordless word problem.