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One question I have is how to decide between the two assessments and whether you can give a test and a project

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How often should performance assessments be implemented? Or should this just be decided based upon the topic?

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One key takeaway: I learned how interactive performance assessments can be. It was also super helpful to see the scaffolding you provided for your students! -Carolina R

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One key takeaway: I learned how interactive performance assessments can be. It was also super helpful to see the scaffolding you provided for your students! -Carolina R

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I think the performance assessments are an awesome way to track student learning. I was just curious how you would begin to write a rubric. I know that we read about it in the ACE Planning Guide, but if we have to start from scratch creating a rubric can be a daunting thing. Any suggestions from your personal experience?

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I think the performance assessments are an awesome way to track student learning. I was just curious how you would begin to write a rubric. I know that we read about it in the ACE Planning Guide, but if we have to start from scratch creating a rubric can be a daunting thing. Any suggestions from your personal experience?

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It seems like performance assessments might be able to tap into some of the higher levels of Bloom's verbs... is this usually the case?  Also, when would it be appropriate to use a teacher test versus a performance assessment?

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Would it be appropriate to replace a summative assessment provided with one created yourself if we feel the provided assessment is lacking?

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Do performance assessments ever last more than one class period?

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When choosing what summative assessment to use for a subject, how do you determine what will be the best way to assess them (if it is not in the curriculum)?

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How do you assure that summative assessments are an opportunity for students to show you their mastery rather than become tripped up or confused?

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How much student scaffolding is important for students when it comes to preparation for unit tests? Its important to help them to be successful but at one point do you let them work through it independently?

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When is the best time to use a traditional test vs a performance assessment?  Is it better to stick with one style per subject or use a mixture of both for subjects?  Are there examples of performance assessments in science/math?

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I think the assessment where students have to write their own fable is a great way of getting students to understand the concepts and could definitely be applied elsewhere. Can these be assessments that can be brought up impromptu if they are not for a grade? I think they are a very good exercise for students to do.

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What should the balance be between teacher tests and performance assessments? Would projects (i.e. landform building project) fall under a PA?

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When would you use a traditional test vs a performance assessment? Additionally on the  traditional test you had a graphic organizer that students had used and seen before.  Is that common to include something you have utilized during
class before the test?

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Is it typical to do both a traditional test and a performance assessment for the same skill/topic? How should I decide which to give? How do I balance them throughout the school year?

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I guess I'm really beginning to realize the significance of scaffolding...and you did that really well in having them create their own fables! I'm going to keep in mind the importance of scaffolding in my lessons!

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I guess I'm really beginning to realize the significance of scaffolding...and you did that really well in having them create their own fables! I'm going to keep in mind the importance of scaffolding in my lessons!

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How should we distinguish when to use a traditional teacher test versus a PA? When would it be appropriate to use a traditional teacher test, especially for lower level elementary students?

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What do performance assessments look like for very young students (2nd grade)? Developmentally, can they write enough to respond to short answer questions ?

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After a summative assessment, do you typically go back and reteach students with a low score? I am wondering how much elementary students should be expected to study on their own before a unit test if it is going to be graded.

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What does a PA look like for subjects other than reading?

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What does a PA look like for subjects other than reading?

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When is it most appropriate to use a PA? Is it usually qualitative things like writing?

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When is it most appropriate to use a PA? Is it usually qualitative things like writing?

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How do you balance teacher tests and performance assessments with virtual learning?

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How do you get students engaged with and paying attention to a rubric so that they can achieve better results on the performance assessments?

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I know that you said performance assessments can be used for all grades, but can lower level elementary students really understand rubrics?

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Does it ever get boring or repetitive to students to give them mostly performance assessments (is there a performance assessment overload?); when would it be more appropriate to give a traditional teacher test instead?

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Particularly for lower elementary students, do you ever implement performance assessments to be actively scaffolded by your instruction? For example, instead of creating the structure and directions of performance assessments to be appropriately scaffolded on paper, might you verbally scaffold the entire class as a whole accordingly throughout the performance assessment with the same aim as on paper, but perhaps with greater assurance that they are understanding the assessment objectives and on the right path?

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Do you generally determine your specific questions before you begin the unit? How strongly would you recommend tailoring questioning towards practicing those questions and concepts?

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Do you generally determine your specific questions before you begin the unit? How strongly would you recommend tailoring questioning towards practicing those questions and concepts?

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Is it typical to do a performance or a traditional teacher test assessment first? Or, is it arbitrary?

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Would you suggest always scaffolding in teacher assessments before going into the rest of the assessment?

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What is a key takeaway or question you still have about unit assessments?