| Designing and Developing Performance-Based Assessments
Performance-based assessments (PBAs) have been described as “authentic assessments that require students to develop a product, response, analysis, or problem-solution that reflects the kind of reasoning or performance required beyond the classroom” (Darling-Hammond & Adamson, 2014, p. 12). Different from performance tasks used for teaching, performance-based assessments are intended to elicit evidence of student learning. Whereas conventional assessments (e.g., multiple-choice) can efficiently and objectively assess recall, comprehension, application, and even analysis levels of learning, PBAs complement such assessments within a balanced approach to assessment. When well-designed, PBAs offer a means of assessing deeper understandings of complex content, authentic applications of discipline-specific competencies, and domains of deeper learning (Wren & Gareis, 2019). PBAs in primary and secondary schools are not new, but the current era of educational measurement, accountability, and 21st-century learning demands a more sophisticated understanding of PBAs. This two-session workshop is for upper primary and secondary level teachers in academic disciplines and school leaders who support them. Participants will be introduced to design principles for high-quality PBAs and will apply these in the development of a PBA within their own subject area. Teams of subject-area teachers are encouraged to participate together in the workshop in order to collaborate in the design and development process. Participants will need access to one or more sets of higher level, complex intended learning outcomes that they want to assess more effectively. Participants are also encouraged to have access to a performance-based assessment that they currently use or are considering using.
Learning Outcomes Through direct instruction, collaborative activities, and application, participants will:
Target Audience Classroom teachers of core academic subjects and instructional leaders in upper primary school grades and in secondary schools.
Darling-Hammond, L., & Adamson, F. (2014). Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning. Jossey-Bass. Wren, D. G., & Gareis, C. R. (2019). Assessing Deeper Learning: Developing, Implementing, and Scoring Performance Tasks. Rowman & Littlefield.
Originally a high school English teacher and varsity soccer coach, Chris’ teaching is characterized by his effort to engage his students (and players) at the intersection of thinking and action. Chris was later drawn to the interdisciplinary design of the middle school model, at which level he taught English, science, and math, as well as serving in multiple teacher leadership roles. Chris went on to lead two different public middle schools as an assistant principal and then as principal. His leadership approach is guided by principles of curricular coherence, collective efficacy, balanced assessment, and fostering organizational cultures of trust. Dr. Gareis’ scholarly interests focus on teacher supervision and evaluation, teacher efficacy, and classroom assessment. He is the author of numerous professional publications and co-author of four books. He is past-president of CREATE (the Consortium for Research on Educational Assessment and Teaching Effectiveness), and he is the recipient of state and national awards for technology innovation (UCEA), educational research (VERA), excellence in leveraging and communicating about assessment (AERA, Division H), curriculum leadership (VASCD), and excellence in teaching (William & Mary). Chris regularly consults with and provides professional development for teachers, principals, district leaders, and policymakers in the US and internationally. As a career-long advocate for teacher professionalism, Chris aims to leverage educators’ use of balanced assessment practices in ways that value psychometric soundness, student engagement, and deeper learning outcomes. Most recently, Dr. Gareis has been instrumental in the state-wide effort to reform the assessment practices and accountability policies in Virginia. As an educational leader, Chris espouses the principle of embracing “a wholesome discontent with the status quo.” As a presenter, he holds to advice he was given nearly two decades ago: “Mean what you say, and have fun saying it.” Selected Publications Wren, D., &Gareis, C. R.(2019). Assessing deeper learning: Developing, implementing, and scoring performance tasks. Lanham, MD: Rowman & Littlefield. Tschannen-Moran, M., & Gareis, C. R.(2018). Discretion and trust in professional supervisory practices. In Zepeda, S., & Ponicell, J., Handbook for Educational Supervision. Hoboken, NJ: Wiley‑Blackwell. Gareis, C. R., & Grant, L. W. (2015). Teacher-made assessments: How to connect curriculum, instruction, and student learning. (2nd edition). Oxford, United Kingdom: Routledge. Stronge, J. H., Gareis, C. R., & Little, C. A. (2006). Teacher pay and teacher quality: Attracting, developing, and retaining the best teachers. Thousand Oaks, CA: Corwin Press. Tucker, P. D., Stronge, J. H., & Gareis, C. R. (2002). Handbook on teacher portfolios for evaluation and professional development. Larchmont, NY: Eye on Education.
Registration Details Course Code: CG2362022 Topic: Designing and Developing Performance-Based Assessments Presenter: Professor Christopher Gareis Date: 10-11 November 2022 (2 half-days) Time: 9.00 am to 12.00 pm Singapore Time GMT+8 Mode of Delivery: via Zoom Closing date: 23 September 2022 Workshop Fee for 2022: S$280.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$250.00 per participant for that particular workshop. Fees are subject to GST. Other Information: Registration is on a first-come-first-serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons. School/Cluster-Based Workshop Registration |
| CG2362022: Designing and Developing Performance-Based Assessments |
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Christopher R. Gareis, Ed.D., is Professor of Educational Leadership at William & Mary in Virginia, where he teaches master’s and doctoral-level courses in curriculum development, instructional leadership, teacher mentoring, program evaluation, and classroom assessment and where he served as Associate Dean for Teacher Education for more than a decade.