Why come
In this workshop, we’ll explore a set of practical and proven design tools for developing quality performance tasks based on Jay McTighe’s recent e-book, Core Learning: Assessing What Matters Most. Such tasks provide more than simply another method for measuring learning – they embody the most important goals of the Standards while engaging students in meaningful learning of them.
Registration
Maximum number of participants: 75
Individuals:
Early Bird Registration (Before March 15, 2016): €725
Registration after March 15: €785
Group rate:
None available for this workshop
Event details
Who is it for
This session has been designed for teachers, administrators, and curriculum supervisors interested in the development and use of authentic performance tasks and associated scoring tools.
Workshop theme
Curriculum standards around the world increasingly call for students to apply their learning in authentic ways; e.g., to “closely” read complex texts, develop and critique arguments, solve “messy” problems requiring sound reasoning and perseverance, and engage in scientific and historical inquiry. Similarly, the 21st Century Skills (including critical thinking, collaboration, communication and creativity) demand concomitant assessments that call for more than making a selection from given answers in a selected-response format. Richer, more authentic tasks are needed.
In this workshop, we’ll explore a set of practical and proven design tools for developing quality performance tasks based on Jay McTighe’s recent e-book, Core Learning: Assessing What Matters Most. Such tasks provide more than simply another method for measuring learning – they embody the most important goals of the Standards while engaging students in meaningful learning of them.
This 2-day workshop is structured as a “design workshop” during which participants will work in role-alike teams to develop/refine performance tasks and associated rubrics. The session will feature a balance of presentation with group discussion, analysis of performance assessments and scoring tools, design sessions in role-alike groups, and peer feedback sessions.
Workshop Outcomes
Participation in this workshop will enable participants to:
identify the characteristics of quality performance tasks.
apply a set of practical and proven design tools for creating/revising authentic performance tasks to enhance instruction and assessment.
use task and rubric “design standards” to give and receive feedback on draft task and rubrics.
plan appropriate on-going, formative assessments to help prepare students for culminating performances.
review excellent web-based resources to support the design and use of performance tasks to enhance instruction and assessment.
Featured speaker
Jay McTighe
Author, Speaker
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments and was involved with school improvement projects at the Maryland State Department of Education where he helped lead Maryland’s standards-based reforms, including the development of performance-based statewide assessments. He also directed the development of the Instructional Framework, a multimedia database on teaching.
He has participated in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, D.C., and served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices.
Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in 47 states within the United States, in 7 Canadian provinces, and internationally in 35 countries on six continents.
He is an accomplished author, having co-authored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. His books have been translated into six languages. Jay has also written more than 30 articles and book chapters, and been published in leading journals, including Educational Leadership (ASCD) and ED WEEK.