Why come?
In this workshop, we’ll explore a set of practical and proven design tools for developing quality performance tasks. Such tasks provide more than simply another method for measuring learning – they embody the most important goals of the Standards while engaging students in the meaningful learning of them.
Hashtag: #cdltJayMcTighe2019
Registration
Individuals:
Early Bird Rate: 725 Euros (register by 31 January, 2019)
Standard Rate: 760 Euros (register by 3 April, 2019)
Group rate (3 or more):
Group Early-bird rate: Euro 700 Euros (register by 31 January, 2019)
Group Standard rate: Euro 740 Euros (register by 3 April, 2019)
Event details
Who should attend
This workshop has been designed for teachers, administrators, and curriculum/ assessment specialists interested in the development and use of authentic tasks and performance-based assessments.
Why attend
Authentic performance tasks are meant to engage students in meaningful learning involving “real world” situations. Such tasks are ideal vehicles for integrating 21st Century Skills (e.g., critical thinking, creativity, communication and collaboration, and global citizenship) with academic content. As assessments, performance tasks can reveal students’ understanding and capacity to apply their learning.
In this workshop, we’ll consider the characteristics of authentic tasks and learn a process for designing rich tasks and related evaluative criteria for assessing students. Working in “job-alike” groups, participants will design a performance task and associated scoring rubric(s) using a set of practical and proven design tools and templates. In addition, a variety of excellent web-based resources will be shared.
Expected outcomes
Participation in this workshop will enable participants to:
• identify the characteristics and key features of authentic performance tasks;
• apply a set of practical and proven tools for designing authentic performance tasks;
• access web-based resources to support the design and use of performance-based tasks for learning and assessment.
Learning activities
The workshop will feature a balance of lecture presentation, design time in role-alike groups, peer sharing/feedback, and review of web-based resources.
Schedule
8:00 – 8:30 Light breakfast (arrival/registration)
8:30 – 10:30 Session
10:30 – 11:00 Morning break
11:00 – 12:30 Session
12:30 – 13:15 Lunch
13:15 – 14:30 Session
14:30 – 15:00
Afternoon break
15:00 – 16:00 Session
Featured speaker
Jay McTighe
Author, Teacher, 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.