How can I make this performance assessment as authentic as possible?
The popular movie “National Treasure” ignited the curiosity of millions of movie goers with the idea that a message written on the back of the Declaration of Independence – upside down – was perhaps a secret message of some sort. “Original Declaration of Independence dated 4th of July 1776” is indeed written on the back of the Declaration and while no one actually knows who wrote it, it is known that the Declaration had been rolled up for storage in its early life. According to “The National Archives” there is no hidden message (US History.com, n.d.).
Crafting a new unit of study often begins with drafting the learning unit and sharpening that draft into a clear and cohesive article of instruction. The objective describes what the instructor hopes to accomplish, while the learning objective describes performance as a result of the unit (DePaul Teaching Commons, 2012). Clear and understandable goals and learning objectives provide a visual and mental map through course content, such as what materials will be used, how long it will take and what is expected at the end.
The learning objective: Teach an understanding of the foundations of the Declaration of Independence.
The Learning Outcome: Students will identify actors and events that made the Declaration possible.
Although most performance based assessment usually involves context outside the lesson itself, performance testing can occur within the learning content. The material part of the assessment can return significant feedback that confirms whether or not a student is familiar or unfamiliar with the assignment. The self-reflection portion of the assessment uses what has been learned and describes its importance in society. The self-reflection essay should demonstrate the ability to explain certain rights and freedoms that are often taken for granted as compared to some other systems of worldwide governments. What if the Declaration of Independence had never occurred, would America still be a part of Great Britain? How did this transition eventually affect the rest of the world? Performance tests are ideal vehicles for assessing positive attitudes towards learning and understanding, habits of mind, and social skills. Furthermore, it keeps a check on how the student uses content to extend reality.
There are three general questions to ask when deciding what to teach: 1) what knowledge of content is essential for the learner to understand the subject matter? 2) What intellectual skills are necessary for the learner to use this knowledge or content? And 3) what habits of mind are important for the learner to successfully perform with this knowledge or content? (Kubiszyn & Borich, 2010). Paper and pencil tests are generally the most reliable and valid instruments available for assessment, but other skills such as independent judgment, application, critical thinking and decision making are best assessed with performance tests (Kubiszyn & Borich, 2010). A self-reflection essay simply provides feedback for the assignment from the students’ point of view and this promotes thinking outside of the rearrangement of researched text.
There are two assessments for the learning outcomes 1) matching a photo of an actor to their contribution to the Declaration of Independence; 2) a written reflection essay addresses 1) what was the final turning point for declaring independence? 2) Which event and/or actor do you consider the most important 3) what would today be like if we failed our goal of independence? Although there is no course material to support a direct answer, the essay hopes to reveal learner investigation, hypothesis, and self thinking skills.
Materials included for the week long learning block consist of teacher demonstration and presentation, an oral short story, a copy of the Declaration and student groups positioned at both sides of the conflict and reading materials assigned from US History website “Declaration of Independence”. The groups will represent both sides of the original argument. The entire learning block with assessments is five days.
Table 1
Learning Rubric 6th Grade History
|
Score |
Description |
|
3
|
Demonstrates complete understanding of course. Participates effectively in the classroom, extends content to real world solutions both written and orally. Organizes ideas Asks questions |
|
2 |
Demonstrates an understanding of most concepts. Forms individual ideas. Participates in the classroom, develops self perception. Organizes ideas Asks questions |
|
1 |
Demonstrates little understanding of the assignment. Reflection lacks clarity and is unorganized |
|
0 |
Does not participate or attempt assignment |
DePaul Teaching Commons. (2012). Creating course goals and learning objectives. Retrieved from http://teachingcommons.depaul.edu/course_design/developing_a_course
Kubiszyn, T., & Borich, G. (2010). Educational testing and measuremen: Classroom application and practice (9th ed.). Hoboken, N.J.: John Wiley & Sons.
US History.com. (n.d.). The Declaration of Independence. Retrieved from http://ushistory.org/declaration
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