The Assessment Design Activity provides a scaffolded process to translate the student products or activities of a PBL investigation into a performance assessment task and rubric that aligns with a NGSS performance expectation. The tool prompts alignment among the NGSS, takes stock of multiple evidence sources across subject areas, and develops assessment criteria across multiple proficiency levels.
- First, your team will translate your final PBL activity and student products into the form of an authentic novel task to solve. Use the NGSS Performance Expectation as a guide for formulating the structure and expectations of this task.
- Next, team members should identify multiple learning evidence sources from the proposed task and the activities leading up to the task. These sources can come from across subject areas and contribute to a portfolio of evidence that exhibit progress towards the desired outcomes of the PBL unit of study.
- Formative feedback on this evidence can support growth towards the learning outcomes of the PBL unit of study, as well as inform differentiated instructional supports that may be needed to make the final performance task a fair assessment.
Use your professional judgement with examples of past student work to draft a set of descriptions of what proficiency looks like in meeting the selected standards. Keep in mind the types of evidence sources that you have identified. At least come up with a checklist of what proficient looks like. Later, you can use the Assessment Review Protocol to validate your assessment criteria descriptions and generate rubric descriptions of other levels of proficiency based on varying levels of performance demonstrated in actual student work samples.
This is ideally a group activity that can be started during a 45 minute PLC meeting after an initial Curriculum Map is completed for a PBL unit of study. Further development and refinement of the task and rubric can be done over time and aided by the Assessment Review Protocol.