Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented @TXGifted#TAGT ~ Thanks for joining us to chat about “Performance-Based Assessments” #gtchat
I’m Lisa Conrad ~ moderator, advocate for gifted children, conference presenter, blogger and parent of 2 gifted adults from Pittsburgh, PA. Please take a minute to let us know who you are and from where you’re tweeting! #gtchat
Are you new to Twitter chats? We use the Q1/A1 format for #gtchat … Please remember to use the #gtchat hashtag to participate in the conversation. This will make sure that other chat participants see your tweets. #gtchat
Lurking to learn? Please say ‘hi’ and then view a livestream from Participate Learning at https://t.co/1zR97oFf7q Enjoy the chat! All the links and a summary of this chat will be posted later on our blog at https://t.co/ucf2xPIKwu#gtchat
Our first question is coming up; let’s get ready to chat! Please preface your responses with A1 Excited to collaborate and share ideas with you today about performance-based assessments. #gtchat
I am a strong proponent of authentic or performance assessments in which students perform tasks. See:
Annenberg Institute: Performance Assessment: A Deeper Look at Practice and Research
https://t.co/CauwiMtODM Our Assessments page
https://t.co/OEDdXI9tqz#gtchat
A1 Performance-based assessments provide a more realistic way of assessing skills which reflect real world lived experiences. Students need to be prepared for workplace environments that don’t rely on standardized evaluations. #gtchat
A1 Performance-based assessment requires students to demonstrate their understanding by performing a task rather than by selecting an answer from a ready-made list. #gtchat
A1: These are assessments when students have to apply knowledge by completing a challenging and complex task to show mastery of a skill. The end product could look different for each student. #gtchat
A1 Employers seek out those who can demonstrate the ability to apply their skills and utilize their knowledge-base to identify and solve problems. Students need to be prepared to meet these challenges. #gtchat
A1 Performance-based assessments showcase or measure a student’s use of higher order thinking and their ability to create products and complete processes. #gtchat
I am a strong proponent of authentic or performance assessments in which students perform tasks. See:
Annenberg Institute: Performance Assessment: A Deeper Look at Practice and Research
https://t.co/CauwiMtODM Our Assessments page
https://t.co/OEDdXI9tqz#gtchat
A1: These are assessments when students have to apply knowledge by completing a challenging and complex task to show mastery of a skill. The end product could look different for each student. #gtchat
A2 Performance-based assessments provide a way for students to be able to apply knowledge across multiple disciplines and increase their worth as productive and valuable employees. #gtchat
A2) Students can show what they really know not just what the teacher thinks they should know like on a M/C test. Sometimes, like with music, there is the additional skill of teamwork. #gtchat
A2 Performance based assessments give students the opportunity to show their knowledge by producing a product or giving a demonstration to a real audience #gtchat
A2 This type of assessment is essential in SEL. It almost doesn’t matter what students *know* about SEL topics. What’s critical is that they can *do* the skills #gtchat
A2 Performance based assessments give students the opportunity to show their knowledge by producing a product or giving a demonstration to a real audience #gtchat
A2 This type of assessment is essential in SEL. It almost doesn’t matter what students *know* about SEL topics. What’s critical is that they can *do* the skills #gtchat
We are already half way through our chat! Thank you for sharing so many inspiring thoughts about performance-based assessments! Please remember to use the #gtchat hashtag to participate in the conversation. #gtchat
A3 Joining late - 3-5 GT teacher from NJ! I definitely struggle with the time required for performance based assessments! It can take multiple pull-out periods to complete an assessment #gtchat
A3 Joining late - 3-5 GT teacher from NJ! I definitely struggle with the time required for performance based assessments! It can take multiple pull-out periods to complete an assessment #gtchat
A4 We know that standardized testing can affect outcomes for marginalized groups of students, but that doesn’t necessarily imply that performance-based assessments are a superior alternative. #gtchat
A4 I find largely that yes performance based assessments are more inclusive. But I have worked with multiple students of all backgrounds that struggle with the executive functioning skills needed to complete a performance-based assessment successfully. #gtchat
A4 In order to better meet the needs of diverse learners, how project-based assessments are designed and implemented is a better indication that greater equity will be achieved. #gtchat
A4) Performance based assessments could give diverse learners the opportunity to present their understanding in a way which best suits them which may be quite different from the usual class methods #gtchat
A4 I find largely that yes performance based assessments are more inclusive. But I have worked with multiple students of all backgrounds that struggle with the executive functioning skills needed to complete a performance-based assessment successfully. #gtchat
A3) Any performance-based learning must have lasting components that would drive our Ss to be good humans. Any assessment that would fail to help Ss internalize learning isn't worth pursuing #gtchat
A4 Performance-based assessments can benefit diverse learners when paired with technology, customization, teacher collaboration and professional development for teachers and staff. #gtchat
A5 Teachers must first have a clear and definable understanding of their subject matter and then be able to identify goals they intend to assess. #gtchat
A5 There are two ways I go about this - starting with a problem that students need to solve or a specific skill that I want them to master. From there I am able to develop a structure for them to work within and a rubric to score #gtchat
A5 Teachers should set course standards, be prepared to identify students’ learning gaps, design the course, provide materials and implement educational learning plans. #gtchat
A5 There are two ways I go about this - starting with a problem that students need to solve or a specific skill that I want them to master. From there I am able to develop a structure for them to work within and a rubric to score #gtchat
Q4) P-B assessments redefine who gets to be gifted and who doesn't. It'll shake up the testing instruments, too: "Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor."NC Article 9B #gtchat
Q4) P-B assessments redefine who gets to be gifted and who doesn't. It'll shake up the testing instruments, too: "Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor."NC Article 9B #gtchat
Q4) P-B assessments redefine who gets to be gifted and who doesn't. It'll shake up the testing instruments, too: "Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor."NC Article 9B #gtchat
A5 Could we turn this around and ask how can students create them? I could see this working well in middle school. “How will show me what you’ve learned?” could be incorporated at the beginning of unit. Would prime those organizational skills too #gtchat
A6 Consideration should be taken that the product created or final activity provides a way for students to demonstrate their understanding of the subject matter. #gtchat
A6) Teachers make performance-based assessments by inviting a REAL audience. Ex. My students are designing their ideal school. The Superintendent, Leader of the new CAPS program, an architect, and a principal are coming. #gtchat
Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (ERIC) https://t.co/swAj6kS0KP#gtchat
A5 Could we turn this around and ask how can students create them? I could see this working well in middle school. “How will show me what you’ve learned?” could be incorporated at the beginning of unit. Would prime those organizational skills too #gtchat
A6 Authenticity comes from what the kids value whether it is sharing with their peers, recording a video to have sent to their family, or even sending the product/result to an audience in the "real world" What is authentic will vary from student to student #gtchat
A6) Teachers make performance-based assessments by inviting a REAL audience. Ex. My students are designing their ideal school. The Superintendent, Leader of the new CAPS program, an architect, and a principal are coming. #gtchat
A6 Authentic assessments such as presentations, portfolios, performances or projects must be open-ended and open to multiple potential outcomes. #gtchat
Our next chat will be on Thursday December 13th at 8E/7C/6M/5P US and Friday 14th December at 2 PM NZST/Noon AEST/1AM UK. Our topic will be “Overexcitabilities: Myth or Reality?” #gtchat
