The educator scores student work reliably by using protocols to engage in collaborative, structured discussions. These discussions will focus on accurately and consistently documenting evidence within the student work of achievement of the learning target(s).
The Advanced Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.
When we talk about assessment reliability, we are talking about the consistency with which different educators (or the same educator over time) administer, score, and analyze work. Is there agreement on what proficiency and proficient work looks like? Is there agreement on what the different levels of performance (as described in the rubric) look like in student work? Is the process used to identify student learning strengths and gaps and determine instructional strategies to be used to address the gaps? Is the process used to identify gaps in the task itself and determine ways to strengthen the task to improve the quality of student work that is produced? This agreement is achieved through a calibration process, conducted within a group of teachers.
The learner will conduct the protocol with the team at least twice—first for a student work sample from the learner’s own performance assessment and, second, for a student work sample from a colleague’s performance assessment. In other words, the first time through the protocol, the learner will be the presenter, while a colleague will be the facilitator. The second time through, the learner will be the facilitator. The presenter is responsible for providing enough copies of the materials for each team member.
Learner Participates in a Collaboration Protocol (Tool 4; see Resources) as outlined here:
The purpose of the Calibration Protocol is to come to agreement within your PLC about what proficiency looks like for a particular competency/standard on a particular PA. Whatever else one learns from the protocol, the primary goal is to come to agreement. Agreement and clarity around what constitutes proficiency is essential for purposes of equity.
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Got it” for Part 2.
(200-word limit for each response)
To earn the micro-credential for Performance Assessment Reliability, the educator must submit the following:
Write a reflective essay (1,000-word limit) OR record a five- to ten-minute video or audio addressing the following topics (be sure to use specificsthat illustrate why you come to the conclusions you do):
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