Performance Assessment: A Deeper Dive into Deeper Learning
February 05, 2020
- Presented by:Chris Gareis and Jay McTighe
- Type of Event:Workshop
- Registration Fee:$210.00
- Registration Deadline:January 31, 2020
- Cancellation Deadline:January 31, 2020
- Venue:Virginia Crossings
Deeper learning has been defined as the “process through which an individual becomes capable of taking what was learned in one situation and applying it to a new situation” (National Research Council, 2012). This means preparing students for college, career, and civic life, alike, in a world of changing technologies, economies, and demographics. Building from the work across Virginia and beyond, this workshop will take a deeper dive into how performance assessments can promote deeper learning.
This workshop will benefit participants at all stages in the understanding and development of performance assessments, as well as assist participants with deeper learning and with potentially meeting the proposed criteria for a verified credit in History and Social Science.
The workshop will explore the following questions:
- What is a performance-based curriculum, and why is it important in an era of standards and accountability?
- What is transfer, why is it important, and how can performance assessments be created to promote transfer and provide evidence of it?
- What is authenticity in performance tasks and assessments, why is it important, and how can we leverage it for deeper learning?
- What does it mean to teach for deeper learning? How can we prepare students for performance on authentic tasks involving transfer?
- How might we develop differentiated performance tasks that allow for student “voice and choice” while still gathering evidence of important learning outcomes?
- How can performance assessments be designed and used as assessments for learning?
- How can performance assessments be designed to provide evidence of student growth?
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. Prior to this position, Jay 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. Well known for his work with thinking skills, Jay has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.
Learn more about Jay McTighe here.
Christopher Gareis, Ed.D., is a Professor of Education at the College of William and Mary in Virginia, where he teaches courses in curriculum development, instructional leadership, and classroom assessment. He began his career as a high school English teacher and varsity soccer coach. He also taught middle school English, science, and mathematics and subsequently led two different middle schools as an assistant principal and then as principal. Additionally, Dr. Gareis served as an assistant to the superintendent, with responsibilities in strategic planning and facilities design. In 2001, he joined William and Mary as Associate Dean, in which role he directed the teacher preparation program and developed a network of partnership schools and clinical faculty in support of teacher preparation and school counselor education. As a faculty member at William and Mary, Dr. Gareis has worked with schools, school districts, state departments of education in the areas of classroom assessment, instructional leadership, curriculum development, teacher evaluation, teacher compensation, strategic planning, and mentoring.
Learn more about Chris Gareis here.
The workshop runs from 9:00 a.m. - 3:30 p.m.
Registration and breakfast begin at 8:00 a.m.
Lunch will be served at noon.
The workshop fee is $210 for each participant.
Registration fees include breakfast and lunch.
Free parking and internet are also provided.
The registration deadline is Wednesday, January 29, 2020.
In the registration form (below), required fields are indicated with a red asterisk. Mistakes made in completing the form will be highlighted in red.
Once you have submitted the registration, the person or people whom you have designated to receive a confirmation email should see that email (with registration information included) within 24 hours.
Pre-Payment is not required. However, if you would like to pay now by credit card or PayPal, you will be provided with a link to the VASS online payment portal after you complete your registration.
If you do not pay by credit card or PayPal at registration, the person whom you identify below as the Billing Contact will receive an invoice for payment of the registration fee after the workshop or conference has been held.
If a purchase order number is provided on the registration form, it will be referenced on the invoice.
Notification of cancellation must be sent by email to Liza Scallet, the VASS Administrative Assistant, by 5:00 p.m. on Wednesday, January 29, 2020 . . . or you will be billed in full.
If you have questions or concerns, or would like to receive more information about this event, please contact the VASS Administrative Assistant, Liza Scallet.