Slide 1: Performance Assessment Development Presented by Kassandra Frey

Slide 2: The standard selected to complete this presentation was the CT ELD Standard M.60.6
which states students will Compare sets of up to 10 objects using a visual matching or counting
strategy and describe the comparison as more, less than, or the same.

Slide 3: The CT ELDS are the Connecticut Early Learning and Development Standards created to
build a foundation for all young children in Connecticut. These standards are based for children
birth to five years old. The skills highlighted within these standards are cognition, social and
emotional development, physical development and health, language and literacy, creative arts,
math, science, and social studies. The learning progressions ensure there is equity for all
children with using high but developmentally appropriate expectations. Students are receiving
high-quality learning experiences with individualized support. Families and teachers have a
clear, broken down understanding of what goals are appropriate for their child and the
progression expected to be made and it uses friendly language to allow for communication to
be shared regarding those goals. These standards were created in collaboration with the CT
Early Childhood Education Cabinet and the Learning Standards Workshop.

Slide 4: Upon deconstructing the standard, it was broken down into three parts, student
knowledge and understanding, student reasoning, and student performance skill. For
knowledge and understanding, students will need to know that the word compare means
similar, relative and the same and understand the meaning of more, less than, and the same.
Understand that matching means to put objects in groups based on traits. Students will be able
to visually identify differences between objects. Students will need to be able to count to 10
and that objects are representing numbers using 1:1 correspondence. In student friendly
language, “I can sort objects and tell if the sets have more than, less than, or the same number
as the other”. For reasoning, students will need to have an understanding of how to sort, know
how to identify similarities and differences between objects, and the ability to count 1-10 using
1:1 correspondence. To allow for students to understand why they are learning this, put in
student friendly terms, “I can understand how to use the words more than, less than, or the
same to learn how to add and subtract”. Lastly, for their performance task, students will need
to complete a scavenger hunt using comparisons and differences to sort the objects found.
They will need to appropriately use the terms compare, similar, less than, more than, and the
same. In student friendly language, “I can find at least 10 objects, put them in groups based on
how they are similar and say which as more, less, or the same”.

Slide 5: I created a student template to break down their goal, role, audience, procedure, and
performance. The student’s goal is to take a group of at least 10 objects that they find around
the classroom and group them based off of how they are similar or different than the other
objects. Students will accurately use the words more than, less than, and the same to describe
the number of objects in each group. The student’s role is to go on a scavenger hunt and find a
minimum of 10 objects in the classroom and put them in their bag provided from the teacher.
The audience will be their classmates and teachers. During their presentation, they will be
asked to describe what they found, how they sorted them, and how many more, less, or the
same number in each group were found. Prior to this lesson, students have had experiences
counting how many friends are at home versus at school and determining whether there are
more, less, or the same number. Students will follow the “I do, we do, you do” model as they
engage in this lesson. I will first explain the terms similar and different. We will talk about how
objects are similar and different, such as how we look. We will use those words to express
different sets of objects I preselected. This will be the modeling experience. We will then work
through these comparing and contrasting exercises together. We will work on counting the
number of objects together, sorting them based on how they relate, and then count the ones
separated in groups. We will use the terms more than, less than, and the same. As a group, I
will send each student on a hunt to find one object. We have 12 students in the class, meaning
we will have a total of 12 objects to sort. I will use one as a model. Once every student has
found their selection, they will be called up one at a time to place their object in a group with
mine, or in a separate group and explain why they decided that. As a class, we will talk about
whether that was a good choice, or if we should re-think. This is modeling the thought process
while working as a team. That acts as the “we do”. For “you do”, students will complete their
own scavenger hunt. Finally, for student performance, students are asked to search for at least
10 items for their bag. They will be asked questions about the items they selected and how
they chose to group them. Student will present their findings to the class and teachers by
explaining their thought process. Students should be prepared to answer questions from peers
and defend their thinking.

Slide 6: Rubrics like this are not typically used with preschool aged students, but I created one
based on this specific performance task and how students can understand their expectations.
This rubric was created using a 1-to-5-point rating scale on three categories. Students can
receive a 5 labeled as excellent, a 4 meaning proficient work, 3 inadequate work, 2 for limited,
and 1 for missing areas. The first category I felt that was important to include in this rubric was
Student is able to identify and count objects. The rubric states that a student receiving a 5
counted and identified all 10 or more objects appropriately, 4 counted and identified 8 or more
objects appropriately, 3 able to count and identify 6 objects, 2 count and identify 4 or less, and
1 was unable to count or identify any objects. Next, Student is able to identify and describe
similarities and differences between objects. If a student receives a 5, it means they were able
to identify and describe the similarities and differences between all objects, 4 identified and
described similarities and differences between some objects, 3 identify or describe similarities
or differences between objects, 2 either identify similarities or differences between some, and
1 the student was unable to complete the task. Lastly, Student is able to sort objects into
groups based on categories and explain their reasoning. To receive a 5, student was able to
group all objects appropriately and give adequate reasoning, 4 able to group objects but giving
reasoning for some, 3 able to group some objects and some reasoning was not appropriate, 2
able to group some objects without reasoning, and 1 unable to complete the task. I did not
want this rubric to be lengthy or difficult to understand so I kept it short to make it easier to
explain to students how to self-assess prior to completing their presentation.

Slide 7: We were asked to complete an assessment critique summary based on 5 key

components. Key 1 was to ensure that the assessment served a clear and appropriate purpose.
Students are completing a summative assessment involving a goal that aligns with a CT ELD
standard that is age and developmentally appropriate. Key 2 involves making sure the
assessment reflects the achievement target selected. Students are receiving a clear explanation
of their expectations using student-friendly language. They are being informed that this
learning is essential to understanding higher-level math. Key 3 is based on the design of the
assessment. The performance task selected is age and developmentally appropriate for my
preschool-aged students. This is suited to identify the level of understanding and ability to
apply the knowledge. Key 4 is communication. Student-friendly language is used as much as
possible. The task involves use of prior knowledge and skills they have previously worked on
and they are given clear expectations with adequate support from peers and teachers. Key 5 is
student involvement. Students are involved in each process of the “I do, we do, you do” model
approach. This allows for communication amongst peers and teachers. They are to complete
an independent task at the end of the unit involving a scavenger hunt during the “you do”
phase. Students are receiving in the moment feedback in order to self-assess and improve their
understanding. There is cooperative learning during the “I do” and “we do”.

Slide 8: Here are the sources used to complete this presentation. Thank you for watching!