Terri Huffman Daly

4-24-13
9458 Technology and Assessment
Dr. Jane Howland
Spring 2013

Performance Assessment
I. Context
This task is designed for a kindergarten class with 20 students as an end-of-the-unit science
assessment on plants.

Objectives
Science Observe and compare the structures and behaviors of plants.
State the conditions necessary for plant growth (e.g. light, water, air,
soil).
CCSS.ELA-
Literacy
SL.K.6
Speak audibly and express thoughts , feelings, ideas clearly.
NETS 1.b. Engage students in exploring real-world issues
and solving authentic problems using digital tools
and resources.

II. Enduring Understanding
Plants need certain things in order to live and grow.
III. Essential Questions
How do plants live and grow? What do plants need to grow and live? How can we help keep
plants alive?
IV. GRASPS
a. GOAL: Your task is to view pictures of two different plants and figure out what is wrong
with each one. You will then offer advice about what should be done to make the plants
healthy so they can live.
b. ROLE: You are a botanist, which is someone who works with plants.
c. AUDIENCE: You need to explain to Mr. Daly what you think is wrong with his plants and
convince him that your advice will help them grow.
d. SITUATION: Your challenge is to use your knowledge of what plants need to live to
explain what is wrong with each plant and why.
e. PRODUCE, PERFORMANCE, AND PURPOSE
You will create a VoiceThread that uses the pictures of the plants you are given and
records your explanations and advice in audio so that Mr. Daly is able to understand and
follow your directions to help his plants live and grow.
f. STANDARDS AND CRITERIA FOR SUCCESS
Your VoiceThread must include pictures of the plants and audio of you speaking clearly.
You must explain what you think is wrong with each plant and why, and you must give
Mr. Daly detailed instructions on what he can do to help each plant live and grow.
V. Description of Task
Mr. Daly has heard you have learned a lot about plants as a kindergartener. He has sent you
pictures of some plants at his house that are not doing well. He would like you tell him what
you think is wrong with the plants and help him understand why you think this. Be sure you
explain what is wrong with the plants by telling him the things you know a plant needs. He
would also like your advice on what he should do to help them grow. Your task is to create a
Voice Thread with pictures of the plants and record your voice so he can hear what you
think is wrong and what he should do for each one.
VI. Plan
Prior to Start Date: Secure access to a class set of computers in a room with a projector for
each day of the project. If your students pair up with upper grade buddies, this is a great project to
do collaboratively so they have one-on-one help when they need it. Create a VoiceThread account
for each student. The site does not allow more than one person logged in with the same account.
Day 1 (45-50 minutes)
(Prior to lesson) Email students a picture of grass seed that wont germinate in a
yard, and a plant that is yellowing due to overwatering, lack of water, or lack of
sunlight.
Introduce the project by presenting the scenario to students. Ask if they are up for
the challenge, and share the rubric. Tell them you have sent the photos to their
email accounts, so we will first have to learn about email to find the pictures.
Demonstrate and practice using student email accounts. (i.e. opening Outlook,
clicking on email, opening picture files, copying and pasting) Have student copy and
paste the 2 photos to their desktop.
Day 2 (45-50 minutes)- Meet with 5
th
grade buddies, or arrange computer lab time
with a projector and an additional staff member for support. If using buddies, instruct
them on how to provide assistance without taking over.
(Prior to lesson) Email teacher access information for VoiceThread to students.
Record a sample VoiceThread for students to watch/hear.
Play the sample VoiceThread for students so they will understand what it is.
Review how to open an email so they can access the login information for
VoiceThread. Demonstrate logging into VoiceThread. Share the features of the site
and how to upload photos.
Practice logging into VoiceThread. Students will upload photos to VoiceThread and
save.
Day 3 (45-50 minutes)- Meet with 5
th
grade buddies, or arrange computer lab time
with a projector and an additional staff member for support. If working with buddies,
again remind them of how to assist without taking over.
Review logging in and opening students VoiceThreads.
Demonstrate how to record audio as they click through the photos and how to
play it back and edit it.
Pass out a copy of the rubric and review it so students are focused on what they
need to include.
Students begin recording their VoiceThreads. Allow time for them to listen to
themselves, delete and start over until they are satisfied with their recording.
Be sure students have time to listen to their recording and check off things they
have included from the rubric so they can self-assess.
If there is not enough time on this day, schedule a 4
th
day as needed for self-
assessment.
Day 4
Students listen to others VoiceThreads and offer feedback. The teacher may
want to share the feedback tools on the site and add the comments students
make.
Students turn and talk to a neighbor about what they wish they would have
done differently in their VoiceThreads.
Email the VoiceThreads to parents.

VII. Scoring Guide- For Teacher Use
VoiceThread Scoring Guide
Topic 2 points 1 point 0 points
Knowledge of What
Plants Need
(Science Standard)
Student names at
least 3 things plants
need to live. (i.e.
water, air, sunlight,
soil)
Student names at
least 2 things plants
need to live. (i.e.
water, air, sunlight,
soil)
Student does not
name at least 2
things plants need
to live.
Diagnosis of Plant
Problems

(Science Standard)
Student describes in
detail what is wrong
with each plant.
Student describes
what is wrong with
one plant OR
description is
partially incorrect.
Students reasoning
of what is wrong
with the plants is
incorrect.
Knowledge of What
Plants Need
(Advice)

(Science Standard)
Student describes in
detail what needs to
be done for both
plants.
Student describes
what needs to be
done for one plant
OR students
description is
partially incorrect.
Students advice
would not help the
plant live.
Speaking

(Common Core
Literacy.SL.K.6)
Student speaks clearly
and audibly.
Student is
somewhat
understandable.
Student does not
speak clearly or
audibly.





Student Checklist
I told what is wrong with the first plant and how I know this.
I told Mr. Daly what he should do to help the first plant.
I told what is wrong with the second plant and how I know this.
I told Mr. Daly what he should do to help the second plant.

Performance Assessment Narrative
Students will use technology such as laptops, email, and VoiceThread for this
assessment. Because kindergarteners have only basic reading and writing skills, most of our
assessments must be done orally. Using the tools I have chosen for this performance
assessment will allow each student to individually demonstrate their understanding of plant
needs without requiring me to set aside class time to orally assess each student. Another
advantage this technology provides is the capability for students to review (self-assess) their
work and continually modify it until they deem it worthy of being listened to. They will also
listen to other students work, which will cause them to reflect on what they could have done
differently.
I chose our plant unit for this Performance Assessment because I felt it offered a great
opportunity to incorporate a real-world application for my students, which is Facet 3. As
Wiggins states in Understanding by Design, We show our understanding of something by using
it, adapting it, and customizing it. (p. 93) My students love to feel like they know more than an
adult, and allowing them to give Mr. Daly advice about his plants (which he does need) offers
my students a chance to use their knowledge of plants needs to explain (Facet 1) to someone
what is wrong with them. Wiggins wrote that through explanation, Learners reveal an
understanding of thingswhen they can transfer their abstract knowledge into giving good
accounts that provide a useful frame-work, logic and evidence to support claims. (p. 87) In the
end, I felt this project would do a nice job of incorporating these two facets, and I would be
able to assess students understanding and check for insights beyond what we learned in class.
Thus, I could essentially assess for a 4.0 in our standards-based grading system.
I realize that providing students with choices of how to present a final project is
important, but in working with kindergarteners, I chose to require their projects to be done in a
format I could teach first. Originally, I thought I would have my students create a Knovio rather
than a VoiceThread. However, I realized how much more complex it would be because they
would first have to develop a PowerPoint. I also felt my young students would be distracted by
the video of themselves, and with only audio in a VoiceThread, they would spend more time
listening to what they were saying rather than on focusing on how they looked. By utilizing our
5
th
grade buddies, my students would have access to laptops with webcams and the ability to
record audio without microphones.
I struggled with whether or not to have students write or practice with each other what
they would say. In the end, I decided it would not be as valid of an assessment if they listened
to others ideas about what was wrong with the plants before recording their VoiceThread. If
time allows during the assessment window or prior to it, I will allow students a chance to create
a VoiceThread on a separate topic to practice navigating the site.
Overall, I feel like this performance assessment gets to the heart of what I want kids to
know and be able to do with their knowledge of what plants need. The real world application it
involves is something many of my lessons are missing. It seemed so much easier to do authentic
assessments in the upper grades, but I hope in time, I will be able to develop more lessons and
assessments in this way. The design includes two of the facets described in Understanding by
Design, explanation and application. Using these facets, I developed an assessment I feel is only
possible through the use of technology, thereby meeting the demands of the assignment. It is
practical given the time and tools my building offers and is grade level appropriate. Most
importantly, I believe it not only meets the standards I outlined but offers students a chance to
demonstrate higher level thinking and go beyond what the standards require. Because my
students have not yet completed this task, my reflection and self-assessment are not as
complete as I would like them to be. Our 5
th
grade students are in the midst of starting the
Missouri Assessment Program, and I also felt it was important not to rush my students in the
study of plants in order to jump ahead to the assessment. As I complete this project with my
students in the upcoming weeks, I will make note of the things I plan to change so that as
Wiggins suggests, my performance assessment will be ever-changing and evolving as needed.
This performance assessment was reviewed by Jamie Day, a 3
rd
grade teacher. Her
feedback was much appreciated and offered both positive and constructive comments. Her first
suggestion was to look into a site called Audacity, which is an open source audio editor.
Because of my familiarity with VoiceThread, I chose to maintain this part of my assessment.
However, I was intrigued by Audacity, especially because it is multilingual, and I plan to explore
it more. Jamie also suggested that my students practice creating a VoiceThread prior to
recording their assessment so students could focus more on the task at hand when the time
came rather than how to navigate the site. I agreed with this suggestion and will implement it if
there is time. Unfortunately, there are only 23 days left in the school year, and our access to 5
th

grade buddies with laptops is dictated by the 5
th
grade teachers schedule. Once my students
complete this assignment in a couple of weeks, I will be able to reevaluate the need for this
addition to the assessment and modify my plan accordingly as Wiggins suggests. I look forward
to implementing this performance-based project soon.


5
th
Grade Interview Questions
1. What do plants need to live?
2. What do you think is wrong with this plant?
3. How can you tell?
4. What does Mr. Daly need to do to help it live?
5. What do you think is wrong with this plant?
6. How can you tell?
7. What do you think Mr. Daly need to do to help it live?