Day 1
01 Workshop Opener 02 Grading Example Create Performance Tasks 03 Stretch 04 Supporting Students in the Create PT 05 Wrap Up

Session 2: Grading Example Create Performance Tasks

45 minutes

discussion-based

Purpose

This is an opportunity for participants to be able to understand the big picture of grading the Create PT and use their experiences from the asynchronous work to inform their grading decisions.

Objectives

  • Participants understand how to support students in picking a project and identifying an function that meets the Create PT requirements.
  • Participants understand how the rubric will be applied to the Create PT.
  • Participants understand what is needed to successfully complete the Create PT.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Group Scoring (25 minutes)

Discussion (20 minutes)

Facilitation Guide

Group Scoring (25 minutes)

Producer support: Prepare to put participants in groups of 3 in breakout rooms for 24 minutes.

(1 minute) Context

Remarks

💷 In your asynchronous work you looked at the directions and rubric for the Create Performance Task. You also looked at key requirements of the task in more depth. In this session, we are going to put it all together and look at the project and the rubric together and grade sample projects.

(24 minutes) Group Scoring

💷 Have teachers work in breakout rooms to score Create PT Samples 1 and 2 found in U8L1. Participants should open up the video and the written response (WR).

While scoring the samples, be sure to jot down:

  • The score for each row.
  • Why are you giving them the score?
  • What are they missing?

After they are done scoring each sample, each group should add an X to the chart in the slides (also pictured below) if they gave the sample the point for a given row in the rubric.

Producer support: Put participants in groups of 3 in breakout rooms for 24 minutes.

Discussion (20 minutes)

(20 minutes) 💷 Whole Group Share Out

(4 minutes) Use the chart described above to collect and record each table’s scoring for their samples. Cover the following questions during your discussion:

  • Do we all agree on scores?
  • Did we agree on what was present or missing?
  • What do we disagree on?

(10 minutes) 💷 Individual Review

Give participants about 10 minutes to individually look at the “answers” to the task by reviewing the annotated samples linked in the U8L1 lesson plan.

(5 minutes) 💷 Discussion

  • What insights do you have about how the rubric was applied?
  • What questions do you have about how the rubric was applied by the College Board?

(1 minute) 💷 Wrap Up

Have participants write down 1-2 takeaways they will want to stress with students now that they have seen the task in its entirety.