1. Read the postings regarding content standards and performance standards from session 2.
2. Share your thoughts about the content standards and performance standards and how they apply to your rubic development.
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In my interpretation, performance standards (what students need to know, understand and be able to do) piggyback content standards. As we teachers plan our lessons, we need to keep the target(s) in mind, develop activities that will support the students in achieving the target(s), and create rubrics that adequately and fairly assess the performance. Our current 21st Century Learning CSOs support this endeavor. More rigorous expectations are evident. As we set out to challenge our students and encourage them to be more active, peforming learners, the rubrics help all of us (teachers and students alike) to accomplish this goal.
ReplyDeleteWe learned in session two that performance standards are what students should be able to do and content standards are what the students should know. Basically, students should be able to show what they know with the help of a rubric. In planning our rubrics, we should make sure that our rubrics are CSO driven, begin with essential questions, have clear and high expectations, be student-friendly, and fair. With the help of a rubric, student achievement should be increased.
ReplyDeleteAfter reviewing last week's blogs and this week's lesson, I began to see more clearly the difference between content standards and performance standards. One person really simplified it by saying that performance standards made the students perform what they learned(applying, demonstrating, etc) and not just know it. I really appreciate the author of that thought. As I work on designing my rubric, I've kept these thought in mind. What it boils down to is designing a rubric that reflects a cohesion of content and performance standards distinctly and clearly stated within the essential question for authentic learning.
ReplyDeleteContent Standards answer the question: What do I want my students to know? In my rubric I want my students to know how to multiply. I want them to know multiplication is an easier form of repetitive addition.
ReplyDeleteThe Performance Standards answer the question: What do I want my students to be able to do? I want my students to be able to use multiplication in real life situations.
I have learned that content standards show what the students should know and performance standards show what the students are able to do. When we are making up rubrics, we have to include our Content standards along with higher expectations for the students. We as teachers also have to include essential questions for the students but be fair in away of the students ability.
ReplyDeleteThe postings from Session Two enforce my thinking about Performance Standards and Content Standards. Performance Standards are based on what students need to do. Content Standards are based on what students need to know. I constantly refer to my performance and content standards as I work on my rubric to make sure I am staying on task with them. The rubric should be easy to read and understand, especially for the students.
ReplyDeleteWhen students complete a traditional assignment - seatwork, bookwork, worksheets, etc. - answers can typically be marked as right or wrong without much room for discussion. However, when students produce an original project - a poster, card, bumper sticker, poem etc., the grading can become subjective unless a rubric clearly outlines the expectations for each level of acheivement.
ReplyDeleteAs someone else said I also understand performance standards to be what a student can do and content are what a student should know.It is kind of like Performance is using standards base math to add and content is telling me the algorithm to add. I hope I understand it correctly.
ReplyDeleteI really like Rachel Eades' response that the perfomance standards piggyback the content standards. And I agree that the 21st Century Learning Standards support this. Now, it is not enough to simply show that you can answer a problem on paper, but you must be able to apply it in real-world situations. This is doing our students a great service by asking them to perform, not simply know. The world in which they enter the workplace will be even more competitive than it is now. For example, what good is it to learn a math formula in isolation of an application. You know the Pythagorean Theorem, great! How are you going to apply that knowledge? What are you going to do with it? These are the key questions. I see rubrics as the bridge from knowledge to application of knowledge. They allow the student to demonstrate the application within clearly defined expectations.
ReplyDeleteIn session two, we found that “performance standards” are what children should be able to achieve. “Content standards” demonstrate what children should know. If teachers continually refer to the performance and content standards during instruction, they will be able to identify those children who are not on task. If we design our rubrics accordingly, and then use the results to assess ourselves as well as our students, we will be able to increase student achievement will few adjustments throughout the lessons. I clearly agree with Tim Via’s comment, “I see rubrics as the bridge from knowledge to application of knowledge. They allow the student to demonstrate the application within clearly defined expectations.”
ReplyDeleteContent Standards are what the students should know and performance standards are how the students show what they know. Rubrics help teachers to convey exactly what is expected of students and how to apply what they know. They should be defined clearly to the students at each level, be task specific, and be used before, during, and at the end of the lesson.
ReplyDeleteAfter reading the posts in Session two, I have came to the conclusion that without the CSOs and the performance objectives, the evaluation would be useless. We all have to keep the standards and objectives in mind when planning a lesson. The 21st century curriculum and tools available on the Dept. of Education Website is geared toward the use of rubrics and performance based evaluations. The development of the rubric is critical because we use that information in lesson planning and instructional activities. The students will have a clear understanding of how they are being evaluated on assessments verses memorizing and recalling information for a standard assessment test.
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