Part 3 Scoring an assessment and looking at data.

Overall, the process seems a little more lengthy than what I have been typically used to in assessments like google forms or even just using schoology to create assessments. However, I can see the benefit in having items in a "community" like setting that can be picked up and worked into a new assessment. 

I would find it useful to create assessments in Performance Matters and use in Schoology for items or tests that I plan on doing year after year. The way that performance matters stores everything is nice so that we can pick and choose test items to implement in the different testing areas. 

1.  The amount of time it took to create this assessment was much greater than any other assessment given this year.  Reusing questions will be easy, but creating new ones took many hours.  Additionally, we used screenshots of anther document and could not find the correct place to preview the question to ensure that the images were not warped.  All pictures were stretched when the students took the test.

2.  I can see the value of comparing standards aligned learning across multiple teachers.  The student item analysis screen also creates an easy to understand visual.  The amount of time it took to create the assessment was enormous compared to a test not on PM because there are not preloaded questions aligned to standards.  Therefore, I can imagine the payoff only being worth the time commitment for a few tests per year.

1.  In the past I have used edoctrina for interim assessments, classroom assessments, and final assessments.  Creating an assessment through Performance Matters took a little more time than I was used to using edoctrina.  I wasn't able to edit questions in an existing assessment without searching up the specific number assigned to that question.  If I was able to edit questions directly from the assessment, it would take a lot less time updating questions year to year.  As rigor and standards change throughout the years, questions need to change to reflect that.  This part was not easy.  The part that I loved was the data after students completed the test.  I was able to see the data by standard and by student.
2. I would love to see myself use Performance Matters for interim assessments next year.  This is something I would like to push for next year.  This way we can use common assessments linked to state standards to modify our teaching.  I would also like to play around with the different features like the "lockout" option.  I was hoping there would be an option like the state assessments have to lock students into their test.  There is an option for "lockout" but it still allows students to get out of the test, but then locks them when they try to get back into their test.  This could be a nightmare if students don't know how to use this feature or accidently click out of their test.  With more student practice, students will be able to use this feature more appropriately.  

1.)  I used Performance Matters for my final exam last year, but wanted a refresher before administering my final in a few weeks.  I created a short quiz (one multiple choice and one extended response) for me to revisit the program and to give my students an opportunity to explore the tools, etc.  First class flies through the multiple choice but then hands go up for the extended response.  It's a Pythagorean Theorem question and what I hoped was a draw box for them to show their work was only just a text box.  Not good.  Went in, duplicated the test, swapped the response types and tried to assign the new quiz. Couldn't get the student roster to populate.  After a few tries I finally remembered the special message about "same day administration" and clicked on the appropriate boxes.  All good!  I really like this program but there are little things here and there that you really need to know to get everything off the ground!
2.)  Grading came right back from last June.  I really like the "grade by question" and drop down menus.  I'm excited to take a closer look at the final exam data.  The colors and options are user friendly and offer lots of potential for the teacher.

1. At first it seems really overwhelming to use Performance Matters. But after creating questions and using more it is user friendly. There is so much that it can do which is great! My favorite thing is that I can paste images into the questions without having to upload the image. It saves a lot of time!
2. I see this being used a final exams currently but also as interims in the future. It would be easy to have a bank of questions and switch up which question from the same standard from year to year to alter tests. It is nice that teachers can collaborate by recreating questions in a common place to save and have access to all. I also like that it links the standards for the questions so when analyzing results you can see by standard.

It will take some time to set up a bank - it will get easier with time. I appreciate the way PM displays data. So clear and easy to make instructional decisions. I like that questions can include a drawing and equation editor. This platform aligns to CBT.

Part III-Reflection 
1.      Admittedly when I started playing around with Performance Matters for this badge, I was thinking… “how is this any different than Castle Learning or Schoology Assessments?”.  I continued on and with each task I was able to see more of the benefits.  Although the end game of assessment creation and alignment with standards is the same as other tools, I did find value in some of the options, permissions, and administrative tools that I think are very beneficial and applicable to me specifically as a co-teacher in inclusive classrooms.  In addition, I found Performance Matters very user friendly and easy to navigate.  I like how it is embedded in Power School making is easy for grading and linking purposes. 
2.     I can see Performance Matters being used regularly in any class in SH for unit and interim assessments as well as final exams.  I can easily see my Global PLC working to build our own banks of questions to pull from in the future as well.  Most applicable to me is the ability to create formative assessments and assign individually.  As a co-teacher in inclusive classroom settings, this would enable me to be able to individualize small formative assessments and individually assign as a check for understanding based specifically on a student’s IEP/504 or observable needs.  On the flip side, I could also see myself making assignments to assign specifically for non-special education students for enrichment activities when pacing is too slow so they are now bored and consistently challenged.