1. Assessing College Readiness and Global
Competency: Asia Society’s Graduation
Portfolio System
Jennifer Chidsey Pizzo
Tim Kubik
Carol Mendenhall
David Molina
David Morgan
July 10, 2009

2. www.wordle.com

3. WHAT is GPS?
Graduation Level Performance Outcomes
Rubrics
Assessment Tasks
Specify Global Competence and College Readiness expected of ISSN
Graduates
Coordinated with coursework and assessments at all grade levels to
prepare students to meet or exceed expectations for graduation
level work
Professional Learning
•Iterative process of scoring
Curriculum
Frameworks student work informs teaching and
English learning Coaching support
History/SS
•Within school and across ISSN
Mathematics
Science network
World Languages
Arts

4. What questions does GPS/CF
allow us to answer?

5. A more detailed view…

6. The Disciplines and
Interdisciplinarity
Global
ELA H/SS
Math
H/SS
Sci
WL
Arts
Leadership

7. Performance Outcomes
Investigate the World: Produce New Global Knowledge
• Generate and explain the personal and societal significance of locally,
regionally, or globally focused researchable topics or questions.
• Investigate approaches and actions that have been taken to address
this question in the past, analyze the context in which they occurred,
and evaluate proposed or enacted solutions.
• Use a variety of international sources, media, methods, and languages
to identify, collect and analyze the knowledge and evidence required
to answer a specific research question.
• Develop an argument/position based on compelling evidence that
considers multiple perspectives and draws defensible conclusions.

8. Rubric
Scoring “Emerging” “Developing” “College “College
Dimension (ELA) Ready/Proficient” Level/Advanced”
MULTIPLE • Position on • Maintains a clear • Maintains a consistent • Maintains a
PERSPECTIVES global/cultur position on a position on a global/ convincing position
al issue or global/cultural cultural issue or theme on a global/cultural
How effectively does theme may issue or theme that reflects coherent issue or theme that
the student be unclear or that reflects some analysis and critical reflects nuanced
understand that an waver analysis and thinking analysis and critical
issue may be viewed • Does not thinking • Acknowledges and thinking
from a variety of mention • Recognizes discusses multiple • Analyzes and makes
perspectives and other multiple perspectives on a connections among
reflect different perspectives perspectives on a global or cultural issue multiple perspectives
values and contexts? on an issue global or cultural • Demonstrates an clear on a global or
• Does not issue understanding of cultural issue
acknowledge • Demonstrates a different cultural values • Demonstrates a
different general and varied world views critical understanding
cultural understanding of presented in texts of different cultural
values different cultural values and the
presented in values presented complexities of world
texts in texts views presented in
texts

9. Why are we investing in this ISSN
Learning System?
• Supports Mission
• Has the Power to Transform
• Illustrates what we mean by GLOBALLY
COMPETENT and COLLEGE-READY…
• Is a Learning System
• Draws on and Strengthens Power of a
Network

10. How are we designing and
implementing GPS for the ISSN?
• Activities from 2008-2009
• Goals for 2009-2010
– ISSN 2.0
– Partner Schools
– Ongoing GPS and CF work

11. How are we designing and
implementing GPS for the ISSN?
By June 2010, teachers in ISSN 2.0 schools will:
• Understand the performance outcomes in the content
areas and across contexts ( Global Leadership)
• Be able to develop an assessment task which is directly
linked to the performance outcomes within a content
area and/or Global Leadership
• Understand the difference between the assessment
scoring and grading of student work produced as part of
the GPS.

12. Reflecting on Global Leadership
Dimensions:
• Investigate the World: Produce New Global
Knowledge
• Recognize Perspectives: Apply Cross-Cultural
Understanding
• Communicate Ideas: Connect and Collaborate
Across Boundaries
• Take Action: Enact Global Solutions

13. Reflecting on Global Leadership
• Select a performance outcomes that you
think is particularly important for students to
know/be able to do.
• How could this be assessed? What would
evidence look like?
THINK, PAIR, SHARE

14. Insights we have gained from our
work this past year
• Tim Kubik, Senior Consultant for
History/Social Studies Team
• Carol Mendenhall, Senior Consultant for
ELA Team; Leader of ISSN Coaches
• David Molina, Senior Consultant fr
Mathematics Team
• Dave Morgan, Senior Consultant for
Science Team