Session 4 Performance-Based Assessment

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Session 4Performance-Based Assessment
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Alternative Assessments ShowingTraditional
AssessmentsKnowing
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Authentic AssessmentAuthentic assessment
evaluates students knowledge or skills in a
context that approximates the real world or real
life.PortfoliosA portfolio is a systematic and
organized collection of a students work that
demonstrates skills and accomplishments.
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Performance-Based AssessmentStudents complete
product or performance-based tasks that
demonstrate their ability to apply knowledge and
skills or put their understanding into action.
Open-ended tasks with no objective answer allow
students to think deeply and assess higher-order
thinking skills. Classify these EXAMPLES
Speeches, create artifacts, routines, science
projects, journal, play, art exhibit, model,
video/audio tape, spreadsheet, debate, musical
recital.
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Guidelines for Performance-Based
AssessmentEstablish a Clear Purpose Grade, as
a progress check, a product for portfolio,
examples of students work.Identify Performance
Criteria Specific behaviours that students
perform as part of the assessment (observations
are precise, organized, systematic, focused)
Provide an Appropriate Setting Observe the
performance or the product (in- or outside of the
classroom). Observe students on more than one
occasion if possible.Score or Rate the
Performance Based on the performance criteria
(holistically, analytically) on a scale or with a
rubric.
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Considerations and CautionsEvaluation can be
an individuals contribution AND/OR a groups
product.Self-evaluation may also be used to
judge performance.Self-reflection and
continuous improvement are encouraged.It is
challenging for teachers to measure students
work objectively and consistently.It takes time
to construct, administer and score
performance-based assessments.
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RubricsAn assessment tool characterized by a
series of statements describing the criteria for
levels of achievement of a process, a product or
a performance. Rubrics may be formative
(instructional) or summative (scoring) assessment
tools.
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CriteriaSubsets of the knowledge and skills
that define each category and identify the
aspects of student performance that are assessed
and/or evaluated. DescriptorsCharacteristics
of the students performance with respect to a
particular criterion. QualifiersDefine each
level of achievement.
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What is the difference between analytic and
holistic rubrics?Analytic rubrics identify and
assess components of a finished
product.Holistic rubrics assess student work as
a whole. This includes several criteria and
descriptors merged into one qualifier.
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Considerations for Rubric Development Include
4-7 different criteria based on performance,
product or process.The distance between
qualifiers must be as nearly equidistant as
possible.Begin writing the higher descriptors
first.Descriptors must be clear and appear in
each level of the rubric.Descriptors should
include characteristics that are observable,
measurable and positive.Get student feedback.
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Descriptors to use in measuring qualifier
levels
1 2 3 4
Criterion Needs improvement Satisfactory Good Exemplary
Criterion Beginning Developing Accomplished Exceptional
Criterion Novice Apprentice Proficient Distinguished
Criterion Limited Some Considerable High degree