Designing Methods of Assessment
A performance assessment can evaluate students who are demonstrating their skills by performingcertain tasks, or it can evaluate products that students have produced to demonstrate their knowledge
performance assessments are ways to
measure students’ knowledge and skills that go beyond asking them to answer multiple
-choice or fill-in-the-space questions. Typically, students are asked to complete a hands on task that can take 40 minutesor can be completed over several class periods. For example, students might be asked to research and
write a magazine article or to conduct and explain the results of a scientific experiment.”
Performanceassessments can be activities such as science experiments and lab procedures, essays, speeches,computer programming, and so forth. Constructing performance assessment rubrics and applying theseassessment strategies to the school program will enable students to demonstrate their basic skillsthrough a real-world application.Together, the assessment task and the scoring method comprise the performance assessment. (Theperformance assessment could consist of a single task and a scoring method, or it could consist of multiple tasks and one or multiple scoring methods.) Following Messick's (1992) conceptualization (andmodifying it somewhat), performance assessments can be divided into two rough categories:
Task-Centered performance assessments that are primarily intended to tap into and evaluatespecific skills and competencies.
Construct-Centered performance assessments that are intended to tap into and sample from adomain of skills and competencies.Task-centered performance assessments tend to consist of tasks that allow little student control andspecific scoring rubrics for judging student performance on the assessment tasks. On the other hand,construct-centered performance assessments consist of tasks that may allow a fair amount of studentcontrol; they often utilize a generic scoring rubric (or some other, non-specific criteria) for judgingstudent performance.
Learning Time Devoted to the Common Core
Learning is one of the most valuable of all human activities, while time is the fundamental key to alllearning activities. Increasing the amount of time available for learning and making it more productiveare keys to improved learning. Both learning and time is central to the teachers responsibility tomanage. Yet, American students have less learning time allocated to them than do students in otherindustrial countries. The idea of time and learning describes scheduled time as the umbrella componentfrom which the allotted instructional time and learning time are achieved. Scheduled time, therefore,must be maximized so that ultimately high amounts of instructional and learning time can be obtained.