From “Assessment of Student Achievement” by C. Keith Waugh & Norman E.

Gronlund

 “Performance

assessment is a method used to help measure the extent of a student's academic accomplishments, strengths, and weaknesses. Common forms of assessments include tests, portfolios, and projects.” -education.com

 Assesses

what pencil and paper tests alone cannot adequately assess  Provides a more natural, direct and complete evaluation of some types of reasoning, oral and physical skills  Provides greater motivation for students by clarifying goals and making learning more meaningful  Encourages the application of learning to real-life situations

 Takes

more time to prepare and administer  Frequently more difficult to score  Judgment and scoring performance is subjective (halo effect), burdensome and typically has low reliability  Evaluation must frequently be done individually rather than in groups

1.
2. 3. 4. 5.

Specify performance outcomes Select the focus of the assessment (procedure, product or both) Select an appropriate degree of realism Select the performance situation Select the method of observing, recording and scoring

 Make

an assessment list of the most crucial procedures involved in the performance based on intended learning outcomes

Keeping the assessment list to a reasonable length allows for more accurate observations and judgment

 Performance

assessment can focus on the procedure, product or both  Students should be aware of all criteria and receive it at or before beginning the assignment

State each general objective so that it clearly describes the skill or product to be assessed  List specific performance outcomes for each objective  List enough specific performance outcomes to clarify what’s meant by an effective performance  State the specific performance outcomes in terms of observable dimensions of the skill/product  State the specific performance outcomes so that they’re clear to students

 Focus

performance assessment on procedure

when:


 

There is no product or product evaluation is infeasible (unavailable or costly) The procedure is orderly and directly observable Correct procedure is crucial to later success Analysis of procedural steps can aid in improving a product

 Can

you think of an example?

 Focus

performance assessment on product

when:


 

Different procedures result in equally good product The procedure isn’t observable (take-home work) Procedural steps have already been mastered/assessed Process is of little or no significance

 Draw

this on the board 

 Make

performance assessments more authentic by presenting performance tasks more like those in the real world

Open-ended, no single strategy for solving and integrate cognitive, communication and problemsolving skills

 Observing

students in natural settings (e.g. a band room) is a common method of informally assessing performance outcomes and evaluates outcomes that may be overlooked in formal assessment

Frequently uses checklists, rating scales or anecdotal records

 What

 

to look for when assessing this way:

How the student approaches the task How persistent the student is in completing the task How carefully and quickly the student works

 Holistic

Scoring: Assessment based on an overall impression of the product rather than specific elements  Analytic Scoring: Evaluating student work across multiple specific dimensions of performance rather than from an overall impression

 To

create valid performance assessments, we must be careful to improve the objectivity, reliability and meaningfulness of the results  An Anecdotal Record: a brief description of the behaviour and setting of the event
  

Should focus on meaningful incidents Recorded soon after the event Contain enough information to be understandable later

 Scoring

Rubrics/Guides: List of criteria to keep in mind when making overall judgments- good for holistic scoring

A Checklist: a list of measureable dimensions of a performance or product with a place to record yes or no

Construction:

List the procedural steps or product characteristics to be evaluated Add common errors to the list

Rating Scales: Similar to a checklist but instead marks to the degree which element is present

Construction

List the procedural steps or product characteristics to be evaluated Select the number of points to use on the scale and define them by descriptive words

 What’s

the difference between Holistic and analytic scoring?  Holistic: based on an overall impression  Analytic: based on specific dimensions of performance

 What

are the 5 steps in preparing performance assessment? 1. Specify performance outcomes 2. Select the focus of the assessment (procedure, product or both) 3. Select an appropriate degree of realism 4. Select the performance situation 5. Select the method of observing, recording and scoring

 How

do I make performance assessments more authentic?  By presenting performance tasks similar to real-world

 What

were the 4 ways to assess performance that I stated?  Scoring rubric/guide  Checklist  Anecdotal record  Rating scale

 When

a specific procedure isn’t necessary to produce a product, what should the focus of the assessment be?  The product

 The

article didn’t talk much about biased and unbiased assessment. Do you think assessment can truly be unbiased?