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Performance Assessment: an alternative to Traditional Assessment

Performance Assessment: an alternative to Traditional Assessment. Objectives:. to understand the difference between Assessment & Evaluation, Traditional & Alternative and Summative & Formative To know the importance of Alternative Assessment

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Performance Assessment: an alternative to Traditional Assessment

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  1. Performance Assessment: an alternative to Traditional Assessment

  2. Objectives: to understand the difference between Assessment & Evaluation, Traditional & Alternative and Summative & Formative To know the importance of Alternative Assessment To apply the principles of Performance Assessment in planning assessments

  3. Assessment • “global term for gathering information for decision making” (Burke, 2009) • CLASSROOM CONTEXT: • “Process of listening, observing, and gathering evidenceto evaluate the learning and development of students” (Chen and McNamee, 2007).

  4. Evaluation Process of interpreting the evidence and making judgments and decisions based on the evidence If the assessment is not sound, the evaluation will not be sound.

  5. Formative vs. Summative • Summative • “final” • Formative • “malleable”

  6. Traditional vs. Alternative • Traditional • Memorizing • Pencil-and-paper • Alternative • Authentic • Performances

  7. Content Curriculum skills Standards Application Transfer Fogarty & Stoehr, 2008

  8. Why? • Neo-Bloom’s Taxonomy

  9. Constructivism

  10. Performance Assessment • “Performance based Assessment” • “Performance and Product” • Holistic, realistic, authentic • Analyzing, evaluating, synthesizing • Performing • Output generation

  11. Features • Characteristics • Authentic • Engaging • No single answer PERFORMANCE ASSESSMENT • Learning Targets • Skills • Content • Products • Scoring Criteria • Rating Scales • Rubrics • Checklists

  12. Why? • Accommodate Individual Differences • More complex tasks • Less structured • Requires higher-order thinking skills • Multiple solutions to one problem • Increase student motivation • Improve student achievement • Collaboration • Fosters appropriate social skills and positive interactions

  13. Gardner’s Multiple Intelligences Fogarty & Stoehr, 2008

  14. Example • Topic: Adjectives in Italian • Timeline: 2-3 weeks • Objectives: • To familiarize oneself with the different forms of adjectives: -o, -a, -e, gender and number • To Understand the uses of adjectives through a variety of activities • To Use the appropriate form of adjectives with nouns

  15. Often

  16. Assessing Performance Assessment • Holistic Scoring

  17. 2. Analytic Scoring

  18. 3. Primary trait scoring • Each product has a purpose. If the purpose is accomplished, the product is successful despite its flaws. 4. Point system • The rater looks for key points in the product. The score is simply the sum of these points.

  19. Recommendations: Be reflective. Empathize with your students. Understand that not all students learn the same way. Accommodate. Plan ahead: lessons & assessments Be subjective, but don’t forget to be objective Appreciate

  20. “When I look at the skills and concepts I have needed to succeed in my own field, I find a number that are crucial: creativity, common sense, wisdom, hard work, knowing how to win and how to lose, a sense of fair play, and lifelong learning. Memorizing books is certainly not one of them”.Sternberg, 2008

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