Performance Based Assessment

1. Performance Based Assessment

2. What is Performance Based Assessment? PBA is a form of assessment that requires students to perform a task rather than answer questions from a ready-made list. Also known as: • Authentic Assessment • Alternative Assessment • Active Learning • Performance Assessment

3. First: Keys to Assessment • Know at outset how we plan to use assessment results • Assessment for learning • Assessment of learning • Assessments must reflect achievement targets from standards • Content mastery • Using knowledge to reason • Performance skills • Product development • Assessments must be designed to reach targets/purposes

4. 4 Basic Types Assessments • Selected response/short answer: Select best response from a list provided (i.e., true/false, matching, short answer, multiple choice, fill in questions). • Written response: Construct a written response to a question (i.e., Usually start with words like compare, analyze, interpret, solve, describe)

5. 4 Basic Types Assessment (continued) • Performance assessment: Based on teacher observation or judgment—look at performance or product and judge quality (e.g., play an instrument, use design loop to solve a problem, build a bridge, work effectively as a team member, quality of a completed project, etc.) • Personal communication: Find out what students have learned by interacting with them (asking questions, reading journals, listening during group work, oral exams)

6. Some Performance-based Methods • Open-ended: Present arguments, describe observations, describe process • Extended tasks: Conducting experiments, solving an ill-structured problems • Portfolios/Journals: Collections of results from performance-based work

7. What the Research Says: • Learning how/where information can be applied should be central to the curriculum • Students exhibit greater interest & higher learning achievement when they apply major concepts and construct their own meaning • Curriculum should "drive" the test • Best performance assessments should be central to instruction, actively engaging students in worthwhile learning activities

8. Introduction • Performance-based assessments require students to apply knowledge and skills. • PBA’s can be used as formative or summative assessments. • Can be labor- and time-intensive. • Can also be quite diverse.

9. Characteristics of PBA’s • PBA’s present students with hands-on tasks or other performance-based activities that students must complete individually or in small groups; • Work is evaluated using pre-established criteria: • A performance task (actual prompt or activity) • A scoring rubric (scoring guide consisting of pre-established performance criteria) • Direct observation of student skills and capabilities (very different from pencil-and-paper tests)

10. Characteristics of PBA’s • Performance assessments are: • Based in the “real world” = authentic assessment • Must be linked to instructional objectives/standards • Less abstract than more traditional forms of assessment • Assessments, by themselves, are meaningful learning activities • Concept of performance assessments is not new • Specific behaviors/capabilities should be observed • Measure complex capabilities/skills that can’t be measured with pencil-and-paper tests • Must focus on teachable processes • Can judge appropriateness of behavior/understanding

11. Characteristics of PBA’s (Continued) • Performance assessments are (continued): • Can be used to judge appropriateness of behavior or understanding • require products of behaviors that are valuable in their own right • tasks should encourage student reflection • Can specifically targets procedures used by students to solve problems • Results in tangible outcome or product

12. Developing PBA Tasks • Six essential features to keep in mind. PBA’s should: • Have a clear purpose that specifies the decision that will be made resulting from the assessment. • Focus be on process, product, or both • No simple right or wrong answers; they must be assessed along some sort of continuum. • Focus on degrees (e.g., quality, proficiency, understanding, etc.). • Try to reduce potential subjectivity in scoring. • Share scoring information with students early—as a guide

13. What does PBAlook like in the classroom? • No pencil and paper, not multiple choice • Rubrics given prior to start • Open ended response exercises/Hands-on • Portfolios/journals – compilation of required tasks and best works • Use of higher order thinking skills • Synthesis of classroom instruction • Student reflection • Practical/Real life experiences • Extended tasks

14. Pros and Cons of PBA Pros • More than one correct answer • Creative solutions • Engaging • Part of learning process • Can assess students ability to apply knowledge • Real life/world tasks • Can assess thinking skills Cons • Address fewer learning objectives – time intensive • Intimidating to students accustomed to memorization • Less reliable • Lower ability students sometimes frustrated