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Performance Assessment

Performance Assessment. Doris R. Brodeur, Ph.D. TEP 11.125. Acknowledgment. Some of the information for today’s class was excerpted from: Developing Performance Assessment Tasks: Templates for Designers developed by the Maryland Assessment Consortium and presented by Jay McTighe, Director.

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Performance Assessment

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  1. Performance Assessment Doris R. Brodeur, Ph.D. TEP 11.125

  2. Acknowledgment • Some of the information for today’s class was excerpted from: Developing Performance Assessment Tasks: Templates for Designers developed by the Maryland Assessment Consortium and presented by Jay McTighe, Director

  3. Outline • Basic Principles of Assessment • Learning Objectives and Alternative Assessments • Performance Assessment • Summary Reflection

  4. Learning Objectives • To recognize that assessment practices are based on assumptions and principles of teaching and learning • To match appropriate assessment methods with learning objectives • To design performance tasks and associated assessment rubrics

  5. The Role of Assessment Learning Curriculum Assessment Teaching And Learning Experiences Inspiration and Motivation

  6. Instructional Planning(Wiggins & McTighe, 1998) Identify desired results Determine acceptable evidence Plan teaching and learnig experiences

  7. BRAINSTORM:Reasons for Assessment • Generate a list of reasons for assessment in the classroom. • Include in your list reasons for assessment methods that are alternatives to written tests. • Appoint a recorder for your group.

  8. Keys to Sound Assessment(Stiggins, 1997) Appropriate methods Clear objectives Control of bias Clear purpose Appropriate sampling

  9. Knowledge Reasoning Skill Attitude mastery of content; “knowing what” or “knowing about” use of knowledge to solve problems “knowing how” to do something disposition: opinion; affective domain Learning Objectives(learning outcomes, achievement targets)

  10. Types of Assessment • Selected response • Constructed response • Performance (process and product) • Personal communication

  11. Matching Assessment With Objectives

  12. Performance Task Blueprint • Learning objectives Concepts and principles Skills, processes, and procedures • Description of the task • Student products and/or performances • Criteria for assessing each product and/or performance

  13. Assessing andRecording Results(Rubrics) • Level of detail of results Holistic rating Analytic rating • Recording procedures Checklists Rating scales Anecdotal records Summary narratives

  14. Constructing a Rubric • Identify the keyelements, traits, or dimensions to be evaluated • Think about what an exemplary responseto the task would look like. (What are the key characteristics of such a response?) • Decide the number of scale points needed to discriminate among the full range of different degrees of quality (3 to 5 are usually sufficient) • Decide if the identified elements are of equal importance or will be weighted differently.

  15. Examples of Rating Scales • Understanding: thorough, substantial, partial or incomplete, misunderstanding or serious misconceptions • Frequency: usually/consistently, frequently, sometimes, rarely, never • Effectiveness: highly effective, effective, moderately effective, ineffective • Quality: missing,inadequate, adequate, good, very good • Quality: missing, does not meet expectations, meets expectations, exceeds expectations

  16. Involving Students in Assessment • Share the performance criteria with students at the beginning of the unit. • Have students keep track of which criteria they have met and which are yet to come. • Have students create visual displays of performance criteria for bulletin boards. • Engage students in developing performance tasks and criteria.

  17. Involving Students in Assessment (cont.) • Have students evaluate their own and each other’s performance. • Have students track their own growth over time with respect to certain performance criteria. • Have students predict their performance, and then check their actual assessment.

  18. Performance AssessmentConsiderations • Purpose of the assessment • Expertise to develop clear criteria • Ability of students to perform in required ways • Number of students to be assessed • Complexity of the learning objective • Availability of materials • Resources to observe and assess

  19. References • Burke, K. (1994). The mindful school: How to assess authentic learning. Palatine, IL: Skylight. • McTighe, J. (1996/1997). What happens between assessments? Educational Leadership, 54(4), 6-12. • Stiggins, R. J. (1997). Student-centered classroom assessment, 2nd ed. Upper Saddle River, NJ: Merrill. • Trevisan, M. S., Davis, D. C., Calkins, D. E., Gentili, K. L. (1999). Designing sound scoring criteria for assessing student performance. Journal of Engineering Education, 88(1), 79-85. • Wiggins, G. (1996/1997). Designing authentic assessments. Educational Leadership, 54(4), 18-25. • Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  20. Summary Reflection 3 important ideas I learned about performance assessment 2 questions or concerns I still have about performance assessment 1 step that I will take related to performance assessment

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