midterm 2 Flashcards
(23 cards)
What is a performance assessment
enable students to perform a real life task. multiple solutions are possible
a performance assessment involves the following steps:
construct original responses for a given task
teacher observes students response- construction process
A judgement is made about the final product/process
Alternative names for performance assessments
Authentic assessment (some cases a PA may represent a real world situation)
Alternative assessment (can differ from traditional paper pencil tests)
PAs best used to assess learner outcomes at which levels
analyzing, evaluating, and creating
Ideal uses for performance assessment
Supporting the learning process related to skills
Measuring achievement using either or both processes and products
Steps to creating a performance assessment
Step 1: Determine which learner outcomes should be addressed with assessment
Step 2: think of an authentic task that will measure the achievement of the learner outcomes
Step 3: develop scoring criteria that identify the tasks required to complete the performance assessment
Step 4: organize the criteria into a scoring tool and define the levels of achievement
Restricted performance tasks
require performance of a specific and limited skill
more structured and specific, limiting the scope of the response
are similar to some aspects of constructed response items, such as short essay questions and interpretive exercises
ex: pick a country you would like to visit and offer a reason to your choice
extended performance tasks
are more elaborate and time consuming
require students to demonstrate multiple skills
assess complex cognitive skills, communication skills. use of visual materials, realism, complexity
ex: plan a trip to another country. include a budget and a travel itinerary for places you will visit
Ways to engage students using performance assessments
- topics of interest
- offer choice within the assessment
- when practical, provide the details about the assignment well in advance
- students familiar with criteria
- provide exemplars
- encourage creativity
- provide detailed/specific feedback
facilitate peer feedback/self reflection
How to introduce an assignment
communicate the benefit to the students
- if the first time is how much it is worth. it will have an extrinsic value rather than intrinsic value
How to provide meaningful context
Provide rationale
Engage the imagination
Identify personal benefits
Ideas for Performance assessment: Analysing
Examine a questionnaire
Categorize survey results
Contract info from 2 sources
Estimate costs
Subdivide recreation activities
Differentiate objects
Classify items
Ideas for Performance assessment: Evaluating
Judge a debate
Assess the quality
Support your choice
Critique the plan
Justify your choice
Recommend a website
Ideas for Performance assessment: Creating
Invent a machine
Adapt an advertisement
Revise the rules
Re-write a scene
Create the image
Design the ideal house
Construct a model
Portrat Mona Lisa if
A high quality performance assessment should:
focus on essential content for LO
ensure high authenticity
be feasible and manageanle
have multiple solutions
be challenging
be assessed with pre specified criteria
sufficient time for task to be completed
be equitable
pros of performance assessment
integrate assessment with instruction
opportunities for formative
authentic and engaging
emphasize high cognitive levels
cons of performance assessment
require a lot of time for teachers to prepare
lot of time for students to do
significant measurement error due to subjective scoring
what are the 4 tools for evaluating a performance assessment
Anecdotal records
checklists
rating scales
rubrics (analytic and holistic)
What are anecdotal records
Focus on a specific skill, behavior or an attitude in response to a product or performance the student has completed
teachers need to record their observations immediately and individually
Anecdotal records include
description of the observation, setting, and a separate interpretation
Anecdotal records should be
brief, objective and focused
these can be shared with students in class and with parents at conferences
Checklists, rating scales and rubrics are tools that
state specific criteria and allow teachers to make judgements about what students know and can do in relation to learner outcomes
