Performance Assessment

Performance Assessment

Performance assessment is a dynamic process calling for students to be active participants, who are learning even while they are being assessed. No longer is assessment perceived as a single event. "The purpose of assessment is to find out what each student is able to do, with knowledge, in context."

The Challenge

Our challenge is, therefore, to create engaging and meaningful assessment tasks.

Definition Performance assessment is a continuum of

assessment formats which allows teachers to observe student behavior ranging from simple responses to demonstrations to work collected over time. (Rudner & Boston) Performance assessments have two parts: a clearly defined task and a list of explicit criteria for assessing student performance or product. Performance assessment is built upon these four assumptions:

1. Constructivism Knowledge is Constructed Research tells us

that students show greater interest and perform at higher levels of learning when they are required to organize facts around major concepts and then actively construct their own understanding of those concepts. They also retain knowledge better. Active participation is the key to all performance assessments. (Sweet )

2. Worthwhile Tasks The Task is Worthwhile. The ideal

performance task is "inherently instructional, actively engaging students in worthwhile learning activities." (Sweet) Performance tasks are therefore open-ended and assess an array of knowledge and skills related to the curriculum. Thus the curriculum powers the test, not the other way around. (Sweet; Kulieke, et al)

3. Improve Teaching Better Assessments Improve Teaching Assessment's

overall purpose is "to provide valid information for decision making." (Kulieke, et al, ) When teachers prepare students for a performance task, they must carefully describe the task and the standards that will be used to evaluate performance. When teachers are informed of the learning progress and difficulties of their students they can then make better decisions about content and instruction. (Fuchs):

4. Improving Learning Meeting Criteria Improves Learning Students

should be active participants in their own learning. They perform better when they know what goals they are working towards, when they have the opportunity to examine models of excellence, and when they understand how their own performance compares to a set of established criteria. (McTighe)

Goals of PA Wiggins (1990) writes that "the best tests always teach

students and teachers alike the kind of work that most matters; they are enabling and forward-looking, not just reflective of prior teaching." The main goals of performance assessment are to gather data on students that focus on growth over time rather than comparing them with each other; to focus on what they know rather than on what they don't; and to meet the needs of diverse learning styles, cultural backgrounds, and proficiency levels. (Tannenbaum).

The Tools of Assessment A. Purpose and Impact— How will the assessment

be used and how will it impact instruction and the selection of curriculum?B. Validity and Fairness— Does it measure what it intends to measure? Does it allow students to demonstrate both what they know and are able to do?C. Reliability— Is the data that is collected reliable across applications within the classroom, school, and district?D. Significance— Does it address content and skills that are valued by and reflect current thinking in the field?E. Efficiency— Is the method of assessment consistent with the time available in the classroom setting?

Definition of Assessment

Assessment can be defined as a sample taken from a larger domain of content and process skills that allows one to infer student understanding of a part of the larger domain being explored. The sample may include behaviors, products, knowledge, and performances.

Authentic Assessment Assessment is a continuous, ongoing process

that involves examining and observing learners’ behaviors, listening to their ideas, and developing questions to promote conceptual understanding. The term authentic assessment is often referred to in any discussion of assessment and can be thought of as an examination of student performance and understanding on significant tasks that have relevancy to the student's life inside and outside of the classroom.

General Targets

Declarative Knowledge— the "what" knowledge

Conditional Knowledge— the "why" knowledge

Procedural Knowledge— the "how" knowledge

Application Knowledge— the use of knowledge in both similar settings and in different contexts

General Targets Problem Solving— a process of using

knowledge or skills to resolve an issue or problem

Critical Thinking— evaluation of concepts associated with inquiry

Documentation— a process of communicating understanding

Understanding— synthesis by the learner of concepts, processes, and skills

Three Types of Assessment Assessment can be divided into three stages:

baseline assessment, formative assessment, and summative assessment. Baseline assessment establishes the "starting point" of the student's understanding. Formative assessment provides information to help guide the instruction throughout the unit, and summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved.

General Assessment Targets Declarative Knowledge— the "what" knowledge Conditional Knowledge— the "why" knowledge Procedural Knowledge— the "how" knowledge Application Knowledge— the use of knowledge in

both similar settings and in different contexts Problem Solving— a process of using knowledge or

skills to resolve an issue or problem Critical Thinking— evaluation of concepts

associated with inquiry Documentation— a process of communicating

understanding Understanding— synthesis by the learner of

concepts, processes, and skills

Stages of Assessment Assessment can be divided into three stages:

baseline assessment, formative assessment, and summative assessment. Baseline assessment establishes the "starting point" of the student's understanding. Formative assessment provides information to help guide the instruction throughout the unit, and summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved.

Baseline Assessments

BaselineAssessments

Oral and written responses based on individual experience

Assess prior knowledgeBaseline

Paper & Pencil Tests - Formative

Paper and Pencil Tests

Multiple choice, short answer, essay,constructed response, written reports

Assess students acquisition ofKnowledge and concepts

Formative

Embedded Assessments - Formative

EmbeddedAssessments

Assess an aspect of studentlearning in the context of thelearning experience Formative

Oral Reports - Formative

OralReports

Require communication by thestudent that demonstratesscientific understanding

Formative

Interviews - Formative

Interviews

Assess individual andgroup performance before,during, and after a scienceexperience

Formative

Performance Tasks - Either

Performance Tasks

Require students tocreate or take an actionrelated to a problem,issue, or scientificconcept

FormativeAndSummative

Checklists - Either

Checklists Monitor and recordanecdotal information

Formative andSummative

Investigative Projects - Summative

InvestigativeProjects

Require students toexplore a problem orconcern stated either bythe teacher or the students

Summative

Extended/Unit Projects - Summative

Extended orUnitProjects

Require the application ofknowledge and skills in anopen-ended setting

Summative

Portfolios - Both

Portfolios

Assist students in theprocess of developing andreflecting on a purposefulcollection of studentgenerated data

Formative and

Summative