Professional Documents
Culture Documents
• Formative
• Alternative
• Authentic
• Outcome-based
• Direct assessment
– Also provides more direct evidence of meaningful
application of knowledge and skills
Is this performance task?
Is this
performance
task?
Inclusive Assessment
• the design and use of
fair and effective
assessment methods & practices
that enable all students
to demonstrate their full potential,
what they know, understand, and
can do (Hockings, 2010)
Universal Design for Learning (UDL)
• A framework for designing curricula
that enable all individuals
to gain knowledge, skills, and enthusiasm for learning
• “a curriculum designed approach to
increase flexibility in teaching and
decrease the barriers that frequently limit student
access to materials and learning in classrooms
(Rose & Meyer, 2002)
UDL Multiple Means of Representation
• Different modes: visual, graphic, verbal, auditory, gesture
• Accessibility in all course content and materials: television,
accessible websites, captioned videos, e-textbooks
UDL Multiple Means of Expression
• Written response
• Verbal response
• Multimedia response
• Dramatic response
UDL Multiple Means of Engagement
• Tap into students’ interests and passions
• Maximize relevance through performance tasks and
authentic audience
• Provide variety in cognitive demand, length of task,
opportunities for collaboration
• Real-world, authentic tasks
• Choice in means of expression
• Flexible grouping strategies
Why Performance-based Assessment?
• Assessment tasks provide every student with an equal
opportunity to demonstrate their achievement
• Traditional practices have been proven to be unable to
capture the range and nature of the diverse learning
outcomes
• Increasing diversity in classroom
• Emphasis on high quality instruction, collaboration,
balanced assessment, and culturally responsible
practices
• Traditional methods are not working for ALL students
Performance-based Assessment
Springs from the following reasoning and practice:
• A school's mission is to develop productive citizens.
• To be a productive citizen, an individual must be capable of
performing meaningful tasks in the real world.
• Therefore, schools must help students become proficient at
performing the tasks they will encounter when they
graduate.
• To determine if it is successful, the school must then ask
students to perform meaningful tasks that replicate real
world challenges to see if students are capable of doing so.
Thus:
• Performance-based assessment drives the curriculum
– The teachers first determine the tasks that students
will perform to demonstrate their mastery
– Then a curriculum is developed that will enable
students to perform those tasks well
– “planning backwards” (McDonald, 1992)
• Performance-based assessment complements
traditional assessment
Definitions of Performance-based Assessment
• Alternative
– a form of testing that requires students to perform a
task rather than select an answer from a ready-
made list
• Outcome-based
– “…call upon the examinee to demonstrate specific
skills and competencies, that is, to apply the skills
and knowledge they have mastered." (Richard J.
Stiggins)
Definitions of Performance-based Assessment
• Authentic
– "...Engaging and worthy problems or questions of
importance, in which students must use knowledge to
fashion performances effectively and creatively.
The tasks are either replicas of or analogous to the
kinds of problems faced by adult citizens and
consumers or professionals in the field."
(Grant Wiggins, 1993)
– “…asks students to perform real-world tasks that
demonstrate meaningful application of essential
knowledge and skills” (Jon Mueller)
Performance-based Assessment
• Performance assessment is used for both
formative and summative purposes.
• When students are provided with
multiple opportunities to learn and apply the skills
being measured and opportunities to
revise their work, performance assessment can be
used to build students’ skills and also to inform
teachers’ instructional decisions.
Performance-based Assessment
• The student and teacher can see more clearly what areas need
work and what areas are mastered
Holistic Scoring Rubrics
• evaluates the work as a whole
• Example: Write a one-page paper on your summer vacation.
– Needs improvement: The story is not clearly organized, grammar errors
make it difficult to understand, and content is lacking.
– Developing: The student has a grasp on the assignment but needs to
spend more time organizing thoughts, adding details, and fixing errors.
– Goal: The student has completely the paper using good content, correct,
grammar, and a logical organization of ideas.
– Above average: The story is full of great content, organized well, and free
from spelling and grammar errors.
– Excellent: The student went above and beyond, adding rich detail to
his/her story. The content is interesting and organized well. Thoughts are
well described. Grammar and mechanics are flawless.
• can be used when a project is small or gross judgment is being made.
General or task-specific?
• General rubrics are used across multiple assignments.
Once you have developed a general rubric, you can use
it to measure different subjects and lessons.
• Task-specific rubrics are designed to evaluate one
specific assignment.
Rubric generators
• iRubric
– https://www.rcampus.com/indexrubric.cfm
• Rubistar
– http://rubistar.4teachers.org/index.php?screen=NewRubric
• Teach-nology
– http://www.teach-nology.com/web_tools/rubrics/
• Teacher planet
– http://www.teacherplanet.com/rubrics-for-teachers
• Kathy Schrock
– http://www.schrockguide.net/assessment-and-rubrics.html
Guidelines for Creating Rubrics
• Decide what kind of rubric you are going to make- general
or task specific, and then analytic or holistic.
• Students can also use for self- and peer-assessment
• Get student input on what should be included in the rubric
• Discuss about how to describe higher-order thinking in
rubrics. Focus descriptors on higher-order thinking,
content understanding, and application
• Spell out clearly what you expect from them in terms of
quality, content, and effort.
• Select traits to emphasize. All assessed traits should be
addressed through instruction.
Guidelines for Creating Rubrics
• Use descriptive gradations
– Beginning, developing, accomplished, exemplary
– No, maybe, yes
– Missing, unclear, clear, thorough
– Below expectations, basic, proficient, outstanding
– Never, rarely, sometimes, often, always
– Novice, apprentice, proficient, master
– Lead, bronze, silver, gold
– Byte, kilobyte, megabyte, gigabyte
– Adagio, andante, moderato, allegro
Guidelines for Creating Rubrics
• Identify the proficient level first.
– Level 3 of a four-tier rubric
– Acceptable score and shows proficiency at performing the task or
understanding the content
• Build the rest of the rubric around proficiency.
– 1 shows minimal understanding or performance;
– 2 shows some understanding/performance but with significant
gaps;
– 4 shows an advanced level of understanding or performance.
• Focus on growth.
– If you use a 0 at all, it should state "Not enough evidence at this
point to assess understanding."
• Use a Word processing software or Excel to make a chart.
Guidelines for Creating Rubrics
• The student should be given the scoring rubric before
the` project begins.
• You can also leave an extra column to write in
comments about each category.
• Weighted Rubrics. Sometimes you want one part of
the rubric to count more than others. A simple way to
do this is to assign percentages to each category.
How Do Scoring Rubrics Enhance Learning?
• It easy for your students to understand your expectations as the
teacher.
• Help educators’ grade projects fairly.
• Allow the student to use the scoring sheet to grade someone
else’s work.
• Help to define the goal and reason for the assignment or project.
• Give more specific feedback so that the student can see where
his/her strengths and weaknesses lie.
• Outline various skill sets that students should be aware of during
the assignment.
• Allow students to check their work throughout the project for
instant monitoring and feedback.
Pitfalls of Rubrics
• Watch out for rubrics that are poorly designed. If the
criteria are not thought out well, then your students will be
heading in the wrong direction.
• Too many rubrics can cause creativity to dwindle.
• If your students are always performing to the written
standard, they may be less likely to think outside the box.
• Ultimately, balance is key. Scoring rubrics are a great asset
to both teachers and students, as long as the classroom
isn’t wholly designed to simply meet a goal. We all know
that learning is far more dynamic and creativity than what
can fit inside a little box.
lizamarie.olegario@gmail.com
PROF. LIZAMARIE C. OLEGARIO