You are on page 1of 10

Performance Assessments

Assessing Deep Understanding,


Reasoning and Skills
Performance Assessments
Characteristics
*Strengths: Performance
-authentic Performance Tasks and
-integrated with instruction
Assessment Context
-engaging *Restricted
-no single correct answer *Extended
Learning Targets *Description
-specific criteria
*Deep Understanding *Question or Prompt
*Limitations:
*Reasoning *Suggestions
-reliability
*Skills -essential
-sampling
-communication and -authentic
-time
presentation -egaging
-psychomotor -feasible
Rubrics *Products
*Characterictics -open
-papers -constraints
*Rating scales -reports
-hollistic -projects
-analytic -presentations
*Developing Criteria
What is Performance Assessment?
Performance assessment is one in which the teacher observes and makes
judgment about a student's demonstration of a skill or competency in
creating a product,constructing a response, or making a presentation.
also known as performance-based or performance-and-product

Alternative assessment- is any method that differs from paper-and-pencil.


Ex. observation, exhibition,oral presentations, experiments,portfolios,
interviews and projects.

Authentic Assessment - involves the direct examination of the student's


ability to use knowledge to perform a task that is like what is encountered in
real life or real world.
Strengths and Weaknesses of Performance
Assessments
Strengths Weaknesses

*Integrates assessment with instruction. *Reliability may be difficult to establish


*Learning occurs during assessment. *Measurement error due to subjective nature of the
*Provides opportunities for formative assessment. scoring may be significant.
*Tends to be more authentic than other types of *Inconsistent student performance across time may
assessments. result in inaccurate conclusions.
*More engaging;active envolvement if students. *Few samples of student achievement.
*Provides additional way for students to show what they *Requires considerable teacher time to prepare and
know and can do. student time to complete.
*Emphasis on reasoning skills. *Difficult to plan for amount of time needed.
*Forces teachers to establish spevific criteria to identify *Limited ability to generalize to a larger domain of
successful performance. knowledge.
*Encourages student self-assessment.
*Emphasis on application of knowledge.
*Encourages reexamination of instructional goals and
the purpose of schooling.
Learning Targets for Performance Assessments
*Deep understanding
*Reasoning
*Skills
- communication and presentation
- psychomotor
*Products
– papers
– reports
– projects
– presentations
CONSTRUCTING
PERFORMANCE
TASK
RESTRICTED PERFORMANCE TASKS
- STRUCTURED AND SPECIFIC
- DEFINED SKILL
- REQUIRE BRIEF RESPONSES
EXAMPLE: SING A SONG, RECITE A POEM

EXTENDED TYPE TASKS


- COMPLEX
- ELABORATE
- TIME-CONSUMING
EXAPMLE: CREATE A COMMERCIAL, WRITE
AND PERFORM A SONG
TASK PERFORMANCE DESCRIPTION

• PROVIDE A BLUEPRINT OR LISTING


OFSPECIFICATIONS TO ENSURE THAT ESSENTIAL
CRITERIA ARE MET, THAT TASKS ARE
REASONANBLE AND THAT IT WILL ELOCIT
DESIRED STUDENT PERFORMANCE.
PERFORMANCE TASK QUESTION OR TASK

1. THE PERFORMANCE TASK SHOULD INTEGRATE


THE MOST ESSENTIAL ASPECTS OF THE CONTENT
BEING ASSESSED WITH MOST ESSENTIAL SKILLS.

2. THE TASK SHOULD BE AUTHENTIC.

3. STRUCTURE THE TASK TO ASSESS MULTIPLE


LEARNING TARGETS

4. STRUCTURE THE TASK SO THAT YOU CAN HELP


STUDENTS SUCCEED

5. THINK THROUGH WHAT STUDENTS WILL DO TO BE


SURE THAT THE TASK IS FEASIBLE
6. THE TASK SHOULD ALLOW FOR MULTIPLE
SOLUTIONS

7. THE TASK SHOULD BE CLEAR

8. THE TASK SHOULD BE CHALLENGING AND


STIMULATING TO STUDENTS

9. INCLUDE EXPLICITY STATED SCORING


CRITERIA AS PART OF THE TASK

10. INCLUDE CONSTRAINTS FOR THE


COMPLETING THE TASK