Performance – Based assessment
It’s more than the usual…
Defining Non – Traditional Assessment • Requires the students to create a sustained response to a task or question • Often asks students to solve real issues or problems in a way that produces a result, a demonstration or a product that clearly show what the student understands and can do
4 Broad Types of NonTraditional Assessment Strategies • • • •
Performance – based strategies Authentic Strategies Portfolios Peer and self-assessment strategies
Performance – Based Assessment • Require students to create a response to a question or task which are often open-ended with more than one possible correct response
Performance-based Assessment Strategies • Real Performances – Role play, dance, choral speaking, demonstration, science experiment etc.
• Written Tasks – Reports, essays, research projects, reflective journals, written speech, class newsletter, etc
• Visual Tasks – Drawings, diagrams, collages, models, dioramas, advertising poster, gallery walk, etc.
Performance-based Assessment Strategies • Graphic Organizers
– Flowcharts, spidograms, columnar grids, tree diagrams, datelines, etc.
• Oral Assessment Strategies
– Debates, retelling stories, interviews, picture/ output or product presentations, extemporaneous speech, etc.
• Authentic Assessment Tasks
– Community Action project, displays, fundraising for school community, reactions to environmental issues ( letters, poster, projects), etc.
Product Analysis Using Rubrics • A Product could include any work sample produced by the student. • Analysis means to examine and study all the component parts of the whole product • A Rubric is a ‘particular format for performance criteria – it is the written down version of the criteria, with all score points described and defined’. - Arter and McTighe -
A rubric describes levels of performance or understanding for a particular topic. Typically, a rubric will describe performances at 2 to 5 different heirarchical levels, which can be recorded with a value based on the match of students’ performance/work/ depth-ofthinking-demonstrated according to the pre-described criteria.
Why Use Rubrics?
Clearly show the students how their work will be evaluated and what is expected Provide benchmarks against which to measure and document progress Allow assessment to be more objective and consistent Provide useful feedback regarding the effectiveness of instruction Promote students awareness of the criteria when assessing peer performance Allow the teacher to clarify his/her criteria in specific terms
How are Rubrics Created? Before creating a rubric, decide on the ff: 1. Competencies/Objectives for a unit of work; 2. Assessment Criteria (what you will assess) related to the objectives of the unit of work; 3. Assessment Tasks that will enable the students to demonstrate the assessment criteria; 4. Performance Levels suitable for the class and the rating for each level; 5. Size of the grid for the rubric; 6. Description of performance indicators.*