• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Performance Assessment
 

Performance Assessment

on

  • 2,202 views

A presentation on performance assessment first delivered at Gwynned Mercy College

A presentation on performance assessment first delivered at Gwynned Mercy College

Statistics

Views

Total Views
2,202
Views on SlideShare
2,201
Embed Views
1

Actions

Likes
0
Downloads
176
Comments
0

1 Embed 1

http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Performance Assessment Performance Assessment Presentation Transcript

    • Performance Assessment Chapter 7 Katie and Tammy
      • Performance assessment is engaging.
      • Performance assessment is a performance
      • Performance assessment is a demonstration
      • Performance assessment is the creation of a product
      • that meets defined standards of quality
      • Teachers observe the performance while it happens
      • Teachers judge the performance while it happens
      • Use it only when students have equal access to resources
      • Use it only when you have time to do it and grade it fairly
      • If not, use students to observe and evaluate
      • each other based on a rubric
      • Use it when you want student assessment to be active
      • Use it when you want student assessment to be hands-on
      • Use it when you want student assessment to be engaging
      • Use it when you want student assessment to be self evaluated
      • Use it when you want student assessment to be owned by the student
      • Now, about that rubric…
      • Achievement targets must be based on standards
      • Achievement targets must be based on textbook
      • Achievement targets must be based on expert opinion
      • Achievement targets must be without bias.
      • Focus on the attributes of a good performance
      • Achievement targets must be without bias.
      • Focus on the attributes of levels of proficiency
    • Performance Assessment of Achievement Targets
      • When you want to assess knowledge and understanding … don’t use a performance assessment
      • When you want to assess reasoning proficiency … sometimes you can watch students solve problems
      • When you want to assess reasoning proficiency … sometimes you can examine the product and deduce or infer
      • When you want to assess performance skills … you can observe and evaluate skills as they are being performed
      • When you want to assess ability to create … you can observe product development
      • When you want to assess ability to create … you can evaluate the attributes of the product
    • Developing Performance Assessments
      • Never lose track of your purpose
      • What are you assessing?
      • The performance?
      • What are you assessing?
      • The end product?
      • What are you assessing?
      • The student’s skills?
      • Students need to know what “counts”.
      • Give them examples of each level of proficiency
      • Students need to know what “counts”.
      • Give them examples in kid-friendly language
    • Steps in Devising Performance Criteria
      • Analyze performance examples to discover the keys to success
      • Condense your analysis into a set of key attributes
      • Define the key attributes and develop a performance continuum for each
      • Apply your procedures in practice until you are consistent
      • Refine your procedures and criteria when necessary
    • Having a Good Rubric is Essential
      • Does the content included represent the best current thinking of the field regarding keys to successful performance?
      • Does the content align with relevant state or district achievement standards?
      • Does the content have the ‘ring of truth,’ is it consistent with what you really look for when evaluating student work?
      • Are the criteria divided into well organized and understandable pieces ?
      • Can you distinguish clearly among the levels of performance defined in the rubric?
    • Devising Performance Tasks
      • Set students up to succeed if they follow your guidelines
      • Identify the specific kinds of performance they should demonstrate.
      • Detail the context and conditions of the demonstration.
      • Remind students of the criteria of evaluation.
      • Quality tasks provide enough evidence
      • Quality tasks can realistically be used in the classroom
      • Quality tasks are free of bias
      • Remember the reason … who needs the results?
      • Remember the target … align tasks and rubrics to it
      • Remember to be clear … the rubric says what a good performance is
      • Remember to practice … anyone who will apply the rubric, must practice it
      • Remember consistency … everyone applying the rubric should report the same results on one performance
      • Remember biases … eliminate bias, and check to make sure it hasn’t crept in
      • You must be the assessor when it is assessment of learning!
      • Students may evaluate their own and others’ performance when it is assessment for learning!
      • Questions?
      • [email_address]