Performance Assessment

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A presentation on performance assessment first delivered at Gwynned Mercy College

A presentation on performance assessment first delivered at Gwynned Mercy College

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Transcript

  • 1. Performance Assessment Chapter 7 Katie and Tammy
  • 2.
    • Performance assessment is engaging.
  • 3.
    • Performance assessment is a performance
  • 4.
    • Performance assessment is a demonstration
  • 5.
    • Performance assessment is the creation of a product
  • 6.
    • that meets defined standards of quality
  • 7.
    • Teachers observe the performance while it happens
  • 8.
    • Teachers judge the performance while it happens
  • 9.
    • Use it only when students have equal access to resources
  • 10.
    • Use it only when you have time to do it and grade it fairly
  • 11.
    • If not, use students to observe and evaluate
    • each other based on a rubric
  • 12.
    • Use it when you want student assessment to be active
  • 13.
    • Use it when you want student assessment to be hands-on
  • 14.
    • Use it when you want student assessment to be engaging
  • 15.
    • Use it when you want student assessment to be self evaluated
  • 16.
    • Use it when you want student assessment to be owned by the student
  • 17.
    • Now, about that rubric…
  • 18.
    • Achievement targets must be based on standards
  • 19.
    • Achievement targets must be based on textbook
  • 20.
    • Achievement targets must be based on expert opinion
  • 21.
    • Achievement targets must be without bias.
    • Focus on the attributes of a good performance
  • 22.
    • Achievement targets must be without bias.
    • Focus on the attributes of levels of proficiency
  • 23. Performance Assessment of Achievement Targets
  • 24.
    • When you want to assess knowledge and understanding … don’t use a performance assessment
  • 25.
    • When you want to assess reasoning proficiency … sometimes you can watch students solve problems
  • 26.
    • When you want to assess reasoning proficiency … sometimes you can examine the product and deduce or infer
  • 27.
    • When you want to assess performance skills … you can observe and evaluate skills as they are being performed
  • 28.
    • When you want to assess ability to create … you can observe product development
  • 29.
    • When you want to assess ability to create … you can evaluate the attributes of the product
  • 30. Developing Performance Assessments
  • 31.
    • Never lose track of your purpose
  • 32.
    • What are you assessing?
    • The performance?
  • 33.
    • What are you assessing?
    • The end product?
  • 34.
    • What are you assessing?
    • The student’s skills?
  • 35.
    • Students need to know what “counts”.
    • Give them examples of each level of proficiency
  • 36.
    • Students need to know what “counts”.
    • Give them examples in kid-friendly language
  • 37. Steps in Devising Performance Criteria
  • 38.
    • Analyze performance examples to discover the keys to success
  • 39.
    • Condense your analysis into a set of key attributes
  • 40.
    • Define the key attributes and develop a performance continuum for each
  • 41.
    • Apply your procedures in practice until you are consistent
  • 42.
    • Refine your procedures and criteria when necessary
  • 43. Having a Good Rubric is Essential
  • 44.
    • Does the content included represent the best current thinking of the field regarding keys to successful performance?
  • 45.
    • Does the content align with relevant state or district achievement standards?
  • 46.
    • Does the content have the ‘ring of truth,’ is it consistent with what you really look for when evaluating student work?
  • 47.
    • Are the criteria divided into well organized and understandable pieces ?
  • 48.
    • Can you distinguish clearly among the levels of performance defined in the rubric?
  • 49. Devising Performance Tasks
  • 50.
    • Set students up to succeed if they follow your guidelines
  • 51.
    • Identify the specific kinds of performance they should demonstrate.
  • 52.
    • Detail the context and conditions of the demonstration.
  • 53.
    • Remind students of the criteria of evaluation.
  • 54.
    • Quality tasks provide enough evidence
  • 55.
    • Quality tasks can realistically be used in the classroom
  • 56.
    • Quality tasks are free of bias
  • 57.
    • Remember the reason … who needs the results?
  • 58.
    • Remember the target … align tasks and rubrics to it
  • 59.
    • Remember to be clear … the rubric says what a good performance is
  • 60.
    • Remember to practice … anyone who will apply the rubric, must practice it
  • 61.
    • Remember consistency … everyone applying the rubric should report the same results on one performance
  • 62.
    • Remember biases … eliminate bias, and check to make sure it hasn’t crept in
  • 63.
    • You must be the assessor when it is assessment of learning!
  • 64.
    • Students may evaluate their own and others’ performance when it is assessment for learning!
  • 65.
    • Questions?
    • [email_address]