Real World & Performance Assessment

Real World & Performance Assessment By: Mike Arnold Shannon Moore

What is real world or performance assessment?

Instructor observes the learner’s skills and rates them.

Examples of real world/performance:

Speaking ability

Ability to complete a project’s steps to achieve the end result

Interpersonal skills

How do you assess performances?

Checklists

Rating scales

Rubrics

Anecdotal records

Indirect checklists

Portfolios

Checklist criteria

Use to rate procedural tasks

Simplistic design

Include yes/no, achieve/not achieve or done/not done for each task observed

Does not assess quality of achievement

Now it’s your turn!

Create a checklist to use when observing students in your class completing a special activity (for example: a scavenger hunt)

Sample checklist Criterion observed Yes no A newspaper article about Candidate #1 A newspaper article about Candidate #2 A picture of Candidate #1 A picture of Candidate #2 An election ad from the newspaper or a flyer for Candidate #1 An election ad from the newspaper or a flyer for Candidate #2

Rating Scales criteria

A value is assigned for each observable element

Number scale most commonly used

Have clear criterion set for each number

Now it’s your turn! Create a rating scale for your classroom. What is the difference on your scale between a “1” and a “2” and a “3” and a “4”?

Sample rating scale This rating scale could be used to assess how well Kindergarten students pack up their belongings at the end of the day. Procedure Rating Unsatisfactory average above average 1. Student packed up his/her book bag. 1 2 3 2. Student stacked their chair. 1 2 3 3. Student picked up all trash in his/her area (floor and desk). 1 2 3 4. Student put all his/her supplies in cubby. 1 2 3

Rubric criteria

Used to judge quality of a performance

Rubrics are more descriptive than a rating scale

Can be very useful for feedback

Isolates skills in a complex or multi step task

Sample rubric

This rubric was used to evaluate a student’s oral presentation.

1 2 3 4 5 Category Unsatisfactory below average average above average excellent Note cards Slow, monotonous reading off note cards for entire presentation Relied heavily on note cards Speech was clearly from memorization; deliberate delivery Was able to elaborate from his/her note cards Could tell student rehearsed presentation ahead of time-no note cards used Eye contact No eye contact Little to no eye contact Eye contact used but was uncomfortable Eye contact was used and was comfortable Consistently used eye contact

Anecdotal record criteria

Prepare ahead of time with an outline of what skills you want to observe

Take brief notes as you observe the student

Expand on your notes later

Now it’s your turn! Think of a skill that you want to observe your students doing and prepare an outline you can use to take notes next time your students are doing this skill.

Anecdotal record sample Student’s name Skill: Pausing at periods when reading aloud. Student A Paused at 1 st period but not the next one Student B Student C Student D Student E

Indirect checklist criteria