Comparitive Education Performance Based Assessments vs Traditional Assessment


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  • Multiple Choice testing does not fully represent the skills students have obtained, therefore, CTE programs across the nation are adding on Performance Based Assessments to allow students to demonstrate not on the knowledge, but industry standard abilities
  • Students are excited about having an alternative… I discovered that the PBA was a relief to students…the traditional assessments are what make them nervous. Students take what they are learning seriously when they know about this. Talk it up
  • Comparitive Education Performance Based Assessments vs Traditional Assessment

    1. 1. Performance Based Assessments By Rachael Quattro Culinary Arts Instructor JTED @ Santa Rita
    2. 2. What are PBA’s?Performance Based Assessments are technicalassessments based on industry and nationally recognized standards that document student performance and skill level
    3. 3. PBA Versus Traditional Assessments
    4. 4. Traditional Evaluation Model: End-of- Program AssessmentsStudents who complete twoyears of a Career and TechnicalEducation course are considered“completers” and are evaluatedbased on an End-of-ProgramAssessment: an online test of100 multiple choice questionsfrom a standards-based databank.
    5. 5. Typical CTE Classes
    6. 6. Typical CTE Assessment
    7. 7. Downfall of End-of- Program Assessments• Much of the Career and Technical Education courses is hands-on/skills-based yet the end- of-program assessment tests knowledge in a completely different format then how students have learned
    8. 8. Why PBA?• Traditional multiple choice assessments do not provide an adequate picture of the skills gained through CTE programs, Performance Based assessments allow students to demonstrate the standards obtained.
    9. 9. JTED Pilot Program:• Spring 2012- Culinary and Early Childhood were chosen to pilot the Performance Based Assessments for JTED to determine if this is a viable option as an alternative to the End-of- Program Assessment.• Both Culinary and ECE incorporated a hands- on assessment to be scored by professionals in the community along with a portfolio component to be scored by instructors.
    10. 10. Culinary Arts PBA:• Students were tasked to prepare a dinner chicken salad with vinaigrette using a given list of ingredients. Students were able to choose their own method of preparing the chicken breast and plating. They were then given specific knife cuts and directions for creating the emulsified dressing.
    11. 11. Skills Assessed in the Hands-OnPiece of the PBA in the Culinary Pilot:• Safety and Sanitation• Professionalism• Time Management• Knife Skills• Skill Level of Food Preparation• Food Presentation
    12. 12. Judges use a rubric to score students on preset criteria
    13. 13. Students are given 60 minutes to execute their work plan Students show are required to dressaccording to industry standards
    14. 14. The chefs questionstudents as to how they plan to use leftover produce to minimize food waste
    15. 15. Student Testimonials:“It was great, the chef’s loved myfood and complimented my knifecuts” -Jenny Straight
    16. 16. Student Testimonials:• “It was really scary at first but the judge’s were really nice. The chef’s gave really good feedback. They told me what they liked and gave me good suggestions on how to make it better next time. I have made that recipe for my family at least a hundred times now! They love it.” -Jordan Reed
    17. 17. Student Testimonials:I think the PBA is better than the otherassessments, I like the hands-on testing. It is abetter learning experience. -Christian Norris
    18. 18. Student Testimonials:“I really liked the the performance basedassessments because I was able to show skillsto professionals and get feedback on how toimprove. It gives a real life experience.” -Bethanie Spencer
    19. 19. Portfolio Component:• Personal Information• Job Acquisition Skills• Community Involvement• Academic Integration
    20. 20. Subcomponents Include:
    21. 21. Portfolio Requirements Reinforce Core ContentEmployment Portfolio RubricName:_________________________________ 4. Distinguished 3. Proficient 2. Apprentice 1. NoviceIntroduction: Introduced oneself in a Introduced name, grade Introduced oneself but No cover page or table of way that gains the level and other pertinent missing some pertinent contents included to readers attention. information. Included a information. Table is introduce the portfolio. Introduced name, grade table of contents. contents is incomplete. level and other pertinent information. Included a table of contents.Contents: Included all required Included all required Portfolio is missing some Portfolio is missing most content and some content. of the required content. of the required content. optional content.Aesthetics: Created a visually pleasing Created a tidy portfolio. Created a mostly tidy Created an untidy portfolio that follows a Included divider pages or portfolio. Divider pages or portfolio with no divider distinct theme. Included electronic categories with categories were pages. divider pages or electronic clearly marked headings. incomplete. categories with both graphics and text.Writing- Portfolio contained no Portfolio contained fewer Portfolio contained more Portfolio contained majorConventions: spelling, grammar, than 3 minor spelling, than 3 minor spelling, spelling, grammar, capitalization or grammar, capitalization or grammar, capitalization or capitalization or punctuation errors. punctuation errors. punctuation errors. punctuation errors. Sentences are all well- formed.MyT4L Rubric
    22. 22. Benefits of the Portfolio Component• Students walk away with a tangible product to show to future employers and educational institutions• Students receive higher positions and higher pay when they enter the workforce• Students develop an understanding of what their goals and gain direction for their future
    23. 23. Weaknesses of PBA: •Time Restraints •Additional planning for Instructors •Cost involved for Materials •Securing professionals from the subject area to assess work •Difficult to find a PBA that measures all of the standards
    24. 24. Solutions:• Involve students in planning and mise en place• Talk to local grocers and see if they are able to donate materials• Markets on the Move• Go to your advisory to find local professionals who are more than happy to assist• Have benchmark performance based assessments throughout the year to document student skill level of other standards
    25. 25. Benefits to Students:• Encourages students to reflect on their own learning• Instills a belief that instruction and assessment is meaningful• Students make an investment in their own learning• Students learn to work under pressure• Students learn the importance of planning ahead and following that plan• Students learn from professionals and how to demonstrate Professionalism
    26. 26. The End!!!!!