2. Purpose
• Involve students in activities
• Student demonstrate performance
• Students create products that demonstrate
mastery
3. Facts
2 Step Process Teacher Judgment
• Teacher devises the criteria
• Formulate performance tasks
• Observe and evaluate student
proficiency
• Establish the achievement
target to be assessed
• Define performance criteria
• Development performance
tasks or exercises
4. Benefits of using performance
assessments
• Allows teachers to assess
• Evaluates a students ability
• Direct observation
• Instruction and
assessment
5. Performance Assessment rubric
Exceeds Expectations Meets Expectations Needs Improvement Unacceptable
Contributions Routinely provides useful
ideas when participating
in the group and in
classroom discussion. A
definite leader who
contributes a lot of effort.
Usually provides useful
ideas when participating
in the group and in
classroom discussion. A
strong group member who
tries hard!
Sometimes provides useful
ideas when participating
in the group and in
classroom discussion. A
satisfactory group member
who does what is required.
Rarely provides useful
ideas when participating
in the group and in
classroom discussion. May
refuse to participate.
Preparedness Brings needed materials to
class and is always ready
to work.
Almost always brings
needed materials to class
and is ready to work.
Almost always brings
needed materials but
sometimes needs to settle
down and get to work.
Often forgets needed
materials or is rarely ready
to get to work.
Pride Work reflects this
student’s best efforts.
Work reflects a strong
effort from this student.
Work reflects some effort
from this student.
Work reflects very little
effort on the part of this
student.
Focus on the task Consistently stays focused
on the task and what
needs to be done. Very
self-directed.
Focuses on the task and
what needs to be done
most of the time. Other
group members can count
on this person.
Focuses on the task and
what needs to be done
some of the time. Other
group members must
sometimes nag, prod, and
remind to keep this person
on-task.
Rarely focuses on the task
and what needs to be
done. Lets others do the
work.
Attitude Never is publicly critical of
the project or the work of
others. Always has a
positive attitude about the
task(s).
Rarely is publicly critical
of the project or the work
of others. Often has a
positive attitude about the
task(s).
Occasionally is publicly
critical of the project or
the work of other
members of the group.
Usually has a positive
attitude about the task(s).
Often is publicly critical of
the project or the work of
other members of the
group. Often has a
negative attitude about the
task(s).
Problem-solving Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or refine
solutions, but is willing to
try out solutions suggested
by others.
Does not try to solve
problems or help others
solve problems. Lets
others do the work.
Teacher Observation of Students
6. Creating Performance Assessment Tasks
• Establishing the results and indicators
• Creating a significant task context
• Establishing Items and Performances
• Taking into account the options in task design
• Designing task activities
• Establishing evaluative criteria
• Starting an example of a reply
• Making decisions of scoring
7. Effective Performance Assessment Task
• Students explain the ability to apply knowledge
and skills to the different scenarios
• Establish a reasoning of performance activities
• Clearly set of criteria's to assess a performance
8. Importance of using Rubrics
-Clarify for students the
qualities their work
should have
-Helps teacher in
grading and scoring a
students work
-Supports student
learning
-Promotes high level
thinking
9. Three important reasons to use rubrics
• 1. Helps Teachers Teach
• 2. Helps Coordinate
Instruction and
Assessment
• 3. Helps Students Learn
(Brookhart, 2013)
10. References
• Brookhart, S.M. (2013). How to Create and Use Rubrics. Retrieved at
http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-
They-Important%C2%A2.aspx
• Jacalyn Lea Lund, P. a. (2013). Learn the advantages of using performance-based assessments.
Human Kinetics.
• Stiggins, R., & Chappuis, J. (2012). An introduction to student-involved assessment for learning
(6th ed.). Retrieved from
https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:46930506/context/co/vie
w/activityDetails/activity/b48cb6e7-51d0-41d0-80c0-
8a8924d3d40d/expanded/False/tab/Reading.
Editor's Notes
Performance assessments involve students in activities that require them actually to demonstrate performance of certain skills or to create products that demonstrate mastery of certain standards of quality. In this case, we observe their performance while it happens or examine their products (Stiggins & Chappuis, 2012, "Chapter 7, Performance Assessment").
Performance assessments allows teacher to assess areas of learning that traditional assessments do not address. Teachers evaluates a students ability to use skills and put all the information together. While direct observation in a real world setting provides a powerful way to measure both their knowledge and their ability to apply it. Instruction and assessment work together in performance based assessments, which leads to a strong instructional alignment and enhances students’ learning(Jacalyn Lea Lund, 2013).
Because they have a formative component, performance-based assessments provide high-quality feedback to students throughout the assessment. Since students have access to the rubric that is used to judge the final product, they can self-assess and peer-assess as they move through the assessment and receive additional feedback. The overall purpose of assessment should be to enhance learning, and the primary reason to assess should be to give feedback to students about their progress(Jacalyn Lea Lund, 2013). .
Rubrics helps teachers teach. It helps teachers focus on what they want the students to learn and helps in clarifying the learning outcomes so the teacher can pinpoint the various aspects of content that needs to be taught or taught again. It also helps teacher focus on criteria and not on the task being performed. Simply put, don’t focus on the task but the learning.
Rubrics help coordinate instruction and assessment. Rubrics need to be designed for repeated use and should be given to students at the beginning of the unit or chapter for example. This allows the student to work, receive feedback, practice and practice on the tasks and the criteria to promote the quality of the tasks and criteria.
Rubrics helps student learn. rubrics help students understand what the desired performance is and what it looks like. Rubrics also show students how they will know to what their performance level is on each criterion of importance, and if used formatively can also show students what their next steps should be to enhance the quality of their performance. It also helps in making them responsible and accountable as they learn how to be involved in deciding rubrics criteria and designing.
(Brookhart, 2013)
