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Performance Assessment

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A presentation on performance assessment first delivered at Gwynned Mercy College

Published in: Education, Technology
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Performance Assessment

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

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