Performance Assessment By Dr.Shazia Zamir Week 14

1. PERFORMANCE ASSESSMENT
Week No.14,Lecture No.25 & 26

2. WHAT IS PERFORMANCE ASSESSMENT?
• It is an assessment that requires an examinee to actually perform a
task or activity, rather than simply answering questions referring to
specific parts.
• It also requires students to demonstrate that they have mastered
specific skills and competencies by performing or producing
something.

3. Characteristics to remember while designing
a performance test:
• It has various outcomes
• It encourages problem solving and critical thinking skills
• It encourages divergent thinking
• It focuses on product and the process
• It promotes independent learning
• ------------------------------------

4. Cont…
• It can include opportunities for peer interaction and collaborative
learning
• It enables self assessment and reflection
• It requires time to complete.
• EXAMPLES:
• Oral presentation
• Debate
• Tableau
• Practicle work

5. ANECDOTAL RECORD
• Anecdotal record is a record of some significant items of conduct, a
record, of an episode in the life of students, a word picture of the
student in action, a word snapshot at the moment of the incident,
any narration of events in which may be significant about his
personality.

6. Meaning of anecdotal records:
• Informal device used by teacher to record behaviour of students as
observed by him time to time.
• It provides a lasting record of behaviour which may be useful later in
contributing to a judgment about student.

7. Purpose of anecdotal record:
• To understand individuals basic personality pattern and his reactions
in different situations.
• The teacher is also able to understand their pupil in realistic manner.
• It provides an opportunity for healthy pupil teacher relationship.
• It can be maintained in the areas of behaviour that cannot be
evaluated by other systematic method.
• Helps students to improve their behaviour.

8. Items in anecdotal records:
First part may include:
• Name of the student
• Department/programme
• Date and time
• Brief report about what happened
Second part may include:
• Additional comments
• Analysis and conclusion based on judgments and interpretation.

9. Check list
• A check list is a simple instrument consisting prepared list of expected
items of performance which is check by an evaluate for the presence
or absence
• It enables the observer to note to only whether a trait is present or
not.
• Observer has to judge a certain behaviour has taken place.

10. Characteristics of checklist:
• One respondent is observed at a time
• Prepared checklist should be used
• Observer should be trained
• Use checklist when observer is interested to calculate particular
characteristics.

11. CONSTRUCTION OF A CHECKLIST:
• Each item should be in simple and clear in language
• Checklist should be continuous or divided in to groups.
• Negative statement should be avoided wherever possible
• Ensure each item has a clear response yes/no, true/false.
• Review items independently.
• Checklist must have a quality of completeness and
comprehensiveness

12. Rating scale:
• Rating is the term used to
express opinion or judgment
regarding some performance of
a person, object, situation or
character.
• It involves qualitative
description of limited number
of aspects of a thing or traits of
a limited number of aspects of
a thing of a student
• It is a tool in which one person
simply checks off another
persons level of performance
• It could be 3, 5, and 7 point
rating scale

13. Types of rating scale:

14. DESCRIPTIVE RATING SCALE:

15. NUMERICAL RATING SCALE

16. COMPARATIVE RATING SCALE:

17. Characteristics of a rating scale:
• Are valuable judgements about attributes of one person by another
person.
• Most commonly used tools to carry out structured observations. •
• Make quantitative judgements about qualitative attributes. •
• Provide flexibility to judge the level of performance or presence of
attributes among subjects.

18. WHAT IS PORTFOLIO?
Collection of projects and
works of students that
exemplifies their skills,
attitudes and interests with
in a certain period of time.

19. WHAT IS PORTFOLIO ASSESSMENT?
• It is a systematic collection of
student work created in
response to specific, known
instructional objectives and
evaluated in relation to the set
criteria.
• It documents the process of
learning and changes that
occur during the process.

20. PURPOSE OF USING PORTFOLIO
• It provides both formative and
summative opportunities for
monitoring progress toward
reaching identified outcomes.
• It is used to facilitate
communication between parents
and teachers regarding the child’s
achievement and progress.

21. TYPES OF PORTFOLIO
WORKING PORTFOLIO
• The working portfolio is a working
document.
• This means that you will be building or
adding to the portfolio everyday during
your placement to display the tasks and
activities that you are completing.

22. SHOWCASE PORFOLIO
• Best work or display portfolio.
• This focuses on the student’s best and most
representative work.
• This exhibits the best performance of the
student.

23. PROGRESS PORTFOLIO
• Teacher alternative assessment
portfolio.
• This contains multiple examples
of student’s same type of work
done over time and are used to
assess process.

24. PERFORMANCE ASSESMENT
RUBRICS
PORTFOLIO
WHAT IS RUBRIC?
A rubric is a type of scoring guide
that assesses and articulates specific
components and expectations for an
assignment. Rubrics can be used for
a variety of assignments: research
papers, group projects, portfolios,
and presentations.

25. What is a Rubric?
Rubric is a scoring guide
Rubric is "a scoring guide used to evaluate the quality
of students' constructed responses". Put simply, it is a
set of criteria for grading assignments.
Rubric is an assessment tool used to:-
• measure students’ work.
• save grading time
• improve student feedback
• promote students self learning
Rubric has a set of clear expectations or criteria with
all level score points described and defined.

26. How does it look?
1 2 3 4
Name of Planets student enlists three
names of planets
orally
Student enlists 3
names of planets
orally and written
student is able to
enlist 6 names of
planets orally and
written
students is able to
enlist all names of
planets orally and
written
Objective: By the end of this task students will be able to enlist
the name of planets.
Assessment: Enlist the planets
Criteria
Descriptors/Indicators
Performance Levels

27. Types of Rubrics
What is a holistic rubric and analytic rubrics?
• Analytic Rubrics - Two-dimensional rubrics with levels of achievement as
columns and assessment criteria as rows.
• Holistic Rubrics - Single criterion rubrics (one-dimensional) used to assess
participants' overall achievement on predefined achievement levels.

28. Example for a Analytic/Holistic Rubric
Outcome:
Demonstrate the ability to show understanding of
foreground, middle ground and background, atmospheric
perspective ,sizing and overlapping.

33. Show your rating scale beginning on the left with the highest. On the
chart below, the highest level of performance is described on the left. A
few possible labels for a four-point scale include:
4 3 2 1
Exemplary Excellent Acceptable Unacceptable
Exceeds expectations Meets expectations Progressing Not there yet
Superior Good Fair Needs work
Excellent Good Needs Improvement Unacceptable
Sophisticated Highly Competent Fairly Competent Not Yet Competent

34. Benefits of a Rubric
• Rubrics improve student performance by clearly showing the student how
their work will be evaluated and what is expected.
• Rubrics help student become better judges of the quality of their own work
• Rubrics promote student awareness about the criteria to use in assessing
peer performance.
• Rubrics force the teacher to clarify his/her criteria in specific terms.
• Rubrics provide useful feedback to the teacher regarding the effectiveness
of the instruction.
• Rubrics reduce the amount of time teachers spend evaluating student
work.
• Rubrics allow assessment to be more objective
• Rubrics help instructors and students focus on what is valued in a subject,
topic or activity.

35. Rubrics Template
Criteria 4 = Exceptional 3 = Proficient 2 = Adequate
1 = not
satisfactory
Points
Criteria 1 Include description
Include
description
Include
description
Include description
Criteria 2 Include description
Include
description
Include
description
Include description
Criteria 3 Include description
Include
description
Include
description
Include description
Criteria 4 Include description
Include
description
Include
description
Include description
Criteria 5 Include description
Include
description
Include
description
Include description

36. Rubric Template 2
Basic Rubric Template
Meets or Exceeds
Expectations
3
Approaching
Expectations
2
Does not meet
expectations
1
Score
Objective 1
Objective 2
Objective 3