Performance assessment involves evaluating a student's demonstration of a skill or creation of a product according to defined standards. It is an engaging form of assessment that allows teachers to observe students' skills and reasoning as they perform a task or develop a product. When using performance assessment, teachers should ensure students have equal access to resources, sufficient time is available to complete the task and grade it fairly, and achievement targets are based on standards and focus on defining different levels of proficiency without bias.

1. Performance Assessment Chapter 7 Katie and Tammy

2. Performance assessment is engaging.

3. Performance assessment is a performance

4. Performance assessment is a demonstration

5. Performance assessment is the creation of a product

6. that meets defined standards of quality

7. Teachers observe the performance while it happens

8. Teachers judge the performance while it happens

9. Use it only when students have equal access to resources

10. Use it only when you have time to do it and grade it fairly

11. If not, use students to observe and evaluate each other based on a rubric

12. Use it when you want student assessment to be active

13. Use it when you want student assessment to be hands-on

14. Use it when you want student assessment to be engaging

15. Use it when you want student assessment to be self evaluated

16. Use it when you want student assessment to be owned by the student

17. Now, about that rubric…

18. Achievement targets must be based on standards

19. Achievement targets must be based on textbook

20. Achievement targets must be based on expert opinion

21. Achievement targets must be without bias. Focus on the attributes of a good performance

22. Achievement targets must be without bias. Focus on the attributes of levels of proficiency

23. Performance Assessment of Achievement Targets

24. When you want to assess knowledge and understanding … don’t use a performance assessment

25. When you want to assess reasoning proficiency … sometimes you can watch students solve problems

26. When you want to assess reasoning proficiency … sometimes you can examine the product and deduce or infer

27. When you want to assess performance skills … you can observe and evaluate skills as they are being performed

28. When you want to assess ability to create … you can observe product development

29. When you want to assess ability to create … you can evaluate the attributes of the product

30. Developing Performance Assessments

31. Never lose track of your purpose

32. What are you assessing? The performance?

33. What are you assessing? The end product?

34. What are you assessing? The student’s skills?

35. Students need to know what “counts”. Give them examples of each level of proficiency

36. Students need to know what “counts”. Give them examples in kid-friendly language

37. Steps in Devising Performance Criteria

38. Analyze performance examples to discover the keys to success

39. Condense your analysis into a set of key attributes

40. Define the key attributes and develop a performance continuum for each

41. Apply your procedures in practice until you are consistent

42. Refine your procedures and criteria when necessary

43. Having a Good Rubric is Essential

44. Does the content included represent the best current thinking of the field regarding keys to successful performance?

45. Does the content align with relevant state or district achievement standards?

46. Does the content have the ‘ring of truth,’ is it consistent with what you really look for when evaluating student work?

47. Are the criteria divided into well organized and understandable pieces ?

48. Can you distinguish clearly among the levels of performance defined in the rubric?

49. Devising Performance Tasks

50. Set students up to succeed if they follow your guidelines

51. Identify the specific kinds of performance they should demonstrate.

52. Detail the context and conditions of the demonstration.

53. Remind students of the criteria of evaluation.

54. Quality tasks provide enough evidence

55. Quality tasks can realistically be used in the classroom

56. Quality tasks are free of bias

57. Remember the reason … who needs the results?

58. Remember the target … align tasks and rubrics to it

59. Remember to be clear … the rubric says what a good performance is

60. Remember to practice … anyone who will apply the rubric, must practice it

61. Remember consistency … everyone applying the rubric should report the same results on one performance

62. Remember biases … eliminate bias, and check to make sure it hasn’t crept in

63. You must be the assessor when it is assessment of learning!

64. Students may evaluate their own and others’ performance when it is assessment for learning!

65. Questions? [email_address]