The document discusses performance-based assessment. It defines performance-based assessment as using tasks that are meaningful to students to evaluate how well they understand and apply knowledge and skills. It notes that performance assessments require students to demonstrate mastery of skills and competencies by performing or producing something. The document outlines some key characteristics of performance-based assessments, such as being authentic, integrating multiple skills, and aiming to improve student performance. It also provides steps for creating a performance assessment, such as identifying the performance to be evaluated, establishing criteria, and creating tasks.

1. Performance Based Assessment

2. • It is a set of strategies for the acquisition and application of
knowledge , Skills, and work habits through the performance of
tasks that are meaningful and engaging to students.
• This type of assessment provides the teacher with information
about how students understand and applies knowledge.
• In its simplest terms, a performance assessment (Alternative
assessment) is one which requires students to demonstrate
that they have mastered specific skills and competencies by
performing or producing something.

3. Performance-based assessment…
• is authentic, connected to everyday life.
• provides opportunities for students to show what they can do as well
as what they know.
• involves students in the process of evaluation.
• integrates tasks involving multiple skills and knowledge of culture.
• helps all learners to do their best and aims to improve overall student
performance.
Some Characteristics of
Performance-Based Assessment

4. A Performance Assessment is…
A strong method for evaluating:
• Performance Skill
• Required behavior, observed in action
• Product
• Creation reflecting proficiency
• Skill & Product
• Skill needed to form a product & the quality of the product

5. Steps to Creating a Performance Assessment
1) Identify & define the performance that you will evaluate
• Are you evaluating skill, product, or both?
2) Establish the performance criteria of an excellent performance (by creating a rubric)
• What does an excellent performance look like?
• Map each stage of performance that escalates to excellent
• Convey the discipline-based meaning of proficiency
• Use student-friendly language
• Prepare to score holistically, analytically, or a combination

6. • 3) Create tasks to develop this type of student performance
• Specify the Task
• Define the learning targets
• Explain the conditions that the task will be completed within (materials, time frame,
location, context)
• Communicate the evaluation criteria again
• Select the Sample Size
• Determine the # of tasks needed to evaluate the learning target/essential outcome
• Consider: Purpose of the assessment, depth of the learning target, time, student’s
performance consistency, rating of the performance

7. Rubric

8. What is Rubric?
A rubric is a scoring and instructional tool used to assess student
performance using a task-specific range or set of criteria.
To measure student performance against this predetermined set of
criteria, a rubric contains the essential criteria for the task and
levels of performance (i.e., from poor to excellent) for each
criterion.
Most rubrics are designed as a one- or two-page document
formatted with a table or grid that outlines the learning criteria for
a specific lesson, assignment or project.

9. BENEFITS OF RUBRIC
• The rubric provides assessment with
exactly the characteristics for each level of
performance on which the students and
the teacher should base their judgment.
• The rubric provides the students with clear
information about how well they performed
and what they need to accomplish in the
future to better their performance.

10. TWO TYPES OF
RUBRICS• A holistic rubric involves one global, holistic rating with a
single score for an entire product or performance based on an
overall impression. These are useful for summative assessment
where an overall performance rating is needed, for example,
portfolios.
• An analytical rubric divides a product or performance into
essential traits that are judged separately. Analytical rubrics are
usually more useful for day-to-day classroom use since they
provide more detailed and precise feedback to the student.

11. Assessing student
learning• Rubrics provide instructors with an effective means of learning-
centered feedback and evaluation of student work. As
instructional tools, rubrics enable students to gauge the
strengths and weaknesses of their work and learning. As
assessment tools, rubrics enable faculty to provide detailed and
informative evaluations of students’ work.

12. Examining Rubrics
“Good rubrics for evaluating student
proficiency in a performance assessment
context specify the important content (what
counts) with sharp clarity (everyone
understands the criteria).”
(Stiggins, An Introduction to student-involved assessment for learning, p. 173).”

13. • Content- What counts? What users see is what you’ll get.
• Does it cover everything of importance- doesn’t leave important things out?
• Does it leave out unimportant things?
• Clarity- Does everyone understand what is meant?
• Are terms defined?
• Are various levels of quality defined?
• Are there samples of work to illustrate the levels of quality?
• Practicality- Is it easy to use?
• Will students understand what is meant? Is there a student-friendly version?
• Can students use it to self-assess & set specific goals?
• Is the information provided useful for planning instruction?
• Is the rubric manageable?
• Technical Quality/Fairness- Is it reliable & valid?
• Is it reliable? Will different raters give the same score?
• Is it valid? Do the ratings actually represent what students can do?
• Is it fair? Does the language adequately describe quality for all students? Are there racial,
cultural, or gender biases?

14. Creating a
Rubric

16. Task: Each student will make
a 5-minute presentation on
the changes in one
community over the past 30
years. The student may
focus the presentation in
any way he or she wishes,
but there needs to be a
thesis of some sort, not just
a chronological exposition.
The presentation should
include appropriate
photographs, maps, graphs,
and other visual aids for the
audience.
Example Scoring
Guide Rubric:
(includes description of
dimensions at the highest level of
performance)

17. Task: Each student will make
a 5-minute presentation on
the changes in one
community over the past 30
years. The student may
focus the presentation in
any way he or she wishes,
but there needs to be a
thesis of some sort, not just
a chronological exposition.
The presentation should
include appropriate
photographs, maps, graphs,
and other visual aids for the
audience.
Example Three-
level Rubric:
(includes description of
dimensions with all levels of
performance
described)

18. Four Stages In Constructing A Rubric
1. Reflecting.
In this stage, we take the time to reflect on what we want from the students, why we
created this assignment, what happened the last time we gave it, and what our
expectations are:
a) Why did you create this assignment?
b) Have you given this assignment or a similar assignment before?
c) How does this assignment relate to the rest of what you are teaching?
d) What skills will students need to have or develop to successfully complete this assignment?
e) What exactly is the task assigned?
f) What evidence can students provide in this assignment that would show they have accomplished
what you hoped they would accomplish when you created the assignment?
g) What are the highest expectations you have for student performance on this assignment overall?
h) What is the worst fulfillment of the assignment you can imagine short of simply not turning it in at
all?

19. Four Stages In Constructing A Rubric
2. Listing.
In this stage, we focus on the particular details of the assignment and what
specific learning objectives we hope to see in the completed assignment.
Answers to (d)-(e)-(f) above regarding skills required, the exact
nature of the task, and the types of evidence of learning are most often a
good starting point to generate this list. Once the learning goals have been
listed, you add a description of the highest level of performance you expect
for each learning goal. These will later contribute to the “Descriptions of
Dimensions” on a finished rubric.

20. Four Stages In Constructing A Rubric
3. Grouping and Labeling.
In this stage, we organize the results of our reflections in Stages 1 and 2,
grouping similar expectations together in what will probably become the
rubric dimensions. Start with the highest performance expectations
completed in Stage 2 and group together items which are related. Once the
performance descriptions are in groups of similar skills, read them and
start to find out what is common across the group and label it. These labels
will ultimately become dimensions on the rubric – it is important to keep
them clear and neutral; e.g., “Organization”, “Analysis”, or “Citations”.

21. Four Stages In Constructing A Rubric
4. Application.
In this stage, we apply the dimensions and
descriptions from Stage 3 to the final form
of the rubric, utilizing the matrix/grid
format.

22. Once you have identified what you are assessing; e.g., critical
thinking, here are steps for creating holistic rubrics:
• Identify the characteristics of what you are assessing; e.g.,
appropriate use of evidence, recognition logical fallacies
• Describe the best work you could expect using these
characteristics – this describes the top category
• Describe the worst acceptable product using these characteristics
– this describes the lowest acceptable category

23. Once you have identified what you are assessing; e.g., critical
thinking, here are steps for creating holistic rubrics:
• Describe an unacceptable product – this describes the lowest category
• Develop descriptions of intermediate-level products and assign them to
intermediate categories. You might decide to develop a scale with five levels;
e.g., unacceptable, marginal, acceptable, competent, outstanding, or three
levels; e.g., novice, competent, exemplary, or any other set that is meaningful.
• Ask colleagues who were not involved in the rubric’s development to apply it
to some products or behaviors and revise as needed to eliminate ambiguities.

24. Samples of
Rubric