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Unit 2 - Performance Assessment

The document discusses performance assessment in education. It defines performance assessment as a form of testing that requires students to perform a task rather than select answers. Performance assessments measure how well students apply their knowledge and skills to authentic problems. There are two main types: process-based assessments evaluate the actual task performance, while product-based assessments focus on the final product. When developing performance tasks, teachers should ensure they are contextualized, require judgment and innovation, assess multiple skills, and allow practice and feedback. Tasks can be differentiated to meet different student needs. Scoring rubrics, including holistic and analytic rubrics, are often used to evaluate performance assessments.

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Samantha Tanudtanud
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10K views

Unit 2 - Performance Assessment

The document discusses performance assessment in education. It defines performance assessment as a form of testing that requires students to perform a task rather than select answers. Performance assessments measure how well students apply their knowledge and skills to authentic problems. There are two main types: process-based assessments evaluate the actual task performance, while product-based assessments focus on the final product. When developing performance tasks, teachers should ensure they are contextualized, require judgment and innovation, assess multiple skills, and allow practice and feedback. Tasks can be differentiated to meet different student needs. Scoring rubrics, including holistic and analytic rubrics, are often used to evaluate performance assessments.

Uploaded by

Samantha Tanudtanud
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Unit 2 : Performance Assessment

A. What and why of performance assessment

1. Meaning and nature


What is a Performance Assessment?
- It is also known as alternative assessment. A form of testing that requires students to perform a task rather
than select an answer from a ready-made list (Mills et al.,1993).
Nature of Performance Assessment
-According to Linn (1995), performance assessments provide a basis of teachers to evaluate both the
effectiveness of the process or procedure used (e.g. approach to data collection, manipulation of instruments)
and the product resulting from performance of a task (e.g. completed report of results, completed art work).

Purpose of performance assessment


-This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems.
It requires the student to produce something, such as a report, experiment, or performance, which is scored in
a specific criteria (Leather et.al,2019).

Types of performance test


 Process-based
- It is concerned with the actual task performance rather than the output or product of an activity. It
evaluates the actual task performance. It does not emphasize on the output or product of the activity. This
assessment aims to know what processes a person undergoes when given a task(Pesidas,2014).
 Product-based
- a kind of assessment where in the assessor views and scores the final product made and not on the actual
performance of making that product.Product assessment focuses on evaluating the result or outcome of a
process. (Pesidas,2014).

2. Principles of performance assessment


According to Haynes(2005),the following are the Principles of Performance assessment:
 Multiple assessments for each Power Standard and related indicators
 Spectrum of tasks – basic to enrichment
 Essential for differentiated instruction and effective classroom management
 Not all students may be working on the same task at the same time
 Students as collaborators, peer- and self-evaluators
 Group process, individual accountability
 Traditional tests used as “concurrent validity” measure

B. Developing Performance Tasks

1. Designing performance tasks

 According to Wiggins & McTighe (2006), the root of a performance task is a problem which is not to be
confused with an exercise. An exercise “involves a straightforward execution of a ‘move’ out of context”
(p. 155).
 Wiggins and McTighe argue that problems provide evidence of “genuine understanding” (p. 153).
Edmund J. Hansen (2011) provides some additional guidelines for designing performance task assessments:

 “Be realistically contextualized,


 Require judgement and innovation,
 Ask the student to ‘do’ the subject,
 Assess the student’s ability to use a repertoire of knowledge and skill, and
 Allow appropriate opportunities to rehearse, practice, and get feedback.”

2. Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: A guide to developing authentic
performance tasks(Wiggins & McTighe,2005)

 Goal – states the problem or challenge to be resolved.


 Role – explains who students are in the scenario and what they are being asked to do.
 Audience – who the students are solving the problem for, who they need to convince of the validity and
success of their solution for the problem. (Remember, the audience is not limited to the instructor.)
 Situation – provides the context of the situation and any additional factors that could impede the
resolution of the problem.
 Product, Performance, and Purpose – explains the product or performance that needs to be created and
its larger purpose.
 Standards and Criteria for Success – dictates the standards that must be met and how the work will be
judged by the assumed audience.

3.Differentiating performance tasks for diverse learners

 Differentiating performance tasks is a the way by which teachers modify and match assessment with the
varied characteristics/profiles of students in order to meet the students’ individual needs, thereby
enhancing their learning and boosting their ability to show what they have learned (Bostes et al.,2015).
 It can be done by designing and providing various assessment methods and activities that are appropriate
for each type of students such that they can effectively learn and demonstrate what they have learned
(Bostes et al.,2015).
 It can be done by providing them various options and opportunities to show their learning and proficiency
(Bostes et al.,2015).

4.Scoring Rubrics

2 Types of Rubrics

 Holistic rubrics
- single criteria rubrics (one-dimensional) used to assess participants' overall achievement on an activity or
item based on predefined achievement levels (Bean,n.d.).
Holistic Rubric

 Analytic rubrics
-two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows (Bean,n.d.).

Analytic Rubric
Based on the Center for Innovative Teaching and Learning (2012),the following are the Components of Scoring
Rubric:
 Criteria
 Levels of performance
 Descriptors

According to (Meritt,n.d.),the following are the Process of Developing Scoring Rubrics:


1. Identifying the qualities and attributes that the teacher wishes to observe in the students’ outputs that
would demonstrate their level of competency.
2. Deciding whether a holistic or analytic rubric would be more appropriate.
3. Defining the criteria for the top level of performance.
4. Identifying and defining of the
criteria for lowest level of performance
References :

Bean,J.(n.d.).Examples of Innovative Assessments.Retrieved from


https://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05types_of_rubrics.html

Bostes et al.(2015).Word Press :Principles and Methods of Assessment.


Retrieved from.
https://abdao.wordpress.com/2015/07/18/differentiated-assessment

Center for Innovative Teaching and Learning. (2012). Rubrics for assessment.
In Instructional guide for university faculty and teaching assistants.
Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

Hansen,E.J.(2011).UNT Teaching Commons :Understanding by


Design.Retrieved from
https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-meaningful-
assessment

Haynes.(2005).SlidePlayer:Making Standards Work Presented by Center for


Performance Assessment Retrieved from
https://slideplayer.com/slide/14644717/

Leather et al.(2019).EducationWeek: How Schools Should Prepare all Students for the Future of
Work:The Big Equity Challenge.Retrieved from
https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02

Linn. (1995).SlideShare: The Nature of Performance-Based Assessment (Assessment of Learning


2).Retrieved from
https://www.slideshare.net/iamina/the-nature-of-performancebased-assessment-assessment-of-
learning-2

Meritt,J.B.(n.d.).Slideplayer:Rubrics.Retrieved from https://slideplayer.com/slide/4707769/

Mills et al.(1993).Office of Research Education Consumer Guide: Performance Assessment.


Retrieved from
https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.htm

Pesidas.(2014).SlideShare:Process and Product Performance-Based


Assessment.Retrieved from
https://www.slideshare.net/Dianopesidas/process-and-product-
performanebased-assessment

Wiggins & McTighe(2005).UNT Teaching Commons :Understanding by Design.Retrieved from


https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-meaningful-
assessment

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