Science fair projects are examples. Performance Assessmen

1
Performance and Portfolio Assessment
2
Performance Assessment

• An assessment in which the teacher observes and
  makes a judgement about a students demonstration
  of a skill or competency in creating a product.
• Similar terms include
• authentic assessment.
• alternative assessment.
• portfolio assessment

3
Performance Assessment Techniques

• Individual Projects.
• Group Projects.
• Interviews and Oral Presentations.
• Constructed Response Questions.
• Essays.
• Experiments.
• Demonstrations.

4
Performance Assessment Techniques Individual
Projects

• Comprehensive demonstrations of skills or
  knowledge.
• Usually require student initiative and
  creativity.
• Trained judges (often teachers) score projects
  against predetermined standards of quality.
• Science fair projects are examples.

5
Performance Assessment Techniques Group Projects

• Similar to individual projects.
• A number of students work cooperatively on a
  complex problem.
• Trained judges (often teachers) score projects
  against predetermined standards of quality.

6
Performance Assessment Techniques
Interviews/Oral Presentations

• Allow verbalization of knowledge.
• Interviews are particularly effective with
  younger children.
• Examples of usage include foreign language
  assessment, and
• Solutions to math or science problems.

7
Performance Assessment Techniques Experiments

• Primarily used for assessing learning in science.
• Several national organizations (e.g., AAAS, NSTA,
  NSF) advocate the use of experiments in classroom
  assessment of science concepts.
• Again, trained judges (often teachers) score
  projects against predetermined standards of
  quality

8
Performance Assessment Techniques Demonstrations

• Give students the opportunity to show their
  mastery of subject-area content and procedures.
• In physics, for example, use pulleys, gears, and
  inclined planes to move objects.

9
Performance Assessment Techniques Portfolios

• Collections of student work provide a portrait of
  individual performance over time.
• Typically, students are asked to evaluate the
  work they select for inclusion.

10
Performance AssessmentAdvantages and Limitations

• Advantages
• Assessment of complex, higher-order learning
  targets.
• Students actively engaged in learning while being
  assessed.
• Forces teachers to use multiple criteria.

• Limitations
• Weaker reliability.
• Limited sampling of learning targets.
• Time-consuming.
• Not good for assessing knowledge learning targets.

11
Performance AssessmentMost Serious Limitation

• Limited Generalizability
• Students respond to fewer tasks.
• Makes it difficult to draw inferences about
  general abilities.
• If the performance is successful can we infer
  that the student would do well on other tasks?
• If performance is unsuccessful can we infer that
  the student would do poorly on other tasks?

12
Performance AssessmentsThree essential
components

• Popham contends, and most experts agree, that a
  performance assessment should contain the
  following three components
• Multiple criteria.
• Pre-specified quality standards.
• Judgmental appraisal.
• In addition, performance assessments can be
  either simulated or authentic.

13
Performance AssessmentComponents (Popham)

• Identify the purpose for the assessment.
• Identify the learning target.
• Identify activities that illustrate acquisition
  of the targeted capability.
• Identify the types of evidence needed to infer
  skill acquisition.
• Identify the standards to be used.
• Place all this in the rubric.

14
Performance AssessmentEvaluating the Rubric

• Does it identify critical components of the
  learning target?
• Does it identify observable behaviors or
  outcomes?
• Is it appropriate for the students being
  assessed?
• Does it apply across contexts that call for
  similar behaviors?
• Does it specify levels of accomplishment?

15
Vehicles for RecordingEvidence of Skill
Acquisition

• Rating Scales
• Assess the degree or adequacy of attainment of
  the learning target.
• Checklists
• Assess presence or absence of skill acquisition.
• Anecdotal Records
• Assess atypical or unusual behaviors on selected
  children for future reference.

16
PortfoliosAdvantages and Limitations

• Advantages
• Authenticity.
• Show growth.
• Empower students.
• Foster communication.
• Great instruc-tional tool.

• Limitations
• Many uses of classroom assessment are not served
  well with portfolios.
• Time consuming.
• Psychometric problems
• with validity.
• with reliability.

17
Portfolio Assessment

• Assessment or instruction aid?
• Types of portfolios
• Purposeful portfolios.
• Document progress.
• Showcase accomplishments.
• Evaluate student status.
• Work-sample portfolios ( Document typical
  performance).
• Appraising portfolios (Scored w/ a rubric).

18
End