chapter 7 performance-based assessment
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CHAPTER 7PERFORMANCE-BASED
TESTS
Traditional standardized objective
test
Alternative assessment mechanism
Multiple choice tests
PERFORMANCE-BASED ASSESSMENT
Best way to gauge a student or pupil competency in a certain task is through en situ or on site.
A performance-based test -assess students on what they
know, what they are able to do and the learning strategies they employ in the process ofdemonstrating it.
Performance- based assessment
ObservationEn situ on site
• Portfolios of a student’s work overtime
• Student’s demonstration•hands-on execution of experiments by
students• Student’s work in simulated
environment
(APPROACH)
Bryant
Keeping records of all tasks successfully and skillfully performed by a student
Mehrens
Performance testing is NOT new
ff. PERFORMANCE TESTING
PROCEDURES
performance-based tests
Performance Testing
procedures
• performance tasks• rubrics scoring
guides • Exemplars of
performanceRequire students to perform a certain task or activity or perhaps solve complex problems
Performance-based testAssess students on what they
knowWhat they are able to do Learning strategies they employ
in the process of demonstrating it
Ex: hands-on execution of experiments by students
Students’ demonstration
PERFORMANCE TASKSStudents are required to draw on
the knowledge and skills they possess
To reflect upon them for use in the particular task at hand
Task require a combination of the two approaches
Example: problem solving skills
Students or pupils learn optimally by actually doing (Learning by doing)
-constructivist philosophy
task need to be consistent with the intended outcomes of the curriculum and the objectives of instruction
Require students to manifest(a) What they know(b)Process by which they came to
know it
in addition, performance-based test require that tasks involve examining the processes as well as the products of student learning,
RUBRICS AND EXEMPLARS Rubrics to describe student
performance
A scoring method that lists the criteria for a piece of work, or “ what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing);
Perkins et al (1994) provide example of rubrics scoring for student
This rubric lists the criteria in the column on the left
The report must explain1) The purposes of the invention2) The features or parts of the
invention and how they help it serve its purposes.
3) The pros and cons of the design4) How the design connects to
other things past, present, and future.
The four columns to the right of the criteria describe the varying degrees of quality, from excellent to poor.
Rubrics for an Invention ReportCriteria Quality
(3)Most acceptable
(2)Acceptable
(1)Less acceptable
(0)Not acceptable
Purposes The report explains the key purposes of the invention and points out less obvious ones as well
The report explains all of the key purposes of the invention
The report explains some of the purposes of the invention but misses key purposes
The report does not refer to the purposes of the invention
Features The report details both key and hidden features of the invention and explain how they serve several purposes
The report details the key features of the invention and explains the purposes they serve
The report neglects some features of the invention or the purposes they serve
The report does not detail the features of the invention or the purposes they serve.
Critique The report discusses the strengths and weaknesses of the invention, and suggest ways in which it can be improved
The report discusses the strengths and weaknesses of the invention the report
Discusses either the strengths and weaknesses of the invention but not both. The report does not
Mention the strengths or the weaknesses of the invention
Connections The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena
The report makes appropriate connections between purposes and features of the invention and one or two phenomena
The report makes unclear or inappropriate connections between the invention and other phenomena.
The report makes no connections between the invention and other things
SUB-TOTALS
Average:__________ Figure 1 – Prototype of Rubric Scoring
Creating Rubrics1. survey models – show students
examples of good and not-so-good work. Identify the characteristics that make the good ones good and the bad ones bad.
2. define criteria- from the discussions on the models, identify the qualities that define good work.
3. agree on the levels of quality – describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work.
4. practice on models- using the agreed criteria and levels of quality, evaluate the models presented in step 1 together with the students.
5. use self- and peer-assessment – give students their task. As they work, stop them occasionally for self-and-peer-assessment.
6. revise- always give students time to revise their work based on the feedback they get in step 5.
7. use teacher assessment- use the same rubric students used to assess their work yourself.
Figure 2 shows a teacher-made rubric prepared to assess the videotaped: Reading Rain-bow style” book talks.(Ann Tanona, a second grade teacher, as lifted from heide Andrade, 2007. http:www.yahoo.com).
Criteria Quality
Did I get my audience’s attention?
Creative Boring beginning No beginning
Did I tell what kind of book?
Tells exactly what type of book it is
Not sure, not clear
Didn’t mention it
Did I tell something about the setting?
Tells when and where story takes place
Slid over character
Did not tell anythingabout main character
Did I mention the setting?
Tells when and where story takes place
Not sure, not clear
Didn’t mention setting
Did I tell one interesting part?
Made it sound interesting- I want to buy it!
Told part and skipped on to something else
Forgot to do it
Did I tell who might like this book?
Did I tell Skipped over it Forgot to tell
How did I look? Hair combed, neat, clean clothes, smiled, looked up, happy
Lazy look Just-go-out-of-bed look, head down
How did I sound? Clear, strong, cheerfulvoice
No expression in voice
Difficult to understand – 6- inch voice or screening
Figure 2 – Book Talk Rubric
Tips in Designing RubricsCriterion Quality
Gains attention of audience. Give details
or an amusing fact, a series of questions, a short demonstration, a colorful visual or a personal reason why they picked this topic.
Does a two-sentence introduction, then starts speech.
Gives a one-sentence introduction, then starts speech
Does not attempt to gain attention of audience, just starts speech.
Figure 3. -Rubric for an Oral Presentation
criterion Quality Gives enough details
Yes, I put in enough details to give the reader a sense of time, place, and events
Yes, I put in some details, but some key details are missing
No, I didn’t put in enough details, but I did include a few.
No, I had almost no details.
Figure 4- Rubric for evaluating a Scrapbook (lifted from Andrade, 2007
rubricsare scales that differentiate
levels of student performance.
Contain the criteria that must be met by the student and the judgment process that will be used to rate how well the student has performed.
An exemplar is an example that delineates the desired characteristics of quality in ways students can understand.
Well designed rubrics include:Performance dimension that are critical to
successful task completion;Criteria that reflect all the important
outcomes of the performance task;A rating scale that provides a usable, easily-
interpreted score;Criteria that reflect concrete references, in
clear language understandable to students, parent, and other teachers;
Automating Performance-Based TestsEach performance task/problem
that is used in the test should be clearly defined in terms of performance standards not only for the end result but also for the strategies used in various stages of process.
A user need not always end up accomplishing the task; hence it is important milestones that the test taker reaches while solving the problem.
Having defined the possible strategies, the process and milestones, selection of tasks that comprise a test should allow the design of good rubrics for scoring.
Every aspect of the problem-solving activity that we wish to test has to lead to a set of changes in the system, so that the testing software can collect evidence of the student’s competency.
THE END..
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