Classroom Classroom Assessment: Assessment: Concepts and Concepts and ApplicationsApplications

Chapter 8: Chapter 8:

Performance AssessmentsPerformance Assessments

4

Performance Assessment

Notebook: Notebook: Tab 5: Examples, page PA3Tab 5: Examples, page PA3

Require students to demonstrate Require students to demonstrate skill and knowledge by producing skill and knowledge by producing a formal product or performance.a formal product or performance.

Demonstration includes multiple Demonstration includes multiple objectives simultaneously.objectives simultaneously.

An alternative to timed tests An alternative to timed tests (multiple-choice and short (multiple-choice and short answer).answer).

Generally require work over an Generally require work over an extended period of timeextended period of time

Turn to Page 202: Turn to Page 202: Examples of Examples of FourFour Assessment Approaches Assessment Approaches

SelectionMultiple-choiceTrue-falseMatching

SupplyCompletionLabel a diagramShort-answerConcept map

ProductEssay, story, or poemResearch paperWriting portfolioDiary or journalScience fair projectArt exhibit or portfolio

PerformanceMusical, dance, or dramatic performanceScience lab demonstrationTyping testAthletic competitionDebateOral presentationCooperation in groups

Th

ing

s y

ou

can

hold

Th

ing

s y

ou

see o

r liste

n to

Short answer test items:

CAN give insight into student thinking.

However, the teacher observes the result of the student’s thinking but not the process!

Essays and other extended-response items:

Provide a product as evidence of student thinking

Permits the teacher to see the logic of arguments, the organization of the response, and their conclusions.

Turn to Page 204: Turn to Page 204: Comparison of Various Types of Comparison of Various Types of

AssessmentsAssessments

Purpose Sample knowledge with maximum efficiency and reliability

Assess thinking skills and/or mastery of how a body of knowledge is structured

Assess knowledge during instruction

Assess ability to translate knowledge and understanding into action

Student’s Response

Read, evaluate, select

Organize, compose

Oral answer Plan, construct and deliver an original response

Major Advantage

Efficiency—can administer many items per unit of testing time

Can measure complex cognitive outcomes

Joins assessment and instruction

Provides rich evidence of performance skills

Influence on Learning

Overemphasis on recall encourages memorization; can encourage thinking skills if properly constructed

Encourages thinking and development of writing skills

Stimulates participation in instruction, provides teacher immediate feedback on effectiveness of teaching

Emphasizes use of available skill and knowledge in relevant problem contexts

Objective Test Essay Test Oral Question Performance Assessment

3 Reasons for Popularityof Performance Assessment

Increased inclusion in formal, statewide Increased inclusion in formal, statewide assessment programsassessment programs

Increased classroom emphasis on problem-Increased classroom emphasis on problem-solving, higher-level thinking, and real-world solving, higher-level thinking, and real-world reasoning skillsreasoning skills

Provides alternative testing formats for a variety Provides alternative testing formats for a variety of student learning stylesof student learning styles

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Performance-Oriented Subjects

Reading, writing, and speaking are the most Reading, writing, and speaking are the most

common areas of performance assessment.common areas of performance assessment.

Other subjects, such as physical education, Other subjects, such as physical education,

science, and math may also use hands-on science, and math may also use hands-on

demonstrations to assess student learning.demonstrations to assess student learning.

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Developing Balanced Assessments

It is important for teachers to balance

supply and selection assessments

with performance and

product assessments.

Early Childhood Students

Assessment at this age focuses on Assessment at this age focuses on the following:the following:

Gross and fine motor Gross and fine motor developmentdevelopment

Verbal and auditory acuityVerbal and auditory acuityVisual developmentVisual developmentSocial behaviorsSocial behaviors

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Special Needs StudentsSpecial Needs Students

Students with severe disabilities Students with severe disabilities

are given performance tasks are given performance tasks

that focus on self-help skills.that focus on self-help skills.

These tasks support the These tasks support the

development of cognitive, development of cognitive,

affective, and psychomotor affective, and psychomotor

abilities. abilities. © 2008 McGraw-Hill Higher Education. All rights reserved.

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Developing Developing Performance AssessmentsPerformance Assessments

Fold a sheet of paper into four sections.Fold a sheet of paper into four sections.

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Number each section, 1 Number each section, 1 to 4.to 4.

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Developing Developing Performance AssessmentsPerformance Assessments

1. Have a clear purpose.1. Have a clear purpose.2. Identify observable 2. Identify observable

aspects of the aspects of the performance/product.performance/product.

3. Provide an 3. Provide an appropriate setting for appropriate setting for judging the judging the performance/product.performance/product.

4. Provide a judgment 4. Provide a judgment or score.or score.

A diving competition is anInstructional example of a

skill assessed by a performance assessment.

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1. Purpose1. Purpose

Develop the performance assessment to meet your pre-defined purpose.

Is our purpose to… Grade students Develop portfolios of

student work Diagnosis student learning Provide concrete examples

of student work for parent conferences

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Assessment GoalsAssessment Goals

If the goal of If the goal of assessment is assessment is summativesummative, the , the focus of the focus of the scoring criteria will scoring criteria will be on rating the be on rating the quality of the quality of the student’s product student’s product or performanceor performance

If the goal of If the goal of assessment is assessment is formativeformative, the , the focus of the focus of the scoring criteria will scoring criteria will be on giving be on giving feedback to feedback to students about students about their overall their overall strengths and strengths and weaknessesweaknesses

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2. Identify Performance Criteria2. Identify Performance Criteria

Performance criteria are the specific aspects a student should perform to properly carry out a performance or

create a product.These are the heart of performance assessment but tend to be the most

problematic.

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Examples of Performance CriteriaExamples of Performance Criteria

© 2008 McGraw-Hill Higher Education. All rights reserved.

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Guidelines in Developing Guidelines in Developing Performance CriteriaPerformance Criteria

1. State criteria that are 1. State criteria that are meaningful, important, and meaningful, important, and easily understood.easily understood.

2. Develop 2. Develop essentialessential criteria; 6 to criteria; 6 to 12 is manageable12 is manageable

3. Revise and clarify initial 3. Revise and clarify initial criteria based on experience and criteria based on experience and feedback.feedback.

© 2008 McGraw-Hill Higher Education. All rights reserved.

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Example of Performance Criteria

For writing a well-organized paragraph:Indents first sentence.Topic sentence sets main idea of paragraph.Following sentences support the main idea.Sentences are arranged in logical order.Uses age-appropriate vocabulary.Writes in complete sentences.Capitalizes proper nouns and first words in sentences.Makes no more than three spelling errors.Conclusion follows logically from prior

sentences.Handwriting is legible.

Are they:Important?Easily understood?

Are there 6 to 12 criteria?

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Develop Develop Observable PerformanceObservable Performance

1. Try the performance yourself.1. Try the performance yourself.2. List the important aspects.2. List the important aspects.3. Limit the number of criteria.3. Limit the number of criteria.4. Work with a team of teachers to develop 4. Work with a team of teachers to develop

performance criteria.performance criteria.5. Use language that specifies observable student 5. Use language that specifies observable student

behavior or product characteristics.behavior or product characteristics.6. Do not use ambiguous words.6. Do not use ambiguous words.7. Arrange the criteria in the order they are likely 7. Arrange the criteria in the order they are likely

to be performed.to be performed.8. Check for existing performance criteria.8. Check for existing performance criteria.

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3. Provide a 3. Provide a Conducive SettingConducive Setting

Teachers may observe Teachers may observe behaviors as they behaviors as they naturally occur in the naturally occur in the classroom or in a more classroom or in a more formal exercise.formal exercise.

Formally structured Formally structured assessments are needed assessments are needed when dealing with low-when dealing with low-frequency behaviors and frequency behaviors and when making important when making important decisions.decisions.

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4. Provide a Score4. Provide a Score

Holistic scoring provides a single, provides a single, overall score for a performance or overall score for a performance or product.product.

Analytic scoring provides a provides a separate score for each individual separate score for each individual criterion.criterion.

Group placementGrades

Diagnose student weaknesses/strengths

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4. Provide a Score4. Provide a Score

Develop a Scoring SystemDevelop a Scoring SystemMany options are available for collecting, Many options are available for collecting,

recording, and summarizing observations of recording, and summarizing observations of student performance:student performance:a. Anecdotal recordsa. Anecdotal recordsb. Checklistsb. Checklistsc. Rating scalesc. Rating scalesd. Rubricsd. Rubricse. Portfoliose. Portfolios

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a. Anecdotal Recordsa. Anecdotal Records

Anecdotal records are detailed Anecdotal records are detailed written accounts of significant, individual student of significant, individual student events and behaviors events and behaviors the teacher has the teacher has observed.observed.

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STUDENT Lynn Gregory DATE 9/22/2007

OBSERVER J. Ricketts

Lynn entered the room in an orderly manner and moved directly for her

desk. She began preparing for class by taking out her homework and a

pencil. Lynn then became interested in a conversation that was occurring

between two students beside her. She left her desk and became engaged in

the conversation. She quickly became animated and, when the bell rang, had

difficulty settling back down. For several minutes, she repeatedly shifted her

focus from the teacher to the students beside her, at times whispering to

them. Only after being spoken to by the teacher was Lynn able to fully focus

on the lesson at hand.

•Description of student’s strengths and weaknesses based on pre-specified criteria•Judgment and recommendations are absent

b. Checklistsb. Checklists

Notebook: Tab 5: Notebook: Tab 5:

Page 41+; Example, page C 1.Page 41+; Example, page C 1. A checklist is a written list of performance A checklist is a written list of performance

criteria. (See example on page 218)criteria. (See example on page 218)

As a student’s performance is observed or As a student’s performance is observed or product judged, the scorer determines product judged, the scorer determines whether it meets each criterion and “checks” whether it meets each criterion and “checks” it on the list.it on the list.

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Checklists: AdvantagesChecklists: Advantages

They are diagnostic, reusable, They are diagnostic, reusable, and capable of charting and capable of charting student progress.student progress.

They focus on specific They focus on specific performances and show areas performances and show areas of strength and weakness.of strength and weakness.

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Checklists: DisadvantagesChecklists: Disadvantages

They give only two choices for each criterion: They give only two choices for each criterion: performed or not performed. It provides no performed or not performed. It provides no gradation in scoring.gradation in scoring.

They make it difficult to summarize a They make it difficult to summarize a student’s performance into a single score.student’s performance into a single score. Translate the number of criteria successfully Translate the number of criteria successfully

completed into a percentage. completed into a percentage. Example: 9 correct out of 13 = 69%Example: 9 correct out of 13 = 69%

Set up a standard for rating.Set up a standard for rating.Example: A = 12 or 13 correctExample: A = 12 or 13 correct B = 9 to 11 correctB = 9 to 11 correct C = 5 to 8C = 5 to 8 D = 4 or fewerD = 4 or fewer

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c. Rating Scalesc. Rating Scales

Rating scales allow observers to judge Rating scales allow observers to judge performance performance along a continuumalong a continuum rather rather than as a dichotomy.than as a dichotomy.

3 of the most common types: 3 of the most common types: Tab 3: page 43Tab 3: page 43

Graphic scalesGraphic scalesNumeric scalesNumeric scalesDescriptive scales (scoring rubrics)Descriptive scales (scoring rubrics)

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2 Rules2 RulesDeveloping Rating ScalesDeveloping Rating Scales

1. Limit the number of rating 1. Limit the number of rating categories to 3–5 well-defined and categories to 3–5 well-defined and distinct rating scales. (See page 221)distinct rating scales. (See page 221)

2. Use the same rating scale for each 2. Use the same rating scale for each performance criterion. This helps to performance criterion. This helps to focus the rater’s attention and focus the rater’s attention and enhances scoring reliability.enhances scoring reliability.

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Rating Scales: AdvantagesRating Scales: Advantages

They are diagnostic, reusable, and They are diagnostic, reusable, and capable of charting progress.capable of charting progress.

They measure the degree to which They measure the degree to which the performance matches the the performance matches the criteria.criteria.

They focus on specific They focus on specific performances and show areas of performances and show areas of strength and weakness.strength and weakness.

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Rating Scale: DisadvantagesRating Scale: Disadvantages

They are time consuming to They are time consuming to construct.construct.

They make it difficult to summarize They make it difficult to summarize a student’s performance into a a student’s performance into a single score.single score.

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d. Rubricsd. Rubrics Notebook: Tab Notebook: Tab

5, page 45+; 5, page 45+; page R4page R4

A rubric is a set of A rubric is a set of clear clear

expectations or expectations or criteria used to criteria used to help teachers help teachers and students and students

focus on what is focus on what is valued in a valued in a

subject, topic, or subject, topic, or activity.activity.

They lay out criteria for different levels of They lay out criteria for different levels of performance, which are usually descriptive, rarely performance, which are usually descriptive, rarely

numerical.numerical.

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Scoring RubricsScoring Rubrics

These descriptive rating scales These descriptive rating scales require the rater to choose require the rater to choose among different descriptions of among different descriptions of actual performance.actual performance.

To score, the teacher picks the To score, the teacher picks the description that most closely description that most closely matches the student’s matches the student’s performance.performance.

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Rubrics: Two Scoring MethodsRubrics: Two Scoring Methods

Holistic scoring Holistic scoring (Tab 5, page 45)(Tab 5, page 45) is used to is used to assess the overall performance of a assess the overall performance of a student across all the performance student across all the performance criteria. A holistic rubric contains a single criteria. A holistic rubric contains a single description.description.

Analytic scoring Analytic scoring (Tab 5, page 48)(Tab 5, page 48) is used is used to assess individually each performance to assess individually each performance criterion stated in the rubric.criterion stated in the rubric.

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Holistic Scoring Holistic Scoring

SUPERIORCan support opinion, hypothesize, discuss abstract topics,

And handle a linguistically unfamiliar situation.ADVANCED

Can narrate and describe in past, present, and futuretime/aspect, and handle a complicated

Situation or transaction.INTERMEDIATE

Can create with language, ask and answersimple questions on familiar topics,

and handle a simple situationor transaction.

NOVICENo functional ability;

speech limited tomemorizedmaterial.

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General Steps in Preparing General Steps in Preparing and Using Rubricsand Using Rubrics

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Rubrics: Involving StudentsRubrics: Involving Students

Inform students of the performance Inform students of the performance criteria criteria priorprior to the assessment. to the assessment.

Describe and illustrate specific examples Describe and illustrate specific examples of good and poor performance.of good and poor performance.

Practice using rubrics with students.Practice using rubrics with students.

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e. Portfoliose. Portfolios

A A portfolioportfolio is an is an extended extended performance assessmentperformance assessment that that includes includes multiple samplesmultiple samples of of student products or student products or performances.performances.

Its purpose is to show students’ Its purpose is to show students’ work and accomplishments over work and accomplishments over time.time.

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Purposes of PortfoliosPurposes of Portfolios

Show students’ typical workShow students’ typical work Monitor progress and improvement over timeMonitor progress and improvement over time Help students engage in self-evaluationHelp students engage in self-evaluation Provide ongoing assessment of learningProvide ongoing assessment of learning Show connections among processes and Show connections among processes and

productsproducts Grading studentsGrading students Facilitating teacher and parent meetingsFacilitating teacher and parent meetings

See Page 234

For complete

List

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Portfolios: Performance CriteriaPortfolios: Performance Criteria

Performance criteria assess each of Performance criteria assess each of the individual pieces within a the individual pieces within a portfolio.portfolio.

They should align with a teacher’s They should align with a teacher’s instructional objectives.instructional objectives.

They allow students to help identify They allow students to help identify performance criteria they are performance criteria they are expected to follow.expected to follow.

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Portfolios: SettingPortfolios: Setting

Portfolios require a safe, Portfolios require a safe,

accessible accessible storage spacestorage space..Many portfolio pieces can be Many portfolio pieces can be

gathered by the teacher in the gathered by the teacher in the classroom.classroom.

Other pieces, such as oral speaking, Other pieces, such as oral speaking, science experiments, and artistic science experiments, and artistic productions, require productions, require special special equipment or arrangements.equipment or arrangements.

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Portfolios: ScoringPortfolios: Scoring

First, First, decide the purpose decide the purpose of the portfolio.of the portfolio.

Scoring portfolios is a time-consuming Scoring portfolios is a time-consuming process that process that involves judging each involves judging each

individual piece and the portfolio as a individual piece and the portfolio as a whole.whole.

A. Summative scoringA. Summative scoring

VSVS

B. Scoring individual piecesB. Scoring individual pieces

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A. Summative ScoringA. Summative Scoring

Summative scoringSummative scoring is used to assign is used to assign an overall grade to the portfolio as a an overall grade to the portfolio as a whole.whole.

Performance criteria used to assess an Performance criteria used to assess an entire portfolio are different from those entire portfolio are different from those used to assess individual portfolio items.used to assess individual portfolio items.

Uses criteria to judge the overall Uses criteria to judge the overall progress or performance.progress or performance.

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B. Scoring the PiecesB. Scoring the Pieces

Individual portfolio pieces are typically Individual portfolio pieces are typically scored using checklists, rating scales, scored using checklists, rating scales, and rubrics. and rubrics.

(See Table 8.6)(See Table 8.6)

Allow students to self-assess pieces of Allow students to self-assess pieces of their portfolio to encourage reflection their portfolio to encourage reflection and evaluation skills.and evaluation skills.

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Validity and ReliabilityValidity and Reliability

In performance assessments, In performance assessments, the main source of error is the the main source of error is the observer, who judges both observer, who judges both what is happening during a what is happening during a performance and the quality.performance and the quality.

Validity and reliability are Validity and reliability are reduced when distractions reduced when distractions and subjectivity in scoring and subjectivity in scoring increase.increase.

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Preparing StudentsPreparing Students

Inform students about the performance Inform students about the performance criteria upon which they will be judged.criteria upon which they will be judged.

Allow students to help define the Allow students to help define the performance criteria.performance criteria.

Give students a copy of the checklist, Give students a copy of the checklist, rating, or rubric that will be used.rating, or rubric that will be used.

ValidityValidity

Factors that reduce validity:Factors that reduce validity:Failure to instruct students on Failure to instruct students on

the performance criteriathe performance criteriaInability to control personal Inability to control personal

expectationsexpectationsBiasBias

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BiasBias

BiasBias occurs when judgments regarding occurs when judgments regarding the performance of one group of the performance of one group of students are influenced by the inclusion students are influenced by the inclusion of irrelevant, subjective criteria.of irrelevant, subjective criteria.

Performance criteria and settings should Performance criteria and settings should not give an unfair advantage to any not give an unfair advantage to any group of students.group of students.

ReliabilityReliability

Teachers who use Teachers who use performance assessments performance assessments see fewer examples of see fewer examples of student masterystudent mastery, thus , thus reducing reliability.reducing reliability.

Reliability is improved by Reliability is improved by multiple observations of multiple observations of student performances or student performances or having multiple observers having multiple observers and raters. and raters.

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Chapter OLC Review

Visit Chapter 8 of the text website for Visit Chapter 8 of the text website for chapter quizzes, related websites, and chapter quizzes, related websites, and other helpful study materials.other helpful study materials.

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