Performance Assessment: an alternative to Traditional

Assessment

Objectives: to understand the difference between Assessment & Evaluation, Traditional & Alternative and Summative & Formative

To know the importance of Alternative Assessment

To apply the principles of Performance Assessment in planning assessments

Assessment

• “global term for gathering information for decision making” (Burke, 2009)

• CLASSROOM CONTEXT:– “Process of listening, observing, and

gathering evidence to evaluate the learning and development of students” (Chen and McNamee, 2007).

EvaluationProcess of interpreting the evidence and making judgments and decisions based on the evidence

If the assessment is not sound, the evaluation will not

be sound.

Assessment Evaluation“For” Learning “Of” Learning

•Formative •Summative

•Ongoing feedback in “real time” •Final judgment based on evidence

•Collection of data •Analysis and evaluation of data

•Differentiated to meet student needs •Standardized to test all students

•“Do overs” to allow improvements •“Last attempt” to meet standards

•Helps teachers improve their teaching •Used to evaluate teachers’ effectiveness

•Helps students improve their learning •Used to prove the quality of learning to parents, administrators and policymakers

Formative vs. Summative Formative

“malleable” Summative

“final”

Traditional vs. Alternative

Traditional Memorizing Pencil-and-paper

Alternative Authentic Performances

Type of Assessment Focus FeaturesTraditional Classroom

Assessments•Tests•Quizzes•Assignments•Standardized tests•Norm-referenced

ContentCurriculum skills

Type of Assessment Focus FeaturesAlternative •Collaboration

•Performance•Tasks•Criteria•Rubrics•Examination of student work

StandardsApplicationTransfer

Fogarty & Stoehr, 2008

Why? Neo-Bloom’s Taxonomy

• ConstructivismPIAGET VYGOTSKY

Cognitive Social

: student as active constructor of knowledge

: knowledge is constructed from social interaction

Performance Assessment “Performance based Assessment” “Performance and Product” Holistic, realistic, authentic Analyzing, evaluating, synthesizing Performing Output generation

Features

PERFORMANCE ASSESSMENT

• Characteristics• Authentic• Engaging• No single

answer

• Learning Targets• Skills• Content• Products

• Scoring Criteria• Rating Scales• Rubrics• Checklists

Why? Accommodate Individual Differences More complex tasks Less structured

Requires higher-order thinking skills Multiple solutions to one problem

Increase student motivation Improve student achievement Collaboration

Fosters appropriate social skills and positive interactions

Gardner’s Multiple IntelligencesVerbal/Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinaesthetic

•Speeches•Debates•Storytelling•Reports•Crosswords•Newspapers

•Puzzles•Outlines•Timelines•Analogies•Patterns•Problem-Solving•Lab experiments

•Artwork•Photographs•Posters, charts•Illustrations•Cartoons

•Role Playing•Sports/Games•Body Language

Musical/Rhythmic Interpersonal Intrapersonal Naturalist

•Songs•Raps•Jingles•Choirs•Musical Instruments

•Group Video, Film•Think-pair-share•Conferences

•Reflective journal•Learning log•Independent Reading•Diaries

•Outdoor education•Field Trips•Nature walk•Weather forecasting

Fogarty & Stoehr, 2008

Example• Topic: Adjectives in Italian• Timeline: 2-3 weeks• Objectives:– To familiarize oneself with the different

forms of adjectives: -o, -a, -e, gender and number

– To Understand the uses of adjectives through a variety of activities

– To Use the appropriate form of adjectives with nouns

Often Verbal/Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic

•Crosswords for vocabulary retention•Write a poem about a noun•Write a story using 10 adjectives and make them the central theme

•Create a Venn diagram to compare and contrast adjectives by: form, gender and meaning•Genealogy game

•Choose 1 adjective and make it the central theme of your output (photo, drawing, painting etc)

•Charades•Role playing

Musical/Rhythmic Interpersonal Intrapersonal Naturalist

•Create an advertisement about a certain noun, use a jingle to present it

•Human Bingo •Personality quizzes•Write an essay: How well do you know yourself?

•Go outside, pick a spot and describe that spot

Assessing Performance Assessment1. Holistic Scoring

Prompt: Story Writing

6- Story has a beginning, middle, and end. Has a theme or story line. Sentences are well formed, with virtually no errors in mechanics. 5- Clear story line. Organization is evident. Most sentences are well formed. Only occasional errors in mechanics (grammar, punctuation, capitalization and spelling).4- Story line clearly perceptible but somewhat jumbled. Some errors in mechanics are very noticeable but do not interfere with meaning.3- Story line present but not well organized. Frequent errors in mechanics, often interfering with meaning or very distracting.2- Barely perceptible story line. Little production. Clear errors in mechanics.

1- Very little production. Incomplete sentences with little meaning. Clear errors in mechanics. Difficult to make sense out of what was written.0- No basis for rating. Illegible or off topic.

2. Analytic ScoringSkill Poor Excellent

Use of voice 1 2 3 4 5

Organization 1 2 3 4 5

Posture 1 2 3 4 5

Pace 1 2 3 4 5

Clear message 1 2 3 4 5

3. Primary trait scoring Each product has a purpose. If the

purpose is accomplished, the product is successful despite its flaws.

4. Point system The rater looks for key points in the

product. The score is simply the sum of these points.

Recommendations:Be reflective. Empathize with your students.Understand that not all students learn the same way. Accommodate.Plan ahead: lessons & assessmentsBe subjective, but don’t forget to be objectiveAppreciate

“When I look at the skills and concepts I have needed to succeed in

my own field, I find a number that are crucial: creativity, common

sense, wisdom, hard work, knowing how to win and how to lose, a sense

of fair play, and lifelong learning. Memorizing books is certainly not

one of them”.

Sternberg, 2008