Difference between revisions of "Performance Assessment"
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{{Term|PERFORMANCE ASSESSMENT|Form of [[Assessment|assessment]] that requires students to demonstrate their knowledge or skills by accomplishing specific tasks, such as constructing a response (e.g. solve math problems) or creating a product (e.g. woven a basket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any other well-defined action. | {{Term|PERFORMANCE ASSESSMENT|Form of [[Assessment|assessment]] that requires students to demonstrate their knowledge or skills by accomplishing specific tasks, such as constructing a response (e.g. solve math problems) or creating a product (e.g. woven a basket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any other well-defined action. | ||
| − | + | ==='''Benefits'''=== | |
| − | '''Benefits''' | + | |
*It requires learners to actively demonstrate what they know | *It requires learners to actively demonstrate what they know | ||
*It simulates real world tasks | *It simulates real world tasks | ||
*It requires thinking skills | *It requires thinking skills | ||
| − | *It mixes different learning styles together (visual, mental, | + | *It mixes different learning styles together (visual, mental, auditory: [[VAK Model|VAK model]]) |
*It provides a more complete picture of learners’ achievement | *It provides a more complete picture of learners’ achievement | ||
*It can be used for diagnostic, instructional, and monitoring purposes | *It can be used for diagnostic, instructional, and monitoring purposes | ||
*It has multiple correct answers <ref> [http://pals.sri.com/guide/glossary.html http://pals.sri.com] (22 May 2009), [http://artswork.asu.edu/arts/teachers/assessment/glossary.htm http://artswork.asu.edu] (27 August 2009), [http://www.nps.k12.nj.us/Curriculum/Bilingual/3-6/Disk%20I/ESL%20Curriculum%20-2004%203-6/Glossary%202.doc www.nps.k12.nj.us] (18 December 2009), [http://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html http://www.ed.gov/] (24 November 2011), [http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/1 http://www.glencoe.com/] (24 November 2011) </ref> | *It has multiple correct answers <ref> [http://pals.sri.com/guide/glossary.html http://pals.sri.com] (22 May 2009), [http://artswork.asu.edu/arts/teachers/assessment/glossary.htm http://artswork.asu.edu] (27 August 2009), [http://www.nps.k12.nj.us/Curriculum/Bilingual/3-6/Disk%20I/ESL%20Curriculum%20-2004%203-6/Glossary%202.doc www.nps.k12.nj.us] (18 December 2009), [http://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html http://www.ed.gov/] (24 November 2011), [http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/1 http://www.glencoe.com/] (24 November 2011) </ref> | ||
| − | |||
See also: [[Assessment]], [[Formative Evaluation]], [[Peer-to-Peer Assessment]], [[Performance]], [[Summative Evaluation]], [[Test Assessment]]}} | See also: [[Assessment]], [[Formative Evaluation]], [[Peer-to-Peer Assessment]], [[Performance]], [[Summative Evaluation]], [[Test Assessment]]}} | ||
| + | {{Tool|Step by Step guidelines for developing Performance Assessments| | ||
| − | + | *Clearly formulate the [[Learning Objectives|learning objectives]] for the unit/module. | |
| + | *Establish which kind of skills/ knowledge you want to assess (e.g. reasoning, memory, process). | ||
| + | *Decide what learners will need to demonstrate (e.g. decision making skills, problem solving skills, communication skills) and which are going to be the outcomes of the activity. | ||
| + | *Decide if the performance assessment suits the established goal and type of skills to be assessed. | ||
| + | *Define the criteria that you will use to measure/evaluate the performances, and make sure that these criteria reflect the most valued elements of learners’ performance. | ||
| + | *Design the task by thinking about a meaningful context for engaging learners. Take into account that it has to bridge prior knowledge and interests with essential skills and competencies. | ||
| + | *Generate an exemplary response | ||
| + | *Decide which kind of scoring is most appropriate for the task. Remember that providing feedback in terms of levels of competence is more important than providing just numerical scores.<ref>[[http://pareonline.net/getvn.asp?v=6&n=2]] (24 November 2011), [[http://www.flaguide.org/extra/download/cat/perfass/perfass.pdf]] (24 November 2011)</ref> | ||
==References== | ==References== | ||
<References/> | <References/> | ||
Revision as of 15:08, 24 November 2011
 PERFORMANCE ASSESSMENT |
Form of assessment that requires students to demonstrate their knowledge or skills by accomplishing specific tasks, such as constructing a response (e.g. solve math problems) or creating a product (e.g. woven a basket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any other well-defined action.
Benefits
|
{{Tool|Step by Step guidelines for developing Performance Assessments|
- Clearly formulate the learning objectives for the unit/module.
- Establish which kind of skills/ knowledge you want to assess (e.g. reasoning, memory, process).
- Decide what learners will need to demonstrate (e.g. decision making skills, problem solving skills, communication skills) and which are going to be the outcomes of the activity.
- Decide if the performance assessment suits the established goal and type of skills to be assessed.
- Define the criteria that you will use to measure/evaluate the performances, and make sure that these criteria reflect the most valued elements of learners’ performance.
- Design the task by thinking about a meaningful context for engaging learners. Take into account that it has to bridge prior knowledge and interests with essential skills and competencies.
- Generate an exemplary response
- Decide which kind of scoring is most appropriate for the task. Remember that providing feedback in terms of levels of competence is more important than providing just numerical scores.[2]
References
- ↑ http://pals.sri.com (22 May 2009), http://artswork.asu.edu (27 August 2009), www.nps.k12.nj.us (18 December 2009), http://www.ed.gov/ (24 November 2011), http://www.glencoe.com/ (24 November 2011)
- ↑ [[1]] (24 November 2011), [[2]] (24 November 2011)