View source for Performance Assessment

{{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'''===

*It requires learners to actively demonstrate what they know
*It simulates real world tasks
*It requires thinking skills
*It mixes different learning styles together (visual, mental, auditory: [[VAK Model|VAK model]])
*It provides a more complete picture of learners’ achievement
*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>

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 http://pareonline.net/]] (24 November 2011), [[http://www.flaguide.org/extra/download/cat/perfass/perfass.pdf http://www.flaguide.org/]] (24 November 2011)</ref>}}

=='''Job Aid'''==

[[Image:pdf.png]] [[Media:Performance_Assessment.pdf|Step by Step guidelines for developing Performance Assessments.pdf‎]]


{{Addlink|Find below additional information and resources.}}
{|border=1; width= 100%
!Link
!Content
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|[http://www.edutopia.org/comprehensive-assessment-introduction-video An Introduction to Comprehensive Assessment (video,3 minutes)]
|Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing
|
|}
==References==
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