Difference between revisions of "Performance Assessment"

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.  
  
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==='''Benefits'''===
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'''Benefits'''
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*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
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*It mixes different learning styles together (visual, mental, auditory…)
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*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
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*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), </ref>
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*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>
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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]]}}
  
  
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{{Tool|Step by Step guidelines for developing Performance Assessments|
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*Clearly formulate the [[Learning Objectives|learning objectives]] for the unit/module.
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*Establish which kind of skills/ knowledge you want to assess (e.g. reasoning, memory, process).
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*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.
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*Decide if the performance assessment suits the established goal and type of skills to be assessed.
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*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.
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*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.
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*Generate an exemplary response
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*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>}}
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=='''Job Aid'''==
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[[Image:pdf.png]] [[Media:Performance_Assessment.pdf|Step by Step guidelines for developing Performance Assessments.pdf‎]]
  
  
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{{Addlink|Below you have a list of selected websites where you can find additional information:}}
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{|border=1; width= 100%
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!Link
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!Content
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|-
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|[http://www.edutopia.org/comprehensive-assessment-introduction-video An Introduction to Comprehensive Assessment (video,3 minutes)]
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|Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing
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|
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|}
 
==References==
 
==References==
 
<References/>
 
<References/>

Latest revision as of 10:52, 5 November 2013

Term2.png 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

  • 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)
  • It provides a more complete picture of learners’ achievement
  • It can be used for diagnostic, instructional, and monitoring purposes
  • It has multiple correct answers [1]
See also: Assessment, Formative Evaluation, Peer-to-Peer Assessment, Performance, Summative Evaluation, Test Assessment


Toolkit.png 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]

Job Aid

Pdf.png Step by Step guidelines for developing Performance Assessments.pdf‎


Link icon.png Web Resources
Below you have a list of selected websites where you can find additional information:
Link Content
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

  1. ↑ 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)
  2. ↑ [http://pareonline.net/] (24 November 2011), [http://www.flaguide.org/] (24 November 2011)
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