Performance Assessment WHAT IS IT? Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, solve math problems, converse in a foreign language, or conduct research on an assigned topic.
The performance assessment could consist of a single task and a scoring method, or it could consist of multiple tasks and one or multiple scoring methods
performance assessments can be divided into two rough categories: Task-Centered performance assessments that are primarily intended to tap into and evaluate specific skills and competencies. Construct-Centered performance assessments that are intended to tap into and sample from a domain of skills and competencies.
Performance assessment measures students skills based on authentic tasks such as activities, exercises, or problems that require students to show what they can do. In some cases performance tasks are used to have students demonstrate their understanding of a concept or topic by applying their knowledge to a particular situation.
We can`t use the performance assessment for kids because it is made by hight levels skills and we must to have high care on the kinds of assessments. Small children are used to have short activities and we as teachers check our students knowledge while they are working. Small children don`t notice when your are checking their work. They are always imitating what the teacher or other students do , so we can`t check what they really think.
An example of the performance test is when you are on a driving test. The person is able to perform the functions of a competent driver of an automobile. ď‚ž Another sample are the rubrics they show us a kind of testing of different skills. ď‚ž
Let students have an introduction about the topic they are going to work on. Give specific instructions and roles when they work in groups. Be specific and let them know what are you going to evaluate or score. Omit scoring creativity, decoration, writen works and other that may distract students from the main objective… that is to perform. Make sure to give different assigments to each student, so all students can present somenthing different. Make sure to ask the audience to listen to each classmate when presenting.
One of the major limitations when testing by performances is to loose the object of evaluating. Another one might be the level of difficulty in the assigment. An the last one is that, if the teacher does not take the time to explain the topic it may not be clear for all the students.
Performance assessments use grading strategies that are commonly used in the performing arts, fine arts, and Olympic competitions. In the context of the science laboratory, students are graded on the performance of manipulating variables, using scientific apparatus, identifying hypotheses, making measurements and calculations, organizing and managing data, and the communication of results. Graded laboratory performances go far beyond grading a final field report - this strategy considers the processes that become the laboratory report as well. In the evaluation of a performance task, the process of performing the task is emphasized more than the final product itself.
Clearly define the knowledge and skills students need to apply or demonstrate in solving a problem. Determine the criteria (standards) against which students will be judged and define indicators of â€œlevelsâ€? of competence. Inform students of your expectations that students have every opportunity to clearly demonstrate to that course learning objectives have been mastered Design an authentic task that is somewhat undefined, complex, and has multiple entry and exit
Holistic Scoring Example, The Telescope Task Your task is to set up and align the 8â€? telescope, find three different sky objects, and accurately describe some aspects of these objects that astronomers consider to be important. Level 3: Student completes all aspects of task quickly and efficiently and is able to answer questions about the equipment used and objects observed beyond what is obvious. The tasks are: 1. align telescope mount with north celestial pole; 2. align finder telescope with primary telescope; 3. center on target object; 4. select and focus appropriate eyepiece; 5. provide information about the target beyond the literal descriptive level; and 6. answer questions about the target correctly. Level 2: Student completes all aspects of task and provides descriptive information about the equipment and objects observed. Level 1: Student is not able to complete all aspects of task or is not able to sufficient provide information about the equipment used or objects observed. Level 0: No attempt or meaningful effort obvious.
Published on Nov 3, 2011
Published on Nov 3, 2011
Performance Assessment WHAT IS IT? Performance assessment, also known as alternative or authentic assessment, is a form of testing that requ...