1. Performance Assessments

2. What are performance assessments? “Performance assessment is a general term used to describe assessments that require students to demonstrate skill and knowledge by producing a formal product or performance.” (Airasian & Russell, 2008, p.201)

3. Why do we use performance assessments? They reflect authentic, real-world problem solving. They address the full range of domains, including communication, psychomotor, athletic, affective and concept acquisition. They can be used to teach in conjunction with assessment. They measure what students can do, instead of what they do not know. They can engage students who are disenfranchised with school due to over-testing.

4. How do I develop a performance assessment? Explain the purpose to the performance assessment both to yourself (teacher) and to the students. Identify the criteria used for judging the performance (both process criteria and product criteria). Obtain and provide the tools necessary for the project. Know how you will support the performance (i.e. your role).

5. Developing the Criteria for Evaluation Keep the list short, so it can be judged all at once. Make sure the criteria are observable. Try the activity yourself. List the aspects of the performance assessment. Run the performance assessment by a colleague or (even better) a small group of colleagues. Use clear and simple language when explaining performance assessments to students. Design the project so that it is a logical order. Plan to check that students understand the project by asking them to explain it back to you.

6. How do I keep track of the quality of each performance? Anecdotal records. Checklists. Rating scales. Rubrics. Student (self) evaluations.

7. Making Rubrics Explain what an excellent score means as apposed to a good score etc. Provide a rating scale. Make reference to some examples of what success looks like. Provide levels of proficiency. Questions or checklist items can be embedded in a rubric. The rubric must be custom made for each performance assessment and cohort group. Allowing students to take part in the creation of rubrics can be beneficial. Providing rubrics at the outset of the performance assessment or project that leads to the performance assessment is essential.

8. Portfolios Portfolio is a performance assessment that allows students to take ownership of their learning. Portfolio helps teachers and students (together) assess progress over time. Criteria for portfolio must be aligned with instructional objectives, curriculum goals and must measure both process and product. Peer review can be worked into the portfolio assessment. Portfolio promotes improvement, self-assessment and reflection.

9. Reference Airasian, P.J., & Russell, M.K. (2008). Classroom assessment:concepts and applications. Boston, MA: McGraw-Hill.