CASL Chapter 7 – Performance Assessment Brian Ito Dawn Kodama-Nii Ellen Nishioka Holly Polk

ON TARGET Performance Assessment Assessment based on observation and judgment Consists: Task Performance Criteria When it’s appropriate to use: Matches learning target Corresponds to age of students Addresses limited reading/writing proficiency level

ON TARGET 5 Stages in Developing Performance Assessments 1. Plan 2. Develop Tasks Rubric 3. Critique 4. Administer 5. Revise

ON TARGET Plan the Assessment Assess Why? Assess What? Assess How? How Important? CASL, pp

ON TARGET Develop the Assessment Task 5 Traits of Quality Performance Tasks Content – What are students asked to do? Clarity – How clear are the instructions? Feasibility – How practical is the task? Fairness and Accuracy – How fair is the task? (bias) Sampling – How well does the task represent the breadth and depth of the target? CASL, p. 220, Figure 7.6

ON TARGET Develop the Assessment Task Planning the Performance Task What learning target(s) will I assess? What will students do? How many tasks will I need to sample well? How should these tasks differ to cover the breadth and depth of what I am assessing? By what criteria will I judge the performance or product? CASL, p. 224, Figure 7.7

ON TARGET Develop the Assessment Task Considerations in creating performance task (key dimensions) One right answer or more than one? Written, oral, or visual instruction, activities, and responses? Choice or no choice? Individual or group work? Spontaneously occurring or separate event? Timed or untimed? CASL, pp

ON TARGET Develop the Assessment - Rubric Steps in rubric development Step 1 - Establish a knowledge base Step 2 - Gather samples of student performance Step 3 - Sort student work by level of quality Step 4 - Cluster the reasons into traits Step 5 - Identify sample performance that illustrate each level Step 6 - Make it better CASL, pp

ON TARGET Develop the Assessment - Rubric Judging the quality of rubrics Content – What counts? What users see is what you’ll get. Clarity – Does everyone understand what is meant? Practicality – Is it easy to use for teachers and students? Technical quality/fairness – Is it reliable and valid? (CASL, p. 203, Figure 7.3)

ON TARGET Critique the Performance Assessment Critique the assessment and rubric separately Determine the quality of the rubric using metarubric (Figure 7.3, p. 203)

ON TARGET Administering the Performance Task Seven Strategies – Student-centered The Seven Strategies provide a framework for administering performance tasks in the classroom

ON TARGET Revising the Performance Assessment Keep notes of any facets that may compromise students’ ability to show what they know and can do - Be mindful of potential sources of bias and distortion with performance assessment (Figure 7.11, p. 231)