Performance Assessment

Performance Assessment Performance assessment is a dynamic process calling for students to be active participants, who are learning even while they are being assessed. No longer is assessment perceived as a single event. "The purpose of assessment is to find out what each student is able to do, with knowledge, in context."

The Challenge Our challenge is, therefore, to create engaging and meaningful assessment tasks.

Definition Performance assessment is a continuum of assessment formats which allows teachers to observe student behavior ranging from simple responses to demonstrations to work collected over time. (Rudner & Boston) Performance assessments have two parts: a clearly defined task and a list of explicit criteria for assessing student performance or product. Performance assessment is built upon these four assumptions:

1. Constructivism Knowledge is Constructed Research tells us that students show greater interest and perform at higher levels of learning when they are required to organize facts around major concepts and then actively construct their own understanding of those concepts. They also retain knowledge better. Active participation is the key to all performance assessments. (Sweet )

2. Worthwhile Tasks The Task is Worthwhile. The ideal performance task is "inherently instructional, actively engaging students in worthwhile learning activities." (Sweet) Performance tasks are therefore open-ended and assess an array of knowledge and skills related to the curriculum. Thus the curriculum powers the test, not the other way around. (Sweet; Kulieke, et al)

3. Improve Teaching Better Assessments Improve Teaching Assessment's overall purpose is "to provide valid information for decision making." (Kulieke, et al, ) When teachers prepare students for a performance task, they must carefully describe the task and the standards that will be used to evaluate performance. When teachers are informed of the learning progress and difficulties of their students they can then make better decisions about content and instruction. (Fuchs):

4. Improving Learning Meeting Criteria Improves Learning Students should be active participants in their own learning. They perform better when they know what goals they are working towards, when they have the opportunity to examine models of excellence, and when they understand how their own performance compares to a set of established criteria. (McTighe)

Goals of PA Wiggins (1990) writes that "the best tests always teach students and teachers alike the kind of work that most matters; they are enabling and forward-looking, not just reflective of prior teaching." The main goals of performance assessment are to gather data on students that focus on growth over time rather than comparing them with each other; to focus on what they know rather than on what they don't; and to meet the needs of diverse learning styles, cultural backgrounds, and proficiency levels. (Tannenbaum).

The Tools of Assessment A. Purpose and Impact— How will the assessment be used and how will it impact instruction and the selection of curriculum? B. Validity and Fairness— Does it measure what it intends to measure? Does it allow students to demonstrate both what they know and are able to do? C. Reliability— Is the data that is collected reliable across applications within the classroom, school, and district? D. Significance— Does it address content and skills that are valued by and reflect current thinking in the field? E. Efficiency— Is the method of assessment consistent with the time available in the classroom setting?

Definition of Assessment Assessment can be defined as a sample taken from a larger domain of content and process skills that allows one to infer student understanding of a part of the larger domain being explored. The sample may include behaviors, products, knowledge, and performances.

Authentic Assessment Assessment is a continuous, ongoing process that involves examining and observing learners’ behaviors, listening to their ideas, and developing questions to promote conceptual understanding. The term authentic assessment is often referred to in any discussion of assessment and can be thought of as an examination of student performance and understanding on significant tasks that have relevancy to the student's life inside and outside of the classroom.

General Targets Declarative Knowledge— the "what" knowledge Conditional Knowledge— the "why" knowledge Procedural Knowledge— the "how" knowledge Application Knowledge— the use of knowledge in both similar settings and in different contexts

General Targets Problem Solving— a process of using knowledge or skills to resolve an issue or problem Critical Thinking— evaluation of concepts associated with inquiry Documentation— a process of communicating understanding Understanding— synthesis by the learner of concepts, processes, and skills

Three Types of Assessment Assessment can be divided into three stages: baseline assessment, formative assessment, and summative assessment. Baseline assessment establishes the "starting point" of the student's understanding. Formative assessment provides information to help guide the instruction throughout the unit, and summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved.

General Assessment Targets Declarative Knowledge— the "what" knowledge Conditional Knowledge— the "why" knowledge Procedural Knowledge— the "how" knowledge Application Knowledge— the use of knowledge in both similar settings and in different contexts Problem Solving— a process of using knowledge or skills to resolve an issue or problem Critical Thinking— evaluation of concepts associated with inquiry Documentation— a process of communicating understanding Understanding— synthesis by the learner of concepts, processes, and skills

Stages of Assessment Assessment can be divided into three stages: baseline assessment, formative assessment, and summative assessment. Baseline assessment establishes the "starting point" of the student's understanding. Formative assessment provides information to help guide the instruction throughout the unit, and summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved.

Baseline Assessments Baseline Assessments Oral and written responses based on individual experience Assess prior knowledge

Paper & Pencil Tests - Formative Paper and Pencil Tests Multiple choice, short answer, essay, constructed response, written reports Assess students acquisition of Knowledge and concepts Formative

Embedded Assessments - Formative Assess an aspect of student learning in the context of the learning experience Formative

Oral Reports - Formative Require communication by the student that demonstrates scientific understanding Formative

Interviews - Formative Assess individual and group performance before, during, and after a science experience Formative

Performance Tasks - Either Require students to create or take an action related to a problem, issue, or scientific concept Formative And Summative

Checklists - Either Checklists Monitor and record anecdotal information Formative and Summative

Investigative Projects - Summative Require students to explore a problem or concern stated either by the teacher or the students Summative

Extended/Unit Projects - Summative Extended or Unit Projects Require the application of knowledge and skills in an open-ended setting Summative

Portfolios - Both Portfolios Assist students in the process of developing and reflecting on a purposeful collection of student generated data Formative and Summative