Performance-Based Assessment Authentic Assessment Class 6

Class Outline Performance Assessment Class Activity Authentic Assessment Discussion Questions Class Presentations

What is Performance Assessment? Based on an activities that require applying knowledge and skills from different learning targets (Performance task). Uses clear criteria to determine whether the student achieve or not this application (Rubric). It is required to choose the specific learning objectives and the convenience of Performance Assessment.

Definition Performance assessment refers to assessment methods focused on teachers’ observations and judgments about students’ demonstrations of knowledge Consists on two parts: Task Scoring system Not a synonym with alternative or authentic assessment.

Performance Assessment succeed if... Coherence between task, objectives, curriculum and rubric. Three legged coffee table... Include many types of different assessment along with Performance Assessment to have the whole picture of your students.

Advantages and Disadvantages Related to instruction Focused on what students are able to do Continuous feedback Relates the three aspects of learning/teaching (Instruction – Assessment – Curriculum) Problems with reliability Hard to sample the tasks to be evaluated. Time consuming.

Types of Performance Assessment Structured: On demand task Paper and Pencil Resources beyond paper and pencil Natural occurring tasks E.g. Conflict resolution. Long term projects Portfolios Process portfolios Best work portfolios

Type of Performance Tasks Restricted-type tasks: Narrow skill and relative brief response Defend an answer, draw a diagram, construct a graph (Based on explanations, as opposed to Essay – inferences -). Type at least 35 words per minute with five or fewer mistakes. Extended-type tasks: Collaborative work, several resources, evaluation focused on the relevance of the resources. Products developed in long periods. Plan a trip to another country; include the budget and the itinerary.

Skills Competencies focused on skills could be: Communication and presentation skills (oral and writing skills) Word identification, comprehension, naming and matching lower-upper case letters. WRITING: Purpose, Organization, Details, Voice, Usage, Mechanics and Grammar. ORAL: Physical expression, vocal expression, verbal expression.

Skills Competencies focused on skills: Psychomotor Skills: Describe the physical actions required. Fine, Gross Motor, Complex, Visual, Verbal and Auditory. Identify the levels of performance: PERCEPTION, SET (state of readiness to take action), GUIDE RESPONSE (imitation), MECHANISM (habit), COMPLEX OVERT RESPONSE (adjustment), ORIGINATION (creating new actions to solve a problem). “How to write the letter A”

Skills Competencies focused on: Products: have been used for years. It is new, though, the emphasis on authentic tasks and consistent scoring method. Show examples with your expectations. Crafting authentic tasks. Inauthentic: Explain what you would teach to students learning to play basketball. Somewhat authentic: Show how to perform basketball skills in practice. Authentic: Play a basketball game.

PERFORMANCE TASKS Generate or identify idea for task Develop task and context description Write task question or prompt

Describing the idea… Nature of Final Product Content and skills Student Activities Resources needed Teacher role Administrative procedure Scoring Procedure

Performance Task Question or Prompt The task should integrate essential aspects of the content with essential skills. Task should be specific. Relevant to the content taught. The task should be authentic Realistic, Requires judgment and innovation Explore rather than restate. Assesses the ability to use both knowledge and skills. Allows to revision, feedback, metacognition.

Performance Task or Prompt… Use the task to assess multiple competencies. Structure the task so that students can succeed. Put yourself in the students’ shoes. Task allows for multiple solutions.

Performance Task or Prompt… The task should be clear Challenge and stimulating to students. Include the scoring criteria Rubrics Constrains for completing the task: Resources Time Help from others

Characteristics of Performance Assessment Students perform, create, construct, or do something Deep understanding and/or reasoning skills Involves sustained work Calls on students to explain, justify and defend Involves engaging ideas of importance and substance Relies on trained assessor’s judgments for scoring Multiple criteria and standards are prespecified and public No single “correct” answer Related to the real-world contexts and constraints

Class Activity Team up Solve the mystery of the day: When can you add 2 to 11 and get 1 as the correct answer? Or What’s the phrase or word? What did you do to solve the problem? List the behaviours

Authentic Tasks Tasks must: Be realistic Require judgment and innovation Ask the student to “do” the subject, not just to “restate” or to repeat what was taught. Replicate or simulate contexts in which adults are “tested” Student uses efficiently several skills and knowledge. Audience beyond the school.

Why mathematics are important?

Authentic Assessment Tasks that are directly meaningful for the students. Handwriting exercise, without any sense of what a daffodil is... Tasks are realistic and meaningful. Realistic and meaningful for whom? “Daffodils”

Characteristics of Authentic Assessment Emphasizes application Direct assessment Realistic tasks Open-ended thinking Suitable with modern learning theories (Socio-Constructivism) Focused on process and product.

Multiple Intelligence Provide several tasks to students, thus students are more likely to demonstrate their knowledge. Hard to determine whether students really understand a piece of knowledge. Lacks of reliability and validity. Hard to design rubrics for scoring.

Assessment Plan Learning Plan, Competency Learning Outcome What type of knowledge are you targeting to? Design a performance assessment task aimed to assess the level of achievement. Design analytic rubrics depending on the learning outcome.