1. Performance-Based Assessment HPHE 3150 Dr. Ayers

2. Terminology Authentic=Performance-based=Alternative assessment Performance-based assessment Complex assessments to measure higher levels of student learning Variety of tasks/situations giving Ss chance to demonstrate understanding, thoughtfully apply knowledge & skills in various contexts Formative assessment Summative assessment

3. Performance-Based Assessments Require Ss perform, create, produce or solve something Use higher-level thinking & problem-solving skills Tasks represent meaningful instructional activities Real-world applications employed Use human judgment to score assessment results Ss coached by teachers through the process

4. Performance-Based Examples Observation Individual or group projects Portfolios Performances Student logs or journals

5. Establishing Criteria for Judging Performance-Based Assessments Process criteria Quality of performance (use of critical elements); Table 14.1 Product criteria Outcome of performance (# of times task done) Typically require the use of correct form too Progress criteria Measure student improvement Vary for each student

6. Simple Scoring Guides Checklist Trait demonstrated or not, no judgment of quality made Point system scoring guide Unique in that more weight given to “more important” items No judgment of quality made Table 14.3

7. Rubrics Analytic rubrics Evaluate characteristics of performance Useful for formative assessments Quantitative rubrics Evaluator assigns a number to each characteristic; Table 14.4 Qualitative rubrics Written descriptions of the quality of performance for different levels of characteristics; Table 14.5

8. Holistic rubrics Evaluate entire performance with a single score; Table 14.6 Developmental rubrics Reflect improvement and skills left to master; Table 14.7 Task-specific rubrics Designed for single sport or activity; Table 14.5 Generalized rubrics Can be used for a variety of sports or activities; Table 14.8

9. Developing Scoring Rubrics Develop specific description of score differences 5 – Excellent 4 – Good 3 - Satisfactory 2 – Fair 1 – Poor Nine steps to developing rubrics (see pg. 400) What do these words mean? Be descriptive

10. Selecting Appropriate Performance-Based Assessments Overall purpose of assessment is to provide valid information for decision making Reliability Validity Fairness

11. Guidelines for Developing Performance-Based Assessments Determining the purpose of assessment Deciding what constitutes student learning Selecting the appropriate assessment task Setting performance criteria

12. Tips for Improving Performance- Based Assessment Ensure assessment is congruent with intended outcomes and instructional practices Recognize that observation is a legitimate method of assessment Use an assessment procedure appropriate for the use of the results Use authentic assessment in realistic settings Design clear, explicit scoring rubrics Provide scoring rubrics to students Be objective Record immediately after observation Use multiple observations Supplement observations with other evidence of achievement

13. Classroom Grading: A Summative Evaluation

14. Figure 13.1 The Grading Process Objectives of instruction Test selection and administration Results compared to standards Final grades

15. Determining Instructional Objectives Is the objective defensible as an important outcome? Do all Ss have the same chance to demonstrate ability? Can the objective be measured objectively, reliably, relevantly and validly?

16. Physical Education Grading – 2000 NOT recommended, just reported Percentage

17. Figure 13.3 The problem of grading on improvement James (+10) Robert (+4)

18. What to Grade On Reliable and valid tests & measurements that represent learning objectives Procedures to make grading fair, reliable, and valid (pg. 361)

19. Consistency in Grading Student grades should NOT depend on: A particular section of a course A particular semester of the class Other students in the class A particular instructor The method of course delivery

20. Grading Mechanics Determine and weight course objectives Measure each student’s achievement of course objectives Obtain a Composite Score (do NOT get hung up here) Rank Method Normalizing Method Standard Score Method Convert composite scores to a grade