Michigan Assessment Consortium Common Assessment Development Series Module

Michigan Assessment Consortium Common Assessment Development Series Module 10 Writing Performance Assessments

Narrated By: Julie Mc. Daniel Oakland Schools

Previous Modules § Previously, you learned how to: § Create test blueprints § Use blueprints to develop assessment items § In this module, you will learn about performance assessments 3

Performance Assessment § Demonstration of skills through process or product § Performance matches the depth of knowledge of skills and abilities being measured § Sometimes referred to as “authentic assessment” § Based on observation and judgment 4

Characteristics of Performance Assessments § There are several characteristics of performance assessments: § Evaluated on a number of criteria § Evaluated on learning targets set prior to the assessment § Evaluated by human judgment 5

Performance Criteria § Basis for evaluating the quality of the performance § Included in what is called a “rubric” or a “scoring guide” 6

Performance Standards § § § Clarified language Common understanding Student samples 7

Assessing Quality § Human judgment § Trained scorers 8

Three Components § Assessment administration directions § Performance tasks § Rubrics (or Scoring Guide) 9

Assessment Directions § Required component § For the teacher § For the student 10

Performance Task § Activities, actions, or exercises to demonstrate achievement § Examples 11

Rubric (or Scoring Guide) § Based on performance criteria § Basis for evaluating quality § Examples 12

High Quality Performance Criteria 1. Specify the facets of the learning being evaluated 2. Describe each facet showing distinction in the quality of the skills and abilities being assessed 3. Are either holistic or analytical 13

Pros and Cons Advantages Disadvantages § Coincides more closely to § Not suitable for complex behaviors than measuring knowledge paper-and-pencil tests and understanding skills § Represents skills and § Time consuming to abilities needed for administer success outside school § Time consuming to score 14

Quality Control Factors Context § Classroom culture of safety and trust and with a focus on learning § Adequate time and resources 15

Quality Control Factors Subjectivity § Criteria should address essential content § Criteria should be clear and appropriate § Teachers and students understand the expectations of the performance § Criteria should be reliable and valid. 16

Summary § § § Powerful assessment method Challenging process One method within a comprehensive and balanced assessment system 17

Series Developers § § § § Kathy Dewsbury White, Ingham ISD Bruce Fay, Wayne RESA Jim Gullen, Oakland Schools Julie Mc. Daniel, Oakland Schools Edward Roeber, MSU Ellen Vorenkamp, Wayne RESA Kim Young, Ionia County ISD/MDE 18

Development Support for the Assessment Series § The MAC Common Assessment Development Series is funded in part by the Michigan Association of Intermediate School Administrators § In cooperation with § § § Michigan Department of Education Ingham and Ionia ISDs, Oakland Schools, and Wayne RESA Michigan State University 19