Performance Assessments Checklists Rating Scales Rubrics and Portfolios

Performance Assessments: Checklists, Rating Scales, Rubrics and Portfolios Elizabeth Howard University of Connecticut

What is Performance Assessment? ¡ ¡ ¡ A type of formative assessment used by teachers to inform instruction; Students are actively involved; Assessments are connected to classroom activities; Part of the learning cycle Documentation typically includes checklists, rating scales, rubrics, and/or portfolios

Checklists Gottlieb (2006) sees checklists as a form of a rating scale or rubric – i. e. checklists are dichotomous scales, the simplest form of a rating scale. ¡ Advantage is simplicity and ease of use; disadvantage is lack of detailed information. ¡ See example p. 117 Gottlieb ¡

Rating Scales Gottlieb (2006) sees rating scales as in between checklists and rubrics – sort of an advanced checklist that allows for a range of frequency or quality. ¡ Provides more information than a checklist, but may be less reliable – need for more training, consensusbuilding ¡ See example of needs assessment survey Gottlieb p. 118 ¡

Rubrics ¡ ¡ Clear benchmarks of student performance and shared expectations for teachers, students, and parents Criteria for each performance level build from criteria for the previous one Allow for teacher collaboration and comparison of student work within and across grades, also over time Two main types: holistic and analytic

Holistic Rubrics ¡ ¡ The entire product is viewed as a whole and receives a single score Generally faster to use than analytic rubrics; inter-rater reliability is also frequently higher. Typically used for summative assessments because of limited feedback to students. See examples p. 122, 124 Gottlieb

Analytic Rubrics ¡ ¡ The parts of the product are viewed and scored separately – multidimensional assessment The scoring process is typically much slower than for holistic rubrics, and the need for training to promote inter-rater reliability is greater Analytic rubrics allow for much more detailed feedback to be provided to students – useful formative assessment See example p. 120 Gottlieb; also Colorín Colorado reading rubric; APS TWI rubrics http: //www. cal. org/twi/Rubrics/index. htm l

Literacy Squared A bilingual approach to writing instruction and assessment developed by Kathy Escamilla and colleagues at University of Colorado, Boulder. ¡ Book forthcoming from Caslon Publishing ¡

Activity: Assess Student Writing using the Literacy-Squared Analytic Rubric ¡ English: !Party! Unse my family uent to a party in Santa Rosa for cinco de mayo and my Grandmom came with us and we had tomales and thare was a lot of music and I played with my cousins. Soccer and futball. ¡ Spanish: Un dia yo y mis amigos estban jugando futbol americano y yo hizo 2 tuchdowns y 2 intorsep sons y Chuey hizo 1 intorspson y 1 tuchdown.

Portfolios ¡ ¡ ¡ Provide a multidimensional profile of student abilities and interests; Contents can be teacher selected or student selected; Contents may be accompanied by checklists, rating scales, rubrics, or written annotations; Contents may focus on a single topic or multiple topics; See Gottlieb (2006) appendix 9. 1 p. 183 for guidance on using portfolios with second language learners.

References Gottlieb, M. (2006). Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement. Thousand Oaks: Corwin Press. ¡ Gottlieb, M. & Nguyen, D. (2007). Assessment and Accountability in Language Education Programs. Philadelphia: Caslon Publishing. ¡

Useful resources on the CAL website – www. cal. org/twi TWI toolkit (especially inclusion of special education students) ¡ Spanish language assessments ¡ TWIOP ¡

Other Dual Language Instructional Resources ¡ www. dlenm. org l Instruction and Assessment http: //www. dlenm. org/index. php? option=com_content &view=section&layout=blog&id=8&Itemid=10 l Soleado Newsletter http: //www. dlenm. org/index. php? option=com_content &view=section&layout=blog&id=7&Itemid=36 ¡ www. thecenterweb. org l Beeman, K. & Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between Languages. Philadelphia: Caslon Publishing http: //caslonpublishing. com/titles/2/teaching-biliteracy -strengthening-bridges-between-/ l Dual Language on Demand Newsletter: http: //www. thecenterweb. org/irc/pages/f_duallanguag e-news. html