Performance Based Assessment What is Performance Based Assessment

Performance Based Assessment

What is Performance Based Assessment? PBA is a form of assessment that requires students to perform a task rather than answer questions from a ready-made list. Also known as: O Authentic Assessment O Alternative Assessment O Active Learning O Performance Assessment

First: Keys to Assessment O Know at outset how we plan to use assessment results O Assessment for learning O Assessment of learning O Assessments must reflect achievement targets from standards O Content mastery O Using knowledge to reason O Performance skills O Product development O Assessments must be designed to reach targets/purposes

4 Basic Types Assessments O Selected response/short answer: Select best response from a list provided (i. e. , true/false, matching, short answer, multiple choice, fill in questions). O Written response: Construct a written response to a question (i. e. , Usually start with words like compare, analyze, interpret, solve, describe)

4 Basic Types Assessment (continued) O Performance assessment: Based on teacher observation or judgment—look at performance or product and judge quality (e. g. , play an instrument, use design loop to solve a problem, build a bridge, work effectively as a team member, quality of a completed project, etc. ) O Personal communication: Find out what students have learned by interacting with them (asking questions, reading journals, listening during group work, oral exams)

Some Performance-based Methods O Open-ended: Present arguments, describe observations, describe process O Extended tasks: Conducting experiments, solving an ill-structured problems O Portfolios/Journals: Collections of results from performance-based work

What the Research Says: O Learning how/where information can be applied should be central to the curriculum O Students exhibit greater interest & higher learning achievement when they apply major concepts and construct their own meaning O Curriculum should "drive" the test O Best performance assessments should be central to instruction, actively engaging students in worthwhile learning activities

Introduction q Performance-based assessments require students to apply knowledge and skills. q PBA’s can be used as formative or summative assessments. q Can be labor- and time-intensive. q Can also be quite diverse.

Characteristics of PBA’s Ø Ø PBA’s present students with hands-on tasks or other performance-based activities that students must complete individually or in small groups; Work is evaluated using pre-established criteria: q A performance task (actual prompt or activity) q A scoring rubric (scoring guide consisting of pre-established performance criteria) q Direct observation of student skills and capabilities (very different from pencil-and-paper tests)

Characteristics of PBA’s Performance assessments are: q Based in the “real world” = authentic assessment q Must be linked to instructional objectives/standards q Less abstract than more traditional forms of assessment q Assessments, by themselves, are meaningful learning activities q Concept of performance assessments is not new q Specific behaviors/capabilities should be observed q Measure complex capabilities/skills that can’t be measured with pencil-and-paper tests q Must focus on teachable processes q Can judge appropriateness of behavior/understanding

Ø Characteristics of PBA’s (Continued) Performance assessments are (continued): q Can be used to judge appropriateness of behavior or understanding q require products of behaviors that are valuable in their own right q tasks should encourage student reflection q Can specifically targets procedures used by students to solve problems q Results in tangible outcome or product

Developing PBA Tasks Six essential features to keep in mind. PBA’s should: Ø 1) Have a clear purpose that specifies the decision that will be made resulting from the assessment. 2) Focus be on process, product, or both 3) No simple right or wrong answers; they must be assessed along some sort of continuum. 4) Focus on degrees (e. g. , quality, proficiency, understanding, etc. ). 5) Try to reduce potential subjectivity in scoring. 6) Share scoring information with students early—as a guide

What does PBA look like in the classroom? O No pencil and paper, not multiple choice O Rubrics given prior to start O Open ended response exercises/Hands-on O Portfolios/journals – compilation of required tasks and best works O Use of higher order thinking skills O Synthesis of classroom instruction O Student reflection O Practical/Real life experiences O Extended tasks

Pros and Cons of PBA Pros O More than one correct answer O Creative solutions O Engaging O Part of learning process O Can assess students ability to apply knowledge O Real life/world tasks O Can assess thinking skills Cons O Address fewer learning objectives – time intensive O Intimidating to students accustomed to memorization O Less reliable O Lower ability students sometimes frustrated