PERFORMANCEBASED ASSESSMENT Roldan C Bangalan Performancebased Assessment Performancebased

PERFORMANCE-BASED ASSESSMENT Roldan C. Bangalan

Performance-based Assessment

Performance-based assessment is a process of gathering information about student’s learning through actual demonstration of essential and observable skills and creation of products that are grounded on real world contexts and constraints. It is an assessment that is open to many possible answers and judged using multiple criteria or standards of excellence that are prespecified and public.

Performance-based assessment Observation and judgment of an activity that requires students to “demonstrate performance of certain skills or to create products that meet certain standards of quality”(Stiggins, 2008, p. 155).

Defining Performance Assessment Performance-based Assessment = Performance Task + Rubric

Defining Performance Assessment Performance-based Assessment = Performance Task + Rubric Has two parts: The task to be completed by students The criteria for judging quality (Rubric) Can be used formatively �To provide focused feedback for adjustments to support learning for all students To enable students to self assess - Jan Chappuis, et al. 2012

Performance-based assessment Process-Oriented skillful exhibition or creative execution of a process, reflective of masterful application of learning or understanding. Product-oriented Outputs which are reflective of learner’s creative application of understanding

Performance-based assessment Process-Oriented (examples) Debates Interviews Outdoor Math Doing Scientific Investigations Role Plays Simulations Speech Choir Multimedia Presentations Product-oriented (examples) Case studies Portfolio Research paper Investigatory Projects Collages Song and Poem writing Art exhibit Journal Geometric Models

Process-oriented Performancebased Assessment Process-oriented Performance-based Assessment is concerned with the actual task performance rather than the output or product of the activity.

Process-oriented Performance-based Assessment

Content Standards

Performance Standards

Learning Competencies

Learning Competencies The learning objectives in process-oriented performance based assessment are stated in directly observable behaviors of the students. Competencies are defined as group or clusters of skills/abilities needed for a particular task. Objectives generally focus on those behaviors which exemplify a “best practice” for the particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert.

Simple Learning Competencies Speak with a well-modulated voice; Draw a straight line from one point to another point; Color a leaf with a green crayon.

Complex Learning Competencies Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures; Construct an equilateral triangle given three non-collinear points; Draw and color a leaf with green crayon.

Performance Task Jay Mc. Tighe http: //blog. performancetask. com/what-is-aperformance-task/

Performance Task A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning.

Characteristics of Performance Tasks 1. Performance tasks call for the application of knowledge and skills, not just recall or recognition. 2. Performance tasks are open-ended and typically do not yield a single, correct answer. 3. Performance tasks establish novel and authentic contexts for performance. 4. Performance tasks provide evidence of understanding via transfer.

Characteristics of Performance Tasks 5. Performance tasks are multi-faceted. 6. Performance tasks can integrate two or more subjects as well as 21 st century skills. 7. Performances on open-ended tasks are evaluated with established criteria and rubrics.

Characteristics of Performance Tasks 1. Performance tasks call for the application of knowledge and skills, not just recall or recognition. In other words, the learner must actually use their learning to perform. These tasks typically yield a tangible product (e. g. , graphic display, blog post) or performance (e. g. , oral presentation, debate) that serve as evidence of their understanding and proficiency.

Characteristics of Performance Tasks 2. Performance tasks are open-ended and typically do not yield a single, correct answer. Unlike selected- or brief constructed- response items that seek a “right” answer, performance tasks are open-ended. Thus, there can be different responses to the task that still meet success criteria. These tasks are also open in terms of process; i. e. , there is typically not a single way of accomplishing the task.

Characteristics of Performance Tasks 3. Performance tasks establish novel and authentic contexts for performance. These tasks present realistic conditions and constraints for students to navigate. For example, a mathematics task would present students with a never-before-seen problem that cannot be solved by simply “plugging in” numbers into a memorized algorithm. In an authentic task, students need to consider goals, audience, obstacles, and options to achieve a successful product or performance. Authentic tasks have a side benefit – they convey purpose and relevance to students, helping learners see a reason for putting forth effort in preparing for them.

Characteristics of Performance Tasks 4. Performance tasks provide evidence of understanding via transfer. Understanding is revealed when students can transfer their learning to new and “messy” situations. Note that not all performances require transfer. For example, playing a musical instrument by following the notes or conducting a step-by-step science lab require minimal transfer. In contrast, rich performance tasks are openended and call “higher-order thinking” and the thoughtful application of knowledge and skills in context, rather than a scripted or formulaic performance.

Characteristics of Performance Tasks 5. Performance tasks are multi-faceted. Unlike traditional test “items” that typically assess a single skill or fact, performance tasks are more complex. They involve multiple steps and thus can be used to assess several standards or outcomes.

Characteristics of Performance Tasks 6. Performance tasks can integrate two or more subjects as well as 21 st century skills. In the wider world beyond the school, most issues and problems do not present themselves neatly within subject area “silos. ” While performance tasks can certainly be content-specific (e. g. , mathematics, science, social studies), they also provide a vehicle for integrating two or more subjects and/or weaving in 21 st century skills.

Characteristics of Performance Tasks 6. Performance tasks can integrate two or more subjects as well as 21 st century skills. One natural way of integrating subjects is to include a reading, research, and/or communication component (e. g. , writing, graphics, oral or technology presentation) to tasks in content areas like social studies, science, health, business, health/physical education. Such tasks encourage students to see meaningful learning as integrated, rather than something that occurs in isolated subjects and segments.

Characteristics of Performance Tasks 7. Performances on open-ended tasks are evaluated with established criteria and rubrics. Since these tasks do not yield a single answer, student products and performances should be judged against appropriate criteria aligned to the goals being assessed. Clearly defined and aligned criteria enable defensible, judgmentbased evaluation. More detailed scoring rubrics, based on criteria, are used to profile varying levels of understanding and proficiency.

examples of performance tasks that reflect these characteristics: Your landscape architectural firm is competing for a grant to redesign a public space in your community and to improve its appearance and utility. The goal of the grant is to create a community area where people can gather to enjoy themselves and the native plants of the region. The grant also aspires to educate people as to the types of trees, shrubs, and flowers that are native to the region. Your team will be responsible for selecting a public place in your area that you can improve for visitors and members of the community. You will have to research the area selected, create a scale drawing of the layout of the area you plan to redesign, propose a new design to include native plants of your region, and prepare educational materials that you will incorporate into the design.

Summary In sum, performance tasks like these can be used to engage students in meaningful learning. Since rich performance tasks establish authentic contexts that reflect genuine applications of knowledge, students are often motivated and engaged by such “real world” challenges.

Summary When used as assessments, performance tasks enable teachers to gauge student understanding and proficiency with complex processes (e. g. , research, problem solving, and writing), not just measure discrete knowledge. They are well suited to integrating subject areas and linking content knowledge with the 21 st Century Skills such as critical thinking, creativity, collaboration, communication, and technology use. Moreover, performance-based assessment can also elicit Habits of Mind, such as precision and perseverance.

Why Should We Use Performance Tasks?

The case for the increased use of performance tasks rests on two foundational ideas: 1) Authentic tasks are needed to both develop and assess many of the most significant outcomes identified in the current sets of academic Standards as well as transdisciplinary 21 st Century Skills; and 2) Research on effective learning from cognitive psychology and neuroscience underscores the importance of providing students with multiple opportunities to apply their learning to relevant, real-world situations.

Here’s a useful analogy: Think of classroom assessment as photography Any single assessment is like a snapshot in that it provides a picture of student learning at a moment in time. However, it would be inappropriate to use one picture (a single assessment) as the sole basis for drawing conclusions about how well a student has achieved desired learning outcomes.

Instead, think of classroom assessment as akin to the assembly of a photo album containing a variety of pictures taken at different times with different lenses, backgrounds, and compositions. Such an album offers a richer, fairer and more complete picture of student achievement than any single snapshot can provide. My point is that our assessment photo album needs to include performance tasks that provide evidence of students’ ability to apply their learning in authentic contexts.

Rules of Engagement These assessment methods are not interchangeable—they work differentially well with different kinds of learning targets. �None of the methods is inherently superior to the others. �Each method brings specific strengths and weaknesses.

The Classroom Assessment under K to 12 Education Program In the K to 12 curriculum, the assessment process involves the use of a wide array of traditional and authentic assessment tools and techniques for a valid, reliable, and realistic assessment of learning. Traditional and authentic assessments complement each other. They are not mutually exclusive. Moreover, it puts greater emphasis on assessing understanding and skills development rather than on mere accumulation of content.

How Can Educators Design Authentic Performance Tasks?

GRASPS Grant Wiggins and Jay Mc. Tighe created a task design frame based on the acronym, G. R. A. S. P. S.

G. R. A. S. P. S. elements (1) a real-world Goal; (2) a meaningful Role for the student; (3) authentic (or simulated) Audience(s); (4) a contextualized Situation that involves real -world application; (5) student-generated Products and Performances; (6) performance Standards (criteria) by which successful performance would be judged.

G. R. A. S. P. S. Design Tool

Example Your landscape architectural firm is competing for a grant to redesign a public space in your community and to improve its appearance and utility. The goal of the grant is to create a community area where people can gather to enjoy themselves and the native plants of the region. The grant also aspires to educate people as to the types of trees, shrubs, and flowers that are native to the region.

Example Your team will be responsible for selecting a public place in your area that you can improve for visitors and members of the community. You will have to research the area selected, create a scale drawing of the layout of the area you plan to redesign, propose a new design to include native plants of your region, and prepare educational materials that you will incorporate into the design.

The design of authentic performance tasks, like any writing or composing process, is iterative in nature It is very common for task developers to revise task directions, add options for students or modify the evaluative criteria as the task design evolves. Additionally, feedback from self-assessment, peer review and classroom implementation invariably suggests further refinements to the task and associated rubric(s).

Remember to always keep the “end in mind” when designing performance tasks. The goal of the task is to address and assess targeted learning outcomes, not to simply offer “cool” products, entertaining technology or interesting scenarios. The main goal is to design rich tasks that will promote meaningful learning while gathering evidence of students’ abilities to apply their learning in authentic contexts.

Checklist for Writing Performance Task Are the essential content and skills targets integrated? Are multiple targets included? Is the task authentic? Is the task feasible? Are multiple solutions and paths possible? Is the nature of the task clear? Is the task challenging and stimulating? Are the criteria for scoring included? Are constraints for completing the task included?

How Can We Differentiate Performance Tasks?

Learners differ not only in how they prefer to take in and process information but also in how they best demonstrate their learning.

Allowing students some choice within openended performance tasks provides a practical way to personalize learning while letting them work to their strengths and interests

A standardized, one-size-fits-all approach to instruction and assessment may be efficient, but it is rarely optimal for all learners.

Differentiating performance tasks One practical way of differentiating performance tasks is to use the G. R. A. S. P. S. format to offer students appropriate choices. In other words, learners could be given options regarding the audience, product/ performance, context, topic, and/or process for working on the task.

Differentiating performance tasks Another idea for differentiating performance tasks is to use an adaptation of the game, Tic. Tac-Toe, to offer students choices of products and performances.

Tic-Tac-Toe

RUBRICS

What’s in a Name? “Rubric” is derived from ruber, Latin for red. In 15 th century European monasteries, monks highlighted the beginning of important paragraphs with red lettering as they transcribed religious works (Schmitt, 2007). The term rubric thus came to describe sacred rules for religious procedures, the numbering of biblical passages and so on.

RUBRIC (scoring guideline) Rubric is a scale used to assess students’ performance along a task-specific set of criteria. Rubric is a scoring guide that uses criteria to differentiate between levels of student proficiency. A scoring rubric is a written set of scoring rules, often in the form of a table. It identifies the criteria and required parts and pieces for a good-quality answer or product.

RUBRIC (scoring guideline) Authentic assessments typically are criterionreferenced measures, that is, a student’s aptitude on task is determined by matching the student’s performance against a set of criteria to determine the degree to which the student’s performance meets the criteria for the task.

Advantages of Rubrics allow for quick scoring and quick feedback Rubrics improve teaching Rubrics encourage the growth of student metacognitive and critical thinking skills Rubrics allow for meaningful sharing of student performance data.

Parts A rubric is comprised of two components: criteria and levels of performance Criteria are the dimensions or traits in products or performance that are used to illustrate and define understanding, reasoning, and proficiency. Level of performance helps the rater/evaluator determine to what degree the student has met the criterion.

Descriptors A descriptor tells students more precisely what performance look like at each level and how their work may be distinguished from the work of others for each criterion.

Why include levels of performance? CLEARER EXPECTATIONS It is very useful for the students and the teacher if the criteria are identified and communicated prior to completion of the task. Students know what is expected of them and teachers know what to look for in student performance.

Why include levels of performance? MORE CONSISTENT AND OBJECTIVE ASSESSMENT In addition to better communicating teacher expectations, levels of performance permit the teacher to more consistently and objectively distinguish between good and bad performance

Why include levels of performance? BETTER FEEDBACK Furthermore, identifying specific levels of student performance allows the teacher to provide more detailed feedback to students.

Analytic Versus Holistic Rubrics

ANALYTIC RUBRIC Analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. Is one in which each criterion receives a separate score. This kind of scale provides much better diagnostic information and feedback for the learner.

ANALYTIC RUBRIC (example)

HOLISTIC RUBRIC Holistic rubric in contrast, it does not list separate levels of performance for each criterion. Is one which each category of the scale contains several criteria, yielding a single score that gives an overall impression or rating. Advantages of using a holistic scale are its simplicity and the ability to provide a reasonable summary rating. The work is scored quickly and only one score results.

Holistic Rubric

Analytic rubric are more common because teacher typically want to assess each criterion separately, particularly for assignments that involve a larger number of criteria. Holistic rubric tend to be used when a quick or gross judgment needs to be made.

How to make a Rubric Identify the purpose of the assessment What is to be measured by the rubric? What will the score represent?

How to make a Rubric Determine the criteria for success. What will a good performance look like? What are the crucial indicators of quality in student “answers”?

How to make a Rubric Design the scoring system Are the distinctions between each score meaningful? Is each possible score well defined in observable ways that make sense to everyone?

Checklists for Writing and Implementing Rubrics Do criteria focus on important aspects of the performance? Is the type of rating matched with purpose? Are the traits directly observable? Are the criteria understandable?

Checklists for Writing and Implementing Rubrics Are the traits clearly defined? Is scoring error minimized? Is the scoring system feasible?

RATING SCALES

RATING SCALE A rating scale is used to indicate the degree to which a particular dimension is present. It provides a way to record and communicate qualitatively different levels of performance. A rating scale is typically an instrument with a number of items related to a given variable, each item representing a continuum of categories between two extremes, usually with a number of points along the continuum highlighted in some way.

CHECKLISTS

Checklist Checklists enumerate a set of desirable characteristics which are actually observed. A checklist enumerates a number of behaviors or features that constitute a procedure or product. When a procedure is involved, the steps are typically listed in the desired order.