Performance Samples Patricia L. Sitlington, Ph.D. University of Northern Iowa

Definition A performance sample is a structured learning and assessment activity involving tasks, materials, and tools that are identical or similar to those used in the actual living, learning, or working setting.

Examples of Performance Samples Washing Clothes Stripping and Refinishing Furniture Construction from Scale Drawing Changing Engine Oil and Filter Making a Cash Sale- Gift Shop Sales Clerk Taking a Food Order - Restaurant

Possible Data to be Collected from Performance Samples Interview from filled out by student noting Things he/she liked about the job Things he/she disliked about the job Tasks he/she did well Tasks with which he/she had problems If he/she would like to find out more about this job

Possible Data to be Collected from Performance Samples (Cont.) Quantitative Measures Data on each learning trial Time to complete Number of units correctly assembled Number of errors Quality scores

Possible Data to be Collected from Performance Samples (Cont.) Rating scale filled out by evaluator noting Student’s attention to task Student’s reaction to frustration Student’s attitude regarding the job Student’s following of instructions Student’s use of required tools

Possible Data to be Collected from Performance Samples (Cont.) Observational notes made by the evaluator How the student went about completing the tasks Student behaviors inappropriate to the situation Student behaviors that showed adaptability to this or similar task Comments that would be helpful in further work with the student

Steps in Developing a Performance Sample 1. Conduct a Survey of Living Tasks, Training Programs, or Jobs in the Community 2. Conduct Task, Program, or Job Analysis 3. Construct the Performance Sample 4. Establish Validity

Format for Self-Developed Performance Sample I. Introduction A. Title B. Description of Performance Sample Describe the purpose of the sample Provide a general overview of the sample

Format for Self-Developed Performance Sample (Cont.) C. List of Tasks Involved D. Living, Learning, or Working Tasks to Which Sample will Relate E. Argument for Content Validity of Performance Sample

Format for Self-Developed Performance Sample (Cont.) II. Instructions to Evaluator A. Prerequisite Skills Required Indicate the specific knowledge and skills (if any) the individual would need to possess before beginning the sample B. Detailed Description of Performance Sample Conditions Indicate the specific conditions (e.g. noise, heat) under which the sample should be administered C. Directions for Setup and Breakdown Provide specific directions so anyone could set up and break down the performance sample

Format for Self-Developed Performance Sample (Cont.) III. Administration A. Directions for the Individual Provide specific directions (exact wording) to be read to the individual B. Directions for the Evaluator for Instruction and Demonstration Provide specific directions for the evaluation in terms of instructing and demonstrating to the individual

Format for Self-Developed Performance Sample (Cont.) IV. Scoring and Interpreting the Information Gathered A. Overview of Types of Information to be Collected List the types of information to be collected, such as units correct, time to complete each task, observation of how the individual approached each task, work habits and attitudes,individual’s interest in the task, etc. B. Directions and Forms for Collecting Each Type of Information For each type of information listed in IV-A, include a form for collecting the information, and directions for completing this form.

Format for Self-Developed Performance Sample (Cont.) C. Insights into Comparing and Interpreting the Information Gathered D. Insights into Integrating the Information Gathered into the Overall Assessment and Transition Planning Process

Format for Self-Developed Performance Sample (Cont.) V. Construction of Performance Sample A. List of Materials Required for Administration Include a detailed list of material needed to construct and administer the sample B. Diagrams or Photographs Include anything that would help the evaluator construct and administer the sample C. Instructions for Assembly Provide any instructions needed VI. Additional Information (If Needed)

Determining Validity in Performance Samples Content Validity Extent to which the performance sample represents the content of the living, learning, or working situation Face Validity Extent to which the performance sample “looks like” the living, learning, or working situation