Performance-based Assessment An overview of Chapter 8 presented by Daniel Shockley & Bart Fennemore

Direct Measures of Competence Use performance tests to assess… Complex cognitive learning Attitude and social skills toward material Conventional real-world know-how Measure the ability of students to make use of knowledge outside of the classroom

Assessing Processes & Products Performance tests do not have to look like traditional tests Pen and paper tests Oral assessment (e.g. reading, reading comprehension, or presentations) Portfolios Exhibits

Embedding Performance Tests into Lessons Ideal performance tests = good teaching activity Immediate feedback to students Reinforces hands-on learning Creates important link between teaching and testing

Assessing Affective & Social Skills Performance tests require more than knowledge, they require… Habits of the mind Interpersonal/social skills The PowerPoint Presentation Assignments in MED 7705 are examples of Performance Tests

Assessing Affective & Social Skills Tests must be carefully constructed to avoid problems with scoring… Efficiency Reliability Validity

Steps for Developing Performance Tests Step 1: Decide What to Test Objectives in the Cognitive Domain Acquiring Information Organizing Information Using or Applying Information Objectives in the Affective and Social Domain Habits of Mind Interpersonal/Social Skills Determine (reliable and valid) evidence that will show these objectives were met and traits were demonstrated

Steps for Developing Performance Tests Step 2: Designing the Assessment Content CLEAR Assessment design should be CLEAR Learner should not question whether they are finished or if they have met all of your requirements COMPLEX Assessment tasks should be COMPLEX Learner should access and apply knowledge More than one pathway should be allowed Requires an element of self-regulated learning

Steps for Developing Performance Tests Step 3: Specifying the Scoring Rubrics Three types of Rubrics (may be combined) Checklists  Takes time to construct, highly reliable, highly defendable, high quality feedback Rating Scales  Less time to construct, best for scoring attitudes and social skills Holistic Scoring  Least amount of time to construct, quick to score, not as reliable, lower quality of feedback

Steps for Developing Performance Tests Step 4: Specifying the Testing Constraints How close to the real-world is the performance tests? time How much time is allowed for the final product? reference materials Can reference materials be used? other people Can other people (learners or instructors) be consulted? equipment Is there an equipment needed? prior knowledge How much prior knowledge is expected? scoring criteria What scoring criteria will be used?