Real World & Performance Assessment By: Mike Arnold Shannon Moore

What is real world or performance assessment? Instructor observes the learner’s skills and rates them. Examples of real world/performance: – Speaking ability – Ability to complete a project’s steps to achieve the end result – Interpersonal skills

How do you assess performances? Checklists Rating scales Rubrics Anecdotal records Indirect checklists Portfolios

Checklist criteria Use to rate procedural tasks Simplistic design – Include yes/no, achieve/not achieve or done/not done for each task observed Does not assess quality of achievement Now it’s your turn! – Create a checklist to use when observing students in your class completing a special activity (for example: a scavenger hunt)

Sample checklist Criterion observedYesno A newspaper article about Candidate #1 A newspaper article about Candidate #2 A picture of Candidate #1 A picture of Candidate #2 An election ad from the newspaper or a flyer for Candidate #1 An election ad from the newspaper or a flyer for Candidate #2

Rating Scales criteria A value is assigned for each observable element Number scale most commonly used Have clear criterion set for each number Now it’s your turn! Create a rating scale for your classroom. What is the difference on your scale between a “1” and a “2” and a “3” and a “4”?

Sample rating scale ProcedureRating Unsatisfactory average above average 1. Student packed up his/her book bag Student stacked their chair Student picked up all trash in his/her area (floor and desk) Student put all his/her supplies in cubby This rating scale could be used to assess how well Kindergarten students pack up their belongings at the end of the day.

Rubric criteria Used to judge quality of a performance Rubrics are more descriptive than a rating scale Can be very useful for feedback Isolates skills in a complex or multi step task

Sample rubric This rubric was used to evaluate a student’s oral presentation CategoryUnsatisfacto ry below average averageabove average excellent Note cardsSlow, monotonous reading off note cards for entire presentation Relied heavily on note cards Speech was clearly from memorizatio n; deliberate delivery Was able to elaborate from his/her note cards Could tell student rehearsed presentation ahead of time-no note cards used Eye contactNo eye contact Little to no eye contact Eye contact used but was uncomfortab le Eye contact was used and was comfortable Consistently used eye contact

Anecdotal record criteria Prepare ahead of time with an outline of what skills you want to observe Take brief notes as you observe the student Expand on your notes later Now it’s your turn! Think of a skill that you want to observe your students doing and prepare an outline you can use to take notes next time your students are doing this skill.

Anecdotal record sample Student’s nameSkill: Pausing at periods when reading aloud. Student APaused at 1 st period but not the next one Student B Student C Student D Student E

Indirect checklist criteria Used for behavior that is not able to be directly observed – For examples: social interaction and interpersonal skills Would it be possible for you to follow your students around all day to observe these behaviors? What other behaviors do find difficult to observe and assess?

Portfolio criteria Are a form of authentic testing Focuses on production Emphasizes higher level thinking Provides collection of student’s best work for particular skills Do you remember your own student teaching portfolio?

Reference: Morrison, G.R., Ross, S.M, & Kemp, J.E. (2007). Designing Effective Instruction.Hoboken, NJ: John Wiley & Sons, Inc.