Performance Based Assessment

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

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

Characteristics of PBA’s  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:  A performance task (actual prompt or activity)  A scoring rubric (scoring guide consisting of pre- established performance criteria)  Direct observation of student skills and capabilities (very different from pencil-and-paper tests)

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

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

Developing PBA Tasks  Six essential features to keep in mind. PBA’s should: 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 the research say about PBA? O Students actively construct meaning of their own understanding. O Students become more actively engaged when they have to organize, structure and apply their knowledge.

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 – 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 Found intimidating to students used to memorization O Less reliable O Lower ability students sometimes frustrated