1. Performance Assessment: an alternative to Traditional Assessment

2. Objectives:  to understand the difference between Assessment & Evaluation, Traditional & Alternative and Summative & Formative  To know the importance of Alternative Assessment  To apply the principles of Performance Assessment in planning assessments

3. Assessment “global term for gathering information for decision making” (Burke, 2009) CLASSROOM CONTEXT: – “Process of listening, observing, and gathering evidence to evaluate the learning and development of students” (Chen and McNamee, 2007).

4. Evaluation  Process of interpreting the evidence and making judgments and decisions based on the evidence  If the assessment is not sound, the evaluation will not be sound.

5. AssessmentEvaluation “For” Learning“Of” Learning Formative Summative Ongoing feedback in “real time” Final judgment based on evidence Collection of data Analysis and evaluation of data Differentiated to meet student needs Standardized to test all students “Do overs” to allow improvements “Last attempt” to meet standards Helps teachers improve their teaching Used to evaluate teachers’ effectiveness Helps students improve their learning Used to prove the quality of learning to parents, administrators and policymakers

6. Formative vs. Summative  Formative  “malleable”  Summative  “final”

7. Traditional vs. Alternative  Traditional  Memorizing  Pencil-and-paper  Alternative  Authentic  Performances

8. Type of AssessmentFocusFeatures TraditionalClassroom Assessments Tests Quizzes Assignments Standardized tests Norm-referenced Content Curriculum skills Type of AssessmentFocusFeatures Alternative Collaboration Performance Tasks Criteria Rubrics Examination of student work Standards Application Transfer Fogarty & Stoehr, 2008

9. Why?  Neo-Bloom’s Taxonomy

10. Constructivism PIAGETVYGOTSKY CognitiveSocial : student as active constructor of knowledge : knowledge is constructed from social interaction

11. Performance Assessment  “Performance based Assessment”  “Performance and Product”  Holistic, realistic, authentic  Analyzing, evaluating, synthesizing  Performing  Output generation

12. Features PERFORMANCE ASSESSMENT Characteristics Authentic Engaging No single answer Learning Targets Skills Content Products Scoring Criteria Rating Scales Rubrics Checklists

13. Why?  Accommodate Individual Differences  More complex tasks  Less structured  Requires higher-order thinking skills  Multiple solutions to one problem  Increase student motivation  Improve student achievement  Collaboration  Fosters appropriate social skills and positive interactions

14. Gardner’s Multiple Intelligences Verbal/LinguisticLogical/MathematicalVisual/SpatialBodily/Kinaesthetic Speeches Debates Storytelling Reports Crosswords Newspapers Puzzles Outlines Timelines Analogies Patterns Problem-Solving Lab experiments Artwork Photographs Posters, charts Illustrations Cartoons Role Playing Sports/Games Body Language Musical/RhythmicInterpersonalIntrapersonalNaturalist Songs Raps Jingles Choirs Musical Instruments Group Video, Film Think-pair-share Conferences Reflective journal Learning log Independent Reading Diaries Outdoor education Field Trips Nature walk Weather forecasting Fogarty & Stoehr, 2008

15. Example Topic: Adjectives in Italian Timeline: 2-3 weeks Objectives: – To familiarize oneself with the different forms of adjectives: -o, -a, -e, gender and number – To Understand the uses of adjectives through a variety of activities – To Use the appropriate form of adjectives with nouns

16. Often Verbal/LinguisticLogical/MathematicalVisual/SpatialBodily/Kinesthetic Crosswords for vocabulary retention Write a poem about a noun Write a story using 10 adjectives and make them the central theme Create a Venn diagram to compare and contrast adjectives by: form, gender and meaning Genealogy game Choose 1 adjective and make it the central theme of your output (photo, drawing, painting etc) Charades Role playing Musical/RhythmicInterpersonalIntrapersonalNaturalist Create an advertisement about a certain noun, use a jingle to present it Human Bingo Personality quizzes Write an essay: How well do you know yourself? Go outside, pick a spot and describe that spot

17. Assessing Performance Assessment 1.Holistic Scoring Prompt: Story Writing 6- Story has a beginning, middle, and end. Has a theme or story line. Sentences are well formed, with virtually no errors in mechanics. 5- Clear story line. Organization is evident. Most sentences are well formed. Only occasional errors in mechanics (grammar, punctuation, capitalization and spelling). 4- Story line clearly perceptible but somewhat jumbled. Some errors in mechanics are very noticeable but do not interfere with meaning. 3- Story line present but not well organized. Frequent errors in mechanics, often interfering with meaning or very distracting. 2- Barely perceptible story line. Little production. Clear errors in mechanics. 1- Very little production. Incomplete sentences with little meaning. Clear errors in mechanics. Difficult to make sense out of what was written. 0- No basis for rating. Illegible or off topic.

18. 2. Analytic Scoring SkillPoorExcellent Use of voice12345 Organization12345 Posture12345 Pace12345 Clear message12345

19. 3. Primary trait scoring  Each product has a purpose. If the purpose is accomplished, the product is successful despite its flaws. 4. Point system  The rater looks for key points in the product. The score is simply the sum of these points.

20. Recommendations:  Be reflective. Empathize with your students.  Understand that not all students learn the same way. Accommodate.  Plan ahead: lessons & assessments  Be subjective, but don’t forget to be objective  Appreciate

21. “When I look at the skills and concepts I have needed to succeed in my own field, I find a number that are crucial: creativity, common sense, wisdom, hard work, knowing how to win and how to lose, a sense of fair play, and lifelong learning. Memorizing books is certainly not one of them”. Sternberg, 2008