1. Session 4 Performance-Based Assessment

2. Alternative Assessments “Showing” Traditional Assessments “Knowing”

3. Authentic Assessment Authentic assessment evaluates students’ knowledge or skills in a context that approximates the real world or real life. Portfolios A portfolio is a systematic and organized collection of a student’s work that demonstrates skills and accomplishments.

4. Performance-Based Assessment Students complete product or performance-based tasks that demonstrate their ability to apply knowledge and skills or put their understanding into action. Open-ended tasks with no objective answer allow students to think deeply and assess higher-order thinking skills. Classify these EXAMPLES: Speeches, create artifacts, routines, science projects, journal, play, art exhibit, model, video/audio tape, spreadsheet, debate, musical recital.

5. Guidelines for Performance-Based Assessment Establish a Clear Purpose – Grade, as a progress check, a product for portfolio, examples of students’ work. Identify Performance Criteria – Specific behaviours that students perform as part of the assessment (observations are precise, organized, systematic, focused) Provide an Appropriate Setting – Observe the performance or the product (in- or outside of the classroom). Observe students on more than one occasion if possible. Score or Rate the Performance – Based on the performance criteria (holistically, analytically) on a scale or with a rubric.

6. Considerations and Cautions: Evaluation can be an individual’s contribution AND/OR a group’s product. Self-evaluation may also be used to judge performance. Self-reflection and continuous improvement are encouraged. It is challenging for teachers to measure students’ work objectively and consistently. It takes time to construct, administer and score performance-based assessments.

7. Rubrics An assessment tool characterized by a series of statements describing the criteria for levels of achievement of a process, a product or a performance. Rubrics may be formative (instructional) or summative (scoring) assessment tools.

8. Criteria: Subsets of the knowledge and skills that define each category and identify the aspects of student performance that are assessed and/or evaluated.  Descriptors: Characteristics of the students’ performance with respect to a particular criterion. Qualifiers: Define each level of achievement.

9. What is the difference between analytic and holistic rubrics
What is the difference between analytic and holistic rubrics? Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess student work as a whole. This includes several criteria and descriptors merged into one qualifier.

10. Considerations for Rubric Development Include 4-7 different criteria based on performance, product or process. The distance between qualifiers must be as nearly equidistant as possible. Begin writing the higher descriptors first. Descriptors must be clear and appear in each level of the rubric. Descriptors should include characteristics that are observable, measurable and positive. Get student feedback.

11. Descriptors to use in measuring qualifier levels1 2 3 4
Criterion
Needs improvement
Satisfactory
Good
Exemplary
Beginning
Developing
Accomplished
Exceptional
Novice
Apprentice
Proficient
Distinguished
Limited*
Some*
Considerable*
High degree*