Performance-Based Assessments. Performance-Based Tests

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1 Performance-Based Assessments Performance-Based Tests

2 Performance Assessments Referred to as authentic assessments or alternative assessments (Grunlund & Linn, 2000: ) (a) authentic -- stresses on the practical application of the tasks in real-world settings (b) alternative - emphasizes the contrast to traditional paper-and-pencil tests

3 Performance Assessments... Performance-based assessments are used to measure skills that cannot be measured directly such as speaking, writing papers, lab work, playing musical instruments, gymnastics, and social skills.

4 Characteristics of Performance- Based Assessments 1.They can measure both process and products resulting from process. 2. They can occur in natural or structured settings. 3. They can diagnose specific problems that restrict learning.

5 Characteristics of Performance- Based Assessments They measure problem formulation, the organization of ideas, integration of multiple types of evidence, and originality which cannot be measured by paper-and-pencil tests.

6 Why do teachers use performancebased assessments? 1. For situations where it is possible to judge the appropriateness of students actions. 2. When the process or outcome cannot be directly measured using other testing formats.e.g. true-false, MCQ, short-answer, essay format 3. When specific behaviors or outcomes are to be observed.

7 Categories or Types of Performance Assessments Process versus product Process -- the procedure a student uses to complete a task. Product -- a tangible outcome that may be the result of completing a process e.g the way a student uses wood working tools to build a piece of furniture would be a process.

8 Categories or Types of Performance Assessments... The furniture resulting from the working with the tools would be the product. Simulated versus real settings Many performance assessments represent simulations because using the real situations are too expensive, dangerous, unavailable, or impractical. E.g. flight simulators

9 Categories or Types of Performance Assessments... E.g. in teaching the principles that affect the price of stocks, a performance assessment need not have consequences related with Ss investing wisely or poorly. The exchange of money may make it exciting and realistic, but is unnecessary. But, including information about changes in interest rates and the price of bonds would

10 Categories or Types of Performance Assessments... represent important aspects of the assessment because these affect the price of stocks. Natural versus structured stimuli natural stimulus -- a stimulus is natural when it occurs without intervention of the observer e.g. social skills are evaluated without using prompts

11 Categories or Types of Performance Assessments... Structured stimulus -- stimulus used to make sure the behavior evaluated does occur e.g. asking a student to prepare and deliver a speech, perform a lab experiment, or read a paragraph aloud Natural stimuli facilitate observation of typical performance

12 Categories or Types of Performance Assessments... Structured stimuli tend to elicit maximum performance Natural stimuli are preferred for assessing personality traits, work habits, and willingness to follow prescribed procedures such as safety rules. Structured stimuli are used to determine how well a student can explain a concept,

13 Categories or Types of Performance Assessments... write a paper, play a musical instrument, or perform other tasks.

14 Advantages of Performance Assessments 1. The ability to evaluate skills that cannot be measured by written tests. E.g. science labs, writing, speech, foreign language, art, music, gymnastics and sports; attitudes, social skills and study habits; Ss who have inadequate reading skills to take written tests

15 Advantages of Performance Assessments 2. Provide direct measures of skills that written tests must measure indirectly. E.g.grammar tests -- knowledge of grammar reflected in writing 3. Represents an effective means of diagnosing problems that inhibit learning. e.g. Asking Ss to talk about several math problems at the board or orally read selected sentences is often more effective than many standardized diagnostic tests in math and reading.

16 Limitations of Performance-Based Assessments 1. Generally require a considerable amount of time to administer. E.g. Written tests often are administered simultaneously to an entire class, but performance tests must usually be administered to single or small groups of Ss. Therefore, difficult to measure a substantial number of skills.

17 Limitations of Performance-Based Assessments 2. Performance tests are economically less efficient. E.g. production of paper-and-pencil tests are is less expensive than constructing and maintaining laboratories. Therefore, because of cost of personnel time and other resources, performance tests must be planned carefully and judiciously.

18 Limitations of Performance-Based Assessments 3. They typically do not produce tangible student responses that can be scored. E.g. in observing processes. If a teacher fails to observe a pertinent behavior, that particular event goes unevaluated. Checklists and rating scales can reduce this limitation.

19 Limitations of Performance-Based Assessments Scoring performance assessments is highly susceptible to rater error. The subjective nature of scoring can be a problem. Careful developments of checklists or rating scales can help address this problem. Problems associated with performance assessments pertain to issues of validity and reliability.

20 Limitations of Performance-Based Assessments For the assessment to be valid, it must be reliable. Different observers of a given student performance must be able to draw consistent conclusions. Increasing the number of observations can help increase the reliability of performance assessments.

21 Ways to Record Observations of Performance Assessments Three techniques are used to record observations during performance assessments: 1. Checklists 2. Rating scales 3. Anecdotal records

22 1. Checklists A listing of actions or descriptions that a participant or rater checks off as the given behavior or outcome is observed. Can be used in a variety of settings in which the observation is done. Help structure complex observations. Appropriate when a process or product can be broken into distinct components.

23 Checklists It is enough to be able to judge each component as present or absent, or at lease adequate or inadequate. When we need to determine the level of performance rather than the adequacy of performance, rating scales should be used. All items within a checklist should have the same polarity. I.e. every item should be written so that a check represents a desired or undesired condition.

24 Checklists Checklist for Evaluating use of a Word Processing Program ( Y = Yes, N = No, and U = Unobserved ) Y N U 1. Uses ENTER key at end of paragraphs. Y N U 2. Inserts a new word into existing text.

25 Checklists Y N U 3. Demonstrates ability to correct typos. Y N U 4. Saves work at 15 minutes interval. Y N U 5. Inserts a new paragraph into existing text. Example of a checklist based on observation for rating performance of a process

26 Checklists Sometimes observers add comments on checklists to qualify ratings or to describe a significant quality not included in the checklist. Provide a space on the checklist for comments or use wide margins.

27 2. Rating Scales They are like checklists, except that they provide a scale or range of responses for each item. Rating scales can take a variety of forms. E.g. scales which use words comparing students. Terms such as very good, good, and class standards gain meaning through previous experience with other students.

28 Rating Scales Or points on a rating scale can reference specific behaviors. E.g. How much additional prompting did the student need before completing the assigned task?

29 Ratings Rating Scales examples Rating Scale for Evaluating Speech 5 Outstanding 4 Very good 3 Good 2 Acceptable, meets class standards 1 Below class standards

30 Rating Scale for Evaluating Speech tesl Establishes initial interest Sustains interest Organization Persuasiveness Dependency on tones Grammar Enunciation

31 Rating Scale for Evaluating Speech Posture Gestures OVERALL RATING

32 Other Forms of Rating Scales The color of meat at the center of the steak is Red Pink Brown

33 3. Anecdotal Records Consists of a short narrative describing both a behavior and the context within which the behavior occurred. It may include an interpretation of that behavior and possibly a recommendation.

34 Anecdotal Records Student: Aminah Bt Ali Date: 11/6/03 Observer: Puan Shakira This behavior is: TYPICAL ATYPICAL Observation: The class was asked to orally list some causes of malnutrition. Ss were raising their hands to volunteer answers. Aminah raised her hand, she asked whether a movie will be shown on malnutrition in the world.

35 Anecdotal Records continuation Interpretation (optional): Aminah often becomes detached from class activities. This has occurred in frequency since the beginning of the year. She does not seem to be trying to disrupt class or draw attention to herself. I presently have no explanation for this behavior. Recommendation (optional): None

36 Anecdotal Records Anecdotal records are often used to describe social adjustments. They are unstructured, unlike checklists and rating scales. They help provide information about overall student performance.

37 Checklist for Evaluating Performance Assessments 1. Does this performance assessment measure the skill specified by the objective? 2. Are the number and nature of qualities to be observed at one time sufficiently limited to allow accurate assessment?

38 Checklist for Evaluating Performance Assessments 3. Is each quality to be evaluated directly observable? 4. Are conditions under which the performance assessment will occur clearly established? 5. If the stimulus is structured, are instructions to the student concise and complete?

39 Checklist for Evaluating Performance Assessments 6. Will all or almost all content experts agree that the checklist or rating scales address the relevant characteristics of the skills being observed? 7. Will the checklist or rating scales result in different observers assigning similar responses to a given student s performance?

40 Checklist for Evaluating Performance Assessments 8. If the stimulus is structured, will the criteria of the checklist or rating scales be obvious to students proficient with the skills? 9. Is the checklist or rating scale easy to use?

41 That s all for Today! Thank You!

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE AMERICAN SIGN LANGUAGE 1 Course Number 5716 Department Elective Length of Course One (1) year/two (2) semesters Grade Level 9-12 Prerequisite None