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Performance-Based Assessment

Performance-Based Assessment. HPHE 3150 Dr. Ayers. Authentic=Performance-based=Alternative assessment Performance-based assessment Complex assessments to measure higher levels of student learning

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Performance-Based Assessment

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  1. Performance-BasedAssessment HPHE 3150 Dr. Ayers

  2. Authentic=Performance-based=Alternative assessment Performance-based assessment Complex assessments to measure higher levels of student learning Variety of tasks/situations giving Ss chance to demonstrate understanding, thoughtfully apply knowledge & skills in various contexts Formative assessment Summative assessment Terminology

  3. Require Ss perform, create, produce or solve something Use higher-level thinking & problem-solving skills Tasks represent meaningful instructional activities Real-world applications employed Use human judgment to score assessment results Ss coached by teachers through the process Performance-Based Assessments

  4. Observation Individual or group projects Portfolios Performances Student logs or journals Performance-Based Examples

  5. Establishing Criteria for Judging Performance-Based Assessments • Process criteriaQuality of performance (use of critical elements); Table 14.1 • Product criteriaOutcome of performance (# of times task done) Typically require the use of correct form too • Progress criteriaMeasure student improvement Vary for each student

  6. Simple Scoring Guides • ChecklistTrait demonstrated or not, no judgment of quality made • Point system scoring guideUnique in that more weight given to “more important” items No judgment of quality made Table 14.3

  7. Rubrics • Analytic rubricsEvaluate characteristics of performance Useful for formative assessments • Quantitative rubricsEvaluator assigns a number to each characteristic; Table 14.4 • Qualitative rubricsWritten descriptions of the quality of performance for different levels of characteristics; Table 14.5

  8. Holistic rubricsEvaluate entire performance with a single score; Table 14.6 • Developmental rubricsReflect improvement and skills left to master; Table 14.7 • Task-specific rubricsDesigned for single sport or activity; Table 14.5 • Generalized rubricsCan be used for a variety of sports or activities; Table 14.8

  9. Developing Scoring Rubrics • Develop specific description of score differences5 – Excellent4 – Good3 - Satisfactory2 – Fair1 – Poor • Nine steps to developing rubrics (see pg. 400) What do these words mean? Be descriptive

  10. Selecting Appropriate Performance-Based Assessments Overall purpose of assessment is to provide valid information for decision making • Reliability • Validity • Fairness

  11. Guidelines for DevelopingPerformance-Based Assessments • Determining the purpose of assessment • Deciding what constitutes student learning • Selecting the appropriate assessment task • Setting performance criteria

  12. Ensure assessment is congruent with intended outcomes and instructional practices Recognize that observation is a legitimate method of assessment Use an assessment procedure appropriate for the use of the results Use authentic assessment in realistic settings Design clear, explicit scoring rubrics Provide scoring rubrics to students Be objective Record immediately after observation Use multiple observations Supplement observations with other evidence of achievement Tips for Improving Performance-Based Assessment

  13. Classroom Grading:A Summative Evaluation

  14. Figure 13.1The Grading Process Objectives of instruction Test selection and administration Results compared to standards Final grades

  15. Determining Instructional Objectives • Is the objective defensible as an important outcome? • Do all Ss have the same chance to demonstrate ability? • Can the objective be measured objectively, reliably, relevantly and validly?

  16. Physical Education Grading – 2000NOT recommended, just reported Percentage

  17. Figure 13.3The problem of grading on improvement Robert (+4) James (+10)

  18. What to Grade On • Reliable and valid tests & measurements that represent learning objectives • Procedures to make grading fair, reliable, and valid (pg. 361)

  19. Consistency in Grading • Student grades should NOT depend on: • A particular section of a course • A particular semester of the class • Other students in the class • A particular instructor • The method of course delivery

  20. Grading Mechanics • Determine and weight course objectives • Measure each student’s achievement of course objectives • Obtain a Composite Score (do NOT get hung up here) Rank Method Normalizing Method Standard Score Method • Convert composite scores to a grade

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