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Performance-Based Assessment

Performance-Based Assessment. Types, Contrasts, and Comparisons. A Word About Conducting Educational Research On Assessment. Assessment Has Three Axes To Inform Efficacy (Pellegrino, Chudowsky , & Glaser, 2001) Cognition, Observation, Interpretation Assessment Requires Validation

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Performance-Based Assessment

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  1. Performance-Based Assessment Types, Contrasts, and Comparisons

  2. A Word About Conducting Educational Research On Assessment • Assessment Has Three Axes To Inform Efficacy (Pellegrino,Chudowsky, & Glaser, 2001) • Cognition, Observation, Interpretation • Assessment Requires Validation • Conception—Use or development of a theory • Instrumentation Validity & Consistency (Reliability) • Viability—Does it produce the results intended? • Generalizability—What is the population relevancy? • Assessment Requires Verification • Do the observed results conform to the original conception? • Assessment Requires Iterative Validation • Do the results prove viable over time and changing demographics?

  3. Assessment “Triangle” (Pellegrino, et al., 2001)

  4. Example Application (Liu, Albus, & Barrera, 2010)

  5. Performance Assessment Defined • “…student responses are rated while the student is involved in a type of assessment situation that mirrors a real-life state of affairs.” (Banks, 2007) • "represent a set of strategies for the . . . application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students" (Hibbard and others, 1996, p. 5).” (In Bruardi, 1998) • a form of testing that requires students to perform a task rather than select an answer from a ready-made list. (Office of Education Research, 1993)

  6. Types of Performance Assessment • Constructed-response items • Essays • Writing • Oral discourse • Exhibitions • Experiments • Portfolios

  7. Open-ended Exercise in Mathematics (from Sweet, 1989)

  8. Process for PBA (From Moskal, 2003) • Writing Goals and Objectives, • Developing Performance Assessments, • Developing Scoring RubricsOr Forms To Measure Performance • Administering Performance Assessments and • Scoring, Interpreting and Using Results.

  9. Goals & Objectives • Aligned with Instruction (what was/is taught) • Objectives related to the goal • Observable and measurable • Assessment activity should directly measure the goals and objectives

  10. Developing PBAs • Valued • Activity • Experience • Avoid unintended or extraneous outcomes • Free from bias

  11. Categories (from Arter, et al., 1995) • Task-centered • Evaluation of specific skills and competencies • Passing an observed evaluation for using a Bunsen burner • Construct-centered • Evaluation of a range of skills and competencies in a specific domain • Assessment of a persuasive essay on a teacher-determined issue or topic

  12. Rubrics(from Banks, 2007) • Holistic • One grade: Did it taste, look, feel good? • Analytic • Evaluation of different components: • Choice of ingredients • Preparation • Presentation • Did it taste, look, feel good?

  13. Continuum of Evaluation

  14. What Makes a Good Rubric?

  15. Example: Teacher Performance Assessment • Teacher candidates in Minnesota will be required to demonstrate effectiveness is using student learning to inform their teaching. • We Will Be Examining in this Class The Efficacy of the TPA model • Assignment for Next Week: Review the Website: http://aacte.org/index.php?/Programs/Teacher-Performance-Assessment-Consortium-TPAC/teacher-performance-assessment-consortium.html • Bring questions based on what you know about educational assessment practice.

  16. References • Banks, S. (2007). Classroom Assessments: Issues & Practices. Long Grove, IL: The Waveland Press, Inc. • Brualdi, Amy (1998). Implementing performance assessment in the classroom. Practical Assessment, Research & Evaluation, 6(2). Retrieved October 13, 2009 from http://PAREonline.net/getvn.asp?v=6&n=2 • Education Research CONSUMER GUIDE (1993). OR 92-3056r ED/OERI 92-38 Editor: Jacquelyn Zimmermann. Retrieved from http://www.ed.gov/pubs/OR/ConsumerGuides/perfasse.html 10/13/2009 • Liu, K., Albus, D., & Barrera, M. (2011). Moving ELLs with Disabilities out of the Margins: Strategies for Increasing the Validity of English Language Proficiency Assessments. In “Assessing Students at the Margins” (Russell, M. & Kavanaugh, M. Eds.). PP 59-87, Information Age Publishing. • Moskal, B. M. (2003). Developing Classroom Performance Assessments and Scoring Rubrics - Part I. ERIC Digest. ED481714 Washington, DC: ERIC Clearinghouse on Assessment and Evaluation. Retrieved from http://www.ericdigests.org/2005-2/scoring.html 10/13/2009 • Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington,DC: National Academy Press

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