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### Enhancing Performance Assessment: A Comprehensive Approach Beyond Rubrics ###

This guide explores performance assessment as an integral part of educational decision-making, focusing on its evolution beyond traditional web quests and rubrics. It outlines a 7-step model aimed at defining learning outcomes, standards, benchmarks, and meaningful contexts for assessment. By leveraging technology and emphasizing critical thinking skills, it offers strategies for creating engaging and effective assessments that reflect real-world application. The guide emphasizes collaborative roles among educators and students, culminating in the development of clear evaluation criteria and robust rubrics. ###

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### Enhancing Performance Assessment: A Comprehensive Approach Beyond Rubrics ###

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  1. Performance Assessment: More than a WebQuest and a Rubric Darrell Pearson, Ph.D. Krista P. Terry, Ph.D. College of Education, Troy State University

  2. Introduction • What is performance assessment? • Collection of data used to make educational decisions • http://www.ncrel.org/sdrs/areas/as0cont.htm • How does technology affect assessment? • Offers other avenues for collecting data and assessing knowledge and skills

  3. Overview • 7 Step model* • Focuses on identifying learning outcomes • Includes technology-based products • http://www.temple.edu/CETP/temple_teach/a-Authen.html • Resources available to help generate appropriate assessment tools *Model based on Maryland Schools MSPAP: http://www.mdk12.org/instruction/success_mspap/general/steps_taskdesign.html

  4. Step 1: Standards • What are they? • The skills, knowledge or attitudes we would like our students to possess • Where do they come from? • Many different sources – state level course of studies, national organizations, etc.

  5. Standards -- Examples • ISTE/NETS – technology standards for teachers and students • http://iste.cnets.org • Physics • http://www.aapt.org • Business • http://www.aacsb.edu • Engineering • http://www.abet.org

  6. Standards - Examples

  7. Step 2: Benchmarks/Objectives • Breaking down standards into smaller units that we can see and observe • Instructional objectives • Drives development of evaluation/assessment rubrics • Resources for developing instructional objectives: http://www.gsu.edu/~mstmbs/CrsTools/Magerobj.html http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html http://www.adnovakco.com/Objstd.htm

  8. Step 3: Creating Meaningful Context • What is context? • Environment/factors that provide meaning to messages learners receive • Examples of instructional contexts • Real issues/student interests/themes • Computer generated contexts • Creation/Simulation/Situation Exploration/ • Game/Tutorial/Drill & Practice/Real

  9. Step 4: Identify Thinking Skills and Processes • Consider higher order thinking and processing skills to be demonstrated within context • Critical thinking skills and processes • http://www.coun.uvic.ca/learn/program/hndouts/bloom.html • http://cybersummit.org/proficiency/CriticalTh.htm

  10. Step 5: Identify Product or Performance • How student will demonstrate learning outcomes? • (written, oral, visual?) • Solicits faculty and student creativity in selecting product/demonstration of outcomes • Purpose of assessment • Alternative means for demonstrating learning outcome • Student and faculty motivation/creativity • Apply to real-world context

  11. Step 5: Identify Product or Performance • For whom is it intended? • Future employer, students, portfolio development • What is the faculty role? • Identify parameters – materials, development process, support, etc • Delineate responsibilities • What is the role of the student in this performance process? • Apply instruction content within defined parameters

  12. Step 5: Identify Product or Performance • Examples: • http://prism.troyst.edu/~chatgood/ • http://prism.troyst.edu/~lheringer/

  13. Step 6: Identify evaluation criteria • Refer to benchmarks/objectives • What types of observable performances/product will you be looking for? • What defines levels of competency? • (did not meet, met, exceeded) • May be based on school/district standards or professional standards • http://www.wooster.edu/biology/dfraga/assessment/assessment_pdf_files/Q_learning_objectives.pdf

  14. Step 7: Construct rubric • Types of rubrics • Holistic – global feedback (summative) • Analytical – more specific (formative) • Rubric generators/examples • http://www.teach-nology.com/web_tools/rubrics/ • http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html • http://webquest.sdsu.edu/rubrics/rubrics.html • http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Guidelines.html

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