Chapter 8: Performance-Based Strategies

1. Chapter 8: Performance-Based Strategies Lecture by: Chris Ross

2. Authentic Learning & Authentic Assessment • Authentic Achievement (Neill, 1997) => Assessment to enhance student learning must be integrated with, not separate from curriculum and instruction….Schools need to ensure the development of ‘authentic instruction,’ which involves modes of teaching that foster understanding of rich content and encourage students’ positive engagement with the world. • Authentic assessment => an assessment that uses some type of performance by a child to demonstrate understanding.

3. Authentic Learning & Authentic Assessment • Bergen (1994) proposes that good authentic performance assessment has the following qualities • It is integrative, measuring many facets simultaneously • It is applied, having the complexity of real-world roles • It may be individual, but is often group based, and the performance of every group member is essential for success as both individual and group performance effectiveness

4. Purpose for Performance-Based Assessment • Performance-Based Assessment => an assessment of development and/or learning that is based on the child’s natural performance, rather than on contrived tests or tasks. • Always done prior to standardized testing • Performance assessments are integrally related to instruction • Are used to evaluate whether preschool programs are meeting the needs of the young students

5. Types of Performance-Based Assessments • Interviews => a discussion that the teacher conducts with a child to make an assessment • Unstructured interviews => occur when children are playing, working in centers or otherwise engage in classroom activities. The teacher see there is a time to engage the child in an interview and takes a few minutes to question the child • Structured interviews => planned by the teacher and conducted to acquire specific understandings about the child • Diagnostic interviews => sever additional purposes. Determine the child’s instructional needs. Can be formal or informal.

6. Types of Performance-Based Assessments • Contracts => an agreement between teacher and child about activities the child will complete to achieve a specific objective or purpose. • Directed Assignments => a specific assignment to assess a child’s performance on a learning objective or skill. • Games => structured assessment whereby the student’s performance progress is evaluated through engagement with the game

7. Types of Performance-Based Assessments • Projects => an authentic learning activity that can be also used to demonstrate student achievement. • Portfolio => a format for conducting an evaluation of a child. Portfolios are a collection of a child’s work, teacher assessments, and other information that contribute to a picture of the child’s progress.

8. Understanding the Interrelated Nature of Performance Assessments • Role of the Teacher • Has the primary role of selecting the types of performance assessments and deciding how they are used • Performance assessments tend to continually • Teachers not only collect information, but interpret and use data.

9. Understanding the Interrelated Nature of Performance Assessments • Role of the Teacher • Hills (1992) Teacher’s Roles & Responsibilities for Assessment • Integrate instruction and assessment fully in planning and carrying out the program • Use knowledge of young children to choose or design assessment processes • Analyze the results to find their meaning for the program and the children • Apply what has been learned to planning next steps and improving the program • Communicate with parents and involve them in an exchange of information about their child’s learning and development.

10. Understanding the Interrelated Nature of Performance Assessments • Meisels (2000) expressed early childhood educators should be aware of: • In an early childhood setting it is essential to address yourself to the personal and unique attributes of the children in your care. • You need to learn to listen, diagnose, examine, hypothesize, intervene, evaluate and then reflect and redesign. • Your goal should be to try to create a relationship of trust with children- one upon which learning is based.

11. Classification & Organization of Performance Assessments • Unstructured Performance Assessments => an assessment that is part of regular classroom activities • Structured Performance Assessments => performance assessment that has been planned by the teacher to include specific tasks or activities • Direct Performance Measures => a performance measure that requires the student to apply knowledge in an activity specified by the teacher. • In direct Performance Measures => a measure that assess what a student knows about a topic. The teacher’s assessment is accomplished by observing a student activity or examining a written test.

12. Classification & Organization of Performance Assessments • Role of Observation • Hills (1993) recommends that the following components be determined prior to conducting the observation • Purpose- what do we want to know? • Focus- who or what is being observed? Exhibits what behaviors? When where? • Record/document- what information is needed? How will it be recorded? How frequently? • Use of the observation- what does the observed event mean for the child’s progress and needs? What next steps would we take to further the child’s development?

13. Classification & Organization of Performance Assessments • Role of Observation • Hills (1992) suggest following these steps to properly collect and reflect on observational data: • Establish purpose and focus • Observe and record • Compile what was recorded, both for individual children and the group • Reflect on the records and refocus teaching and learning activities

14. Classification & Organization of Performance Assessments • Role of Documentation • Documentation => a process of documenting information about progress of project activities and recording information about children’s interests, ideas, thinking and problem solving within their activities. • Helps understand the child, the learning experiences, support for/against remediation, offers insight into developing progress/concerns, etc.

15. Standards & Performance-Based Assessment • Connecting Standards to Authentic Learning • Figure 8.1 on page 231 • Connecting Standards to Performance Assessment • Figure 8.3 on page 233

16. Advantages & Disadvantages of Using Performance-Based Assessment Advantages • Conducted in the context of what children are experiencing • Take advantage of the premise that children construct their own understanding • Provide a variety of means whereby the child can demonstrate what they understand or can do • Performance assessment is continuous/ongoing • Provide meaningful information for parents to understand a child’s progress/accomplishments

17. Advantages & Disadvantages of Using Performance-Based Assessment Disadvantages • Time consuming • Can be more complex than traditional types of assessments • Has the goal of evaluating progress and achievement (traditional have the goal of achievement) • Concerns over validity and reliability of assessments • Parental involvement and education are a requirement when implimenting

18. Developing Quality Performance Assessments • Base assessments on instructional goals and state standards • Use fully developed task descriptions for performance assessments • Review assessment criteria against instructional goals and state standards • Score systematically and recheck scoring strategies periodically • Compare rubric and other performance scoring with other informal assessments when appropriate • Conduct assessments that are consistent for all students to eliminate bias