Performance Assessment

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Performance Assessment
Dr. Elizabeth Shiner Klein
State University of New York - Cortland
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Presentation Outline

• Introduction
• Why Implement Performance-Based Assessments?
• NCATE Position
• Performance Assessment Examples
• How to Implement Performance Assessments

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Purpose of Assessment

• To improve teaching and learning

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In an attempt to toughen its graduation
standards, Wilmont High School now required
students to answer one last question before
receiving their diploma.
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Introduction

• What is Performance Assessment?
• Not new
• Drivers Test
• CPR Certification

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Why Performance-Based?

• Authentic
• Individualized
• Provides artifacts for the NCATE Portfolio

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NCATE Performance Standards

• Standards describe what teacher candidates should
  know and be able to do
• Evidence is from assessments and evaluations of
  candidate proficiencies in relation to the
  standards
• Responsibility of ALL program faculty to make the
  case that candidates are meeting the standards
  and DEMONSTRATED how well candidates meet the
  standards.

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NCATE Performance Standards

• Descriptions of rubrics or criteria used to
  evaluate the teacher candidates proficiencies
  will be included in the data submission
• Samples of candidate work which illustrate
  different levels of performance and multiple
  types of information will be included
• Emphasizes content knowledge as well as teaching
  skills in reading/language arts, science, math,
  and social studies

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NCATE Sound Evidence

• Results from planned, purposeful and continuing
  evaluation of candidate proficiencies, drawing on
  diverse sources
• Represents the scope of the standards for teacher
  preparation
• Measures the different attributes of standards in
  appropriate and multiple ways

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NCATE Sound Evidence

• Results from rigorous and systematic efforts by
  the institution to set performance levels and
  judge the accomplishments of its candidates
• Provides information that is credible--accurate,
  consistent, fair and avoiding bias
• Makes use of appropriate sampling and summarizing
  procedures.

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Long before he became famous as the host of
Jeopardy. Alex Trebek was a high school science
teacher.
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Examples

• Music Performances
• Drama Performances
• Dance Performances
• Oral Presentations
• Science Lab Tasks
• Athletic Competitions

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Examples

• Interviews
• Conferences
• Self- Assessments
• Learning Logs
• Observations
• Debates
• Portfolios

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Examples

• Art Exhibits
• Poster Sessions
• Class Presentations
• Essays
• Stories and Poems
• Research Papers

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Examples

• Reflective Journals
• Videotapes
• Science Projects
• Classroom Simulations
• Role Playing
• Defining Historical Evidence

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Actual Classroom Example

• George Lucas Educational Foundation
• Learn and Live
• Online Text, Resources, and Video Clips
• Available http//www.glef.org

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Video Focus Questions

• Is it an example of authentic learning?
• How is assessment imbedded into instruction?
• When does Mr. Dieckman involve the students in
  the criteria development?
• If all K-12 students were taught and assessed in
  this manner--what would it mean for teacher
  education and higher education in general?

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General Scoring Criteria

• 5 Student accurately ............ with no
  errors.
• Explains why (does more than is required,
  works on a higher level)
• 4 Student accurately ........... with 1 or 2
  minor errors. Does not explain why (or is not
  accurate in their explanation)
• 3 Student demonstrates evidence of _______ with
  some errors. Have the general concept, at least
  half of the responses are acceptable.

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General Scoring Criteria

• 2 Student shows some evidence of ..........with
  many errors. ___ correct responses.
• 1 Student has little or no ...........but tries
  with significant errors.
• 0 No attempt (zero scoring criteria optional).

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General Scoring Criteria

• Level 6 Solid work that may go beyond the
  requirements of the task(s).
• Level 5 Fully achieves the requirements of the
  task(s).
• Level 4 Substantially completes the requirements
  of the task(s).

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General Scoring Criteria

• Level 3 Limited completion of the requirements
  of the task(s).
• Level 2 Requirements of the task(s) not
  completed.
• Level 1 Does not achieve any requirements of
  the task(s)
• Adapted from the Mathematics Assessment of the
  California Assessment Program

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Validity and Reliability Concerns

• Know the behavior you are looking for
• Collect enough information on similar tasks
• Unpiloted, one-event assessment in the
  performance area is even more dangerous than
  one-shot multiple choice testing.

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Validity and Reliability Concerns

• Use multiple judges if possible for inter-rater
  reliability
• Develop and use quality scoring rubrics
• Make sure the task is valid for inferring mastery
  of a complex capacity
• Generalizability

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Cautions

• Time consuming
• University of California-Santa Cruz
• 1,000 question test bank and scantron!
• Good rubrics are hard to make
• However, assessment becomes imbedded in your
  instructional time

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A diabolical new testing technique math essay
questions.
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Cautions

• Students need time to adjust
• They are used to asking the instructor tell me
  what I need to know rather than the instructor
  asking them what do you know?
• May resist having to prove their competence
• Want clear criteria and directions
• So, involve them in the development of the
  criteria --make it their assessment, too.

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Components of a Quality Assessment

• Good Assessments are often indistinguishable from
  quality instructional tasks
• ... an ideal assessment would be a good
  teaching activity, and indeed, might even serve
  as a teaching activity when not used for an
  assessment (Shavelson and Baxter 199220).

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Components of a Quality Assessment

• A good assessment should investigate how well the
  student understands the topic as well as a
  mastery of a body of content knowledge

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Components of a Quality Assessment

• A quality assessment should not just emphasis the
  correctness of the answers or performance, but
  also how the answer was realized or how an
  activity was carried out (Loucks-Horsley 1989)

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Implementation Strategies

• Assessment should be planned as instruction is
  planned
• Faculty should have a partner with whom to share
  ideas, rubrics, performance assessments and to
  assist in inter-rater reliability
• Generic rubrics can be developed to avoid
  reinventing the wheel

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Implementation Strategies

• Strategies should include student peer assessment
• Cooperative grouping should be used for
  completing some assessments
• Faculty should expect to learn from trial and
  error

(AEL VEA 1992vi)
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Concluding Remarks

• Start off simple and work toward more authentic
  performance assessments.
• You should be assessing in the same manner that
  you teach--using alternative assessment
  techniques may require some to change teaching
  styles.

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Concluding Remarks

• Borrowed assessments must be adapted to your
  learning environment based on the needs of your
  students and your curriculum
• Higher Education Faculty--K-12 teachers are
  assessment resources for you!

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References
Appalachia Educational Laboratory (AEL) and
Virginia Education Association (VEA). (1992).
Alternative assessments in math and science
Moving toward a moving target. Charleston,
WV. Barba, R. H. (1995). Science in the
multicultural classroom A guide to teaching and
learning. Boston Allyn and Bacon. Loucks-Horsley
, S. (1989). Science assessment What is and what
might be. Educational Leadership. 96.
NCATE/ACEI. Performance-based program review
draft guidelines. Available at
http//ncate.org/pilots.htm. Shavelson, R. J.
G. P. Baxter. (May 1992). What weve learned
about assessing hands-on science. Educational
Leadership 49(6), p20, 6p. Worthen, B. R.
(February 1993). Critical issues that will
determine the future of alternative assessment.
Phi Delta Kappan, 74(6), p444, 10p.
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Questions?

• This presentation available at
• http//education.cortland.edu/faculty/
• kleine/assessment.html

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