PerformanceBased Assessment:

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Performance-Based Assessment

• Based on what we know about how children learn
• permits teachers to understand the processes
  children use to learn and how they construct
  meaning.
• Integrates teaching and learning
• comprised of the natural outcomes of learning
  and curriculum
• shows both the teachers and childs activity  

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Performance-Based Assessment(contd)

• Teachers document what child can do
• on a real or designed task
• activities in which children engage in on a
  daily basis
• childrens interactions with materials and peers
  
• multiple windows on a childs accomplishments
• Involves the child in assessment through
• interviewing
• selecting and judging work samples

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Comparison of Group Testing to Performance Based
Assessment

• Group Administered Tests
• looks for increases in annual test scores
• skills are performed in isolation
• doesnt tell us much about what child
  specifically knows or doesnt know
• Authentic Assessment
• document multiple indicators of learning over
  time
• takes place in the context of childs experiences
  
• Provides rich source of child-specific
  information
• ongoing record of learning (can compare growth
  over time)

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What is a portfolio?

• A portfolio is an organized, purposeful
  compilation of evidence documenting a childs
  development and learning over time

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Types of Portfolios

• Show case portfolio
• organized and maintained by child
• child selects best, favorite, most improved work
  to take home or participate in parent conference

• Evaluation portfolio
• childs work and teacher records
• contents are specified and scored

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How do you organize portfolios?

• By chronology
• Use color code for each domain
• Put list of required items in front of each
•  By domain
• Physical and motor
• Social and emotional
• Language ad literacy
• Cognition and general knowledge
• Approaches to learning

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Child Portfolios

• What does this drawing tell you about this child?
• What questions do you have?

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What does this photo tell you? What do you want
to know?
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How can you use this photo in a childs
portfolio?
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What goes into a portfolio?

• Required (core) items
• certain items collected for all children at least
  3 times per year
• self portrait, writing sample, checklist of word
  attack skills
• Individualized sampling
• two or three work samples selected from ongoing
  class work or activities that can vary by child
  and by time
• Interviews, observations, participation,
  interaction which exemplifies how a child thinks,
  feels, acts, best favorite most improved

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How do you select items?

• Is it informative?
• Is it easy to collect?
• Is it representative of meaningful classroom
  activities?
• Children may take a role in selection but teacher
  monitors

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What comprises good annotation on childrens work
samples?

• identify with name and date
• comment or explanation of why this is significant
• circumstances in which the sample was created
• whether the activity was teacher or child
  initiated
• whether this is a first, intermediate or final
  draft
• the childs familiarity with the task
• the extent to which the work met the assignment
• how the work was accomplished- with peers, with
  adult guidance, independently
• the degree of effort involved
• how the work reveals the childs approach to
  learning

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Childrens Self Portraits
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Childrens Self Portraits
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Childrens Self Portraits
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Childrens Self Portraits
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Assisting children in self reflection and self
assessment

• TTYPA Generate a list of questions you would ask
  a child to help them reflect and self-assess?
• Tell me how you did this
• What do you like about this?
• What were you thinking when you...
• What would you do differently?
• Why do you want it to go in the portfolio?

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Setting up portfolios

• storage needs to be accessible and arranged
  neatly
• expandable file folders
• pizza boxes
• file cabinets

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The Work Sampling System (Meisels et al., 1994)

• Developmental Checklists or Guidelines
• Portfolios of Childrens Work
• Summary Reports for Parents

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Work Sampling Developmental Checklists

• assists teachers in observing growth and progress
• covers 7 domains divided into functional
  components (broad scope)
• reflects common expectations and activities which
  are developmentally appropriate
• based on national, state and local curriculum
  standards
• completed without testing children
• used with Developmental Guidelines

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Work Sampling Portfolios

• organized purposeful compilation of evidence
  documenting childs development and learning over
  time
• method through which student performance
  information is stored and interpreted
• organized by domain or subject area
• collection of evidence of emergent development
• in-depth information about the nature and quality
  of child work