Performance-based Assessment

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Performance-based Assessment

• The types of work we choose to evaluate and the
  methods we use to evaluate that work deliver
  powerful messages to students about what we value.

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Assessment Past and Present

• PAST
• Evaluate products
• Evaluate accuracy
• Evaluate control of discrete grammar points

• PRESENT
• Evaluate process and product
• Evaluate comprehensibility
• Evaluate control of grammar within a context

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Assessment Past and Present

• PAST
• Instruct, then test
• Sort students into groups some succeed and some
  fail

• PRESENT
• Integrate instruction with assessment
• Identify strengths of individual students
  maximize the opportunity for all students to
  succeed

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What is your destination?

• Knowledge
• Achievement
• Performance

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Knowledge

• Applies to facts or ideas acquired by study,
  investigation, observation, or experience
  (Merriam Webster Dictionary)
• What role do facts/ideas play in learning a world
  language?

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Imagine.

• A written test of your knowledge about the game
  of basketball.
• What would the test tell you?
• Would you be able to play basketball if you
  got an A on the test?

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Achievement

• A test, often in a standardized format, for
  measuring a student's mastery of a given subject
  or skill (Merriam Webster Dictionary)
• What role does mastery of a world language play?

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Imagine.

• A test that includes reading comprehension,
  fill-in-the-blank with correct grammatical
  structures and vocabulary, and multiple-choice
  questions.
• What would the test tell you?
• Would you be able to write a letter of
• application for a job?

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Performance

• Performance assessment is a measure of assessment
  based on authentic tasks that require students to
  show what they can do.
• What role does performance in a world
• world language play?

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Making Communication Real
CULTURE
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Making Communication Real

• Create a need to communicate
• Exchange information that is.
• Cognitively engaging
• Intrinsically interesting
• Culturally related
• Communicatively purposeful

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Example

• Imagine a unit
• Daily routines
• Intermediate level
• High school
• Important question How do your actions reflect
  an environmentally friendly lifestyle?

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Objectives

• Students will describe their daily routines and
  the routines of their friends and family orally
  and in writing, explaining what they did on a
  certain day and what they normally do.

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Objectives

• Students will define an environmentally friendly
  lifestyle, listing actions and characteristics
  of someone who leads an environmentally friendly
  lifestyle they will share how they as
  individuals can make a difference through their
  green actions.

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Objectives

• Students will evaluate their daily routines and
  the routines of their friends and family in terms
  of environmental friendliness, making
  suggestions for ways to modify or change their
  routines to be more environmentally friendly.

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Objectives

• Students will compare their green attitudes and
  actions to those of people around the world.

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Unit Inventory

• Language functions
• Sequencing
• Making comparisons
• Making suggestions
• Stating opinions
• Summarizing
• Grammatical structures
• Essential vocabulary

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Performance

• How do you want students to demonstrate that they
  have
• Increased their knowledge about leading an
  environmentally friendly lifestyle in their own
  culture and in the target culture

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Performance

• How do you want students to demonstrate that they
  have
• Improved their skills in communication via the
  interpretive, presentational, and interpersonal
  modes

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Performance Assessments

• Strength in learning and success in performance
  comes from interconnectedness of the three modes
  of Communication
• Providing practice in all three modes creates
  strong communicators

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Interpretive Tasks

• Reading, Listening, Viewing
• One-way communication
• Global understanding . . . .inferences
  
• Pleasure . . . . . Information
• Success influenced by
• Prior knowledge of topic
• Familiarity with organization of text
• Past experience/success reading listening
  viewing

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Example

• Students will visit the website
• http//ec.europa.eu/environment/youth/index_fr.htm
  l and select an article about actions they can
  take to respect the environment. They will
  summarize the actions suggested in the article.
  They will provide additional information related
  to France and its environmental
  policies/initiatives that enhance the
  understanding of the article.

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Presentational Tasks

• Writing, Speaking for an audience
• One-way communication
• Classmates..native speakers
• Informalformal
• Rehearsals ?performance
• Drafts ? publication

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Example

• Students will create infomercials that give ideas
  and suggestions on how to move from green to
  really green in peoples daily lifestyles.

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Interpersonal Tasks

• Two-way communication (verbal and email)
• For pleasureto accomplish a task
• Spontaneous
• Negotiated

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Interpersonal Tasks

• Success influenced by
• Familiarity with the activity
• Familiarity with the person/people involved in
  the interaction
• Number/complexity of unexpected circumstances

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Example

• Students will participate in a scored discussion
  sharing what they have learned about green
  efforts around the world and actions they are
  taking to lead an environmentally friendly
  lifestyle.

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Integrated Performance Assessment
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What Counts Interpretive Tasks

• Comprehension
• Identifies main topic
• Identifies main points, central ideas
• States literal meaning
• Retells, summarizes
• Analyzes, interprets
• Draws inferences
• Discusses knowledgeably

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What CountsInterpretive Tasks

• Vocabulary
• Understands identified vocabulary
• Guesses meaning from context
• Provides synonyms for identified vocabulary
• Can use identified vocabulary in a new context

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Evaluating the task

• What should be evaluated?
• Completeness of article summary
• Accuracy of summary
• Additional information to enhance understanding
  of the article
• NOTE Student responses are written in English
  as evidence of successful interpretation of the
  article

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Interpretive Rubric
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Interpersonal Task

• Students will participate in a scored discussion
  sharing what they have learned about green
  efforts around the world, and actions they take
  to lead an environmentally friendly lifestyle.

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What CountsInterpersonal Task

• Content/culture
• Comprehension
• Comprehensibility
• Spontaneity
• Negotiation
• Balanced participation

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Interpersonal Rubric
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Presentational Task

• Students will create infomercials that give ideas
  and suggestions on how to move from green to
  really green in peoples daily lifestyles.

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What CountsPresentational Task

• Comprehensibility How well is the student
  understood (pronunciation, intonation, style,
  organization)?
• Accuracy How well does the student use the
  language (grammar, vocabulary, spelling)?
• Content How relevant, accurate, complete is the
  content?
• Impact How engaging, creative is the
  presentation?
• ???

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What CountsPresentational Task

• What about the preparation for the presentation
  rough drafts, rehearsals?
• The process needs to be valued

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Presentational Tasks

• One perspective on valuing the process of rough
  drafts and rehearsals
• Taking the process seriously leads to high
  quality final products
• Count the process but weight the final product
  more heavily as a reflection of good preparation

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Presentational Tasks

• Rubrics for presentational tasks can be generic
  or task-specific, depending on the unique traits
  that might be emphasized in a presentational task.

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Presentational Tasks

• Generic rubrics
• Used to judge the same type of performance all
  speeches, all dialogues, all essays
• Helps students understand the nature of a quality
  performance

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Presentational Tasks

• Task-specific rubrics
• Used for a specific performance that has unique
  traits
• Gives students feedback on that particular
  performance

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Presentational Tasks

• Consider non-negotiables to reduce the number of
  criteria that need to be built into a rubric
• Non-negotiables basic requirements of any
  performance that need to be in place before the
  performance can be evaluated

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Non-negotiables An example

• Word-processed
• Double-spaced
• 250 words
• Paragraphs
• Title
• Spell-checked
• At least 5 of the new vocab words
• Written in the past and imperfect