Name: Cristine S.

Sebial 08/16/17

Subject: FS5

Time sched :3:30-4:30

1. What is Performance-Based Assessment?

- Performance-based assessment measures students' ability to apply the skills

and knowledge learned from a unit or units of study. Typically, the task

challenges students to use their higher-order thinking skills to create a product

or complete a process.

2. Characteristics of Performance- Assessment

 Multiple evaluative criteria (Pooham)

 Prespecified quality standarsds. (Pooham)

 Judgemental appraisal (Pooham)

 Greater realism of tasks (Gronlaud)

 Greater complexity of tasks (Gronlaud)

 Greater time needed for assessment (Gronlaud)

 Greater use of judgement in scoring (Gronlaud)

3. Learning targets Performance Assessments

 a statement of student performance that includes both a description of

what students should know, understand, and be able to do at the end of a

unit of instruction

 Something that can be observed through the behavior of students

These are the guidelines to create rubrics that students can use for self- and

peer assessment, and you can use to assign grades to projects.

 Get student input on what should be included in the rubric.

 Have students define what counts as exceptional, proficient, and

needing improvement to help students internalize the expectations for a

project or process.

 Encourage students to go beyond what can be counted in defining levels

of performance. Discussions about how to describe higher-order thinking

in rubrics can give a teacher ideas for the skills and concepts that require

instruction.

 Identify traits that meet your objectives.

 Avoid including every relevant trait, and select traits to emphasize. All

assessed traits should be addressed through instruction.

 Make traits as specific as possible. For example, instead of using a term

such as “critical thinking,” break the concept down into more observable

components, such as “Asks questions” or “Determines bias.”

 Determine levels of performance.

 Decide how many levels you want to have. Four levels is common,

though more or fewer levels can also be effective. One level should

indicate proficiency, and one should describe exceptional performance.

This encourages students to work to exceed expectations.

improvement). Levels can also be labeled with points that can be added for

a numerical score.

 Write descriptors for each trait at each level.

 Describe specific behaviors or characteristics that can be identified by

parents, students, and teachers.

 Make the differences between levels clear.

 Focuses descriptors on higher-order thinking, content understanding, and

application.

 Avoid using numbers, such as length, to differentiate among levels. In

some cases, such as the number of sources, numbers may be appropriate,

but, whenever possible, avoid attaching numbers to quality since they

encourage students to focus on aspects of the work other than quality.

5. Sample of Analytic and Holistic Rubrics

Portfolios are a purposeful collection of student work that exhibits the student’s

efforts, progress, and achievements in one or more areas of the curriculum.

It should represent a collection of students best work or best efforts,

student-selected samples of work experiences related to outcomes being

assessed, and documents according growth and development toward

mastering identified outcomes.

 Characteristics of Portfolio Assessment:

 Clearly defined purpose and learning targets

 Systematic and organized collection of student products

 Pre-established guidelines for what will be included

 Student self- reflection and self-evaluation

 Progress and documented with specific products and/or evaluations

 Portfolio conferences between students and teachers

 Purpose of Portfolios:

 To give students the opportunity to reflect on their growth over a period

of time

 To use as a basis for assigning grades (based on effort)

 To use as a basis for communication with parents

 As placement/entrance requirements

 Advantage/disadvantages of Portfolios:

Advantage:

 Promoting student self-evaluation, reflection, and critical thinking.

 Measuring performance based on genuine samples of student

work.

 Providing flexibility in measuring how students accomplish their

learning goals.

 Enabling teachers and students to share the responsibility for

setting learning goals and for evaluating progress toward meeting

those goals.
  Giving students the opportunity to have extensive input into the
learning process.
 Facilitating cooperative learning activities, including peer
evaluation and tutoring, cooperative learning groups, and peer
conferencing.
 Providing a process for structuring learning in stages.
 Providing opportunities for students and teachers to discuss
learning goals and the progress toward those goals in
structured and unstructured conferences.
 Enabling measurement of multiple dimensions of student
progress by including different types of data and materials.

Disadvantages:

 Requiring extra time to plan an assessment system and conduct

the assessment.

 Gathering all of the necessary data and work samples can make

portfolios bulky and difficult to manage.

 Developing a systematic and deliberate management system is

difficult, but this step is necessary in order to make portfolios more

than a random collection of student work.

 Scoring portfolios involves the extensive use of subjective

evaluation procedures such as rating scales and professional

judgment, and this limits reliability.

 Scheduling individual portfolio conferences is difficulty and the

length of each conference may interfere with other instructional

activities.