Performance-based Assessment

An overview of Chapter 8presented by Daniel Shockley & Bart Fennemore

Direct Measures of Competence

Use performance tests to assess… Complex cognitive learning Attitude and social skills toward material Conventional real-world know-how

Measure the ability of students to make use of knowledge outside of the classroom

Assessing Processes & Products

Performance tests do not have to look like traditional tests Pen and paper tests Oral assessment (e.g. reading, reading

comprehension, or presentations) Portfolios Exhibits

Embedding Performance Tests into Lessons

Ideal performance tests = good teaching activity Immediate feedback to students Reinforces hands-on learning Creates important link between teaching

and testing

Assessing Affective & Social Skills

Performance tests require more than knowledge, they require… Habits of the mind Interpersonal/social skills

The PowerPoint Presentation Assignments in MED 7705 are examples of Performance Tests

Assessing Affective & Social Skills

Tests must be carefully constructed to avoid problems with scoring… Efficiency Reliability Validity

Steps for Developing Performance Tests

Step 1: Decide What to Test Objectives in the Cognitive Domain

Acquiring Information Organizing Information Using or Applying Information

Objectives in the Affective and Social Domain Habits of Mind Interpersonal/Social Skills

Determine (reliable and valid) evidence that will show these objectives were met and traits were demonstrated

Steps for Developing Performance Tests

Step 2: Designing the Assessment Content Assessment design should be CLEAR CLEAR

Learner should not question whether they are finished or if they have met all of your requirements

Assessment tasks should be COMPLEXCOMPLEX Learner should access and apply knowledge More than one pathway should be allowed Requires an element of self-regulated learning

Steps for Developing Performance Tests

Step 3: Specifying the Scoring Rubrics Three types of Rubrics (may be combined)

Checklists Takes time to construct, highly reliable, highly

defendable, high quality feedback Rating Scales

Less time to construct, best for scoring attitudes and social skills

Holistic Scoring Least amount of time to construct, quick to score,

not as reliable, lower quality of feedback

Steps for Developing Performance Tests

Step 4: Specifying the Testing Constraints How close to the real-world is the

performance tests? How much timetime is allowed for the final product? Can reference materialsreference materials be used? Can other peopleother people (learners or instructors) be

consulted? Is there an equipmentequipment needed? How much prior knowledgeprior knowledge is expected? What scoring criteriascoring criteria will be used?