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?