MyNotes on Performance-Based Assessment: Reviewing the Basics

MyNotes on Performance-Based Assessment: Reviewing the Basics

    • Dr. Patricia Hilliard
    • Director of STEM Accelerator
    • In general, a 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 (Chun, 2010).
    • Tasks can range from a simple constructed response (e.g., short answer) to a complex design proposal of a sustainable neighborhood.
    • Arguably, the most genuine assessments require students to complete a task that closely mirrors the responsibilities of a professional, e.
    • , artist, engineer, laboratory technician, financial analyst, or consumer advocate.
    • First and foremost, the assessment accurately measures one or more specific course standards.
    • Normally, students are presented with an open-ended question that may produce several different correct answers (Chun, 2010; McTighe, 2015).
    • In the higher-level tasks, there is a sense of urgency for the product to be developed or the process to be determined, as in most real-world situations.
    • Below is a simplified version of our planning, loosely based on the backward design process:
    • Identify goals of the performance-based assessment.
    • Select the appropriate course standards.
    • Review assessments and identify learning gaps.
    • As a result, we decided to create a performance-based assessment that was also reality-based.
    • Moreover, this task would require students to analyze two-way frequency tables along with other charts and graphs.
    • Design the scenario.
    • This scenario included five key components:
    • Setting Role Audience Time frame Product
    • Gather or create materials.
    • Develop a learning plan.
    • Example: Public Comments Session
    • Scenario Ashley, an inmate at Texahoma State Women’s Correctional Institution, is serving three to five years for embezzlement and assault. After three years, this inmate is up for parole. Once a month, the Inmate Review Board offers Public Comment Sessions. The sessions are open to all interested parties who want to voice their support or opposition to an inmate’s release from prison. Task You are Ashley’s former probation officer, and the warden requested that you attend the Public Comment Session. You have been asked to review the following documents and present your opinion: Should Ashley be released from prison early or stay for the remainder of her sentence? You have been granted three to five minutes to speak to the review board. Your speech must be short, but detailed with strong evidence to support your decision. Documents Criminal history report Article announcing a new web series on embezzlement Blog post about prison nurseries Letter to the parole board from the inmate’s mother and son Newsletter about the incarceration rates in the state Press release about a prison-work program Research brief on the recidivism rate of nonviolent offenders

    This note was created from Liner.
    By Miguel Guhlin

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