Transcript Performance-Based Assessment

Types, Contrasts, and Comparisons
A Word About Conducting
Educational Research On
Assessment
 Assessment Has Three Axes To Inform Efficacy (Pellegrino,
Chudowsky, & Glaser, 2001)
 Cognition, Observation, Interpretation
 Assessment Requires Validation
 Conception—Use or development of a theory
 Instrumentation Validity & Consistency (Reliability)
 Viability—Does it produce the results intended?
 Generalizability—What is the population relevancy?
 Assessment Requires Verification
 Do the observed results conform to the original conception?
 Assessment Requires Iterative Validation
 Do the results prove viable over time and changing
demographics?
Assessment “Triangle”
(Pellegrino, et al., 2001)
Example Application
(Liu, Albus, & Barrera, 2010)
Performance Assessment Defined
 “…student responses are rated while the student is
involved in a type of assessment situation that mirrors
a real-life state of affairs.” (Banks, 2007)
 "represent a set of strategies for the . . . application of
knowledge, skills, and work habits through the
performance of tasks that are meaningful and
engaging to students" (Hibbard and others, 1996, p.
5).” (In Bruardi, 1998)
 a form of testing that requires students to perform a
task rather than select an answer from a ready-made
list. (Office of Education Research, 1993)
Types of Performance Assessment
 Constructed-response items
 Essays
 Writing
 Oral discourse
 Exhibitions
 Experiments
 Portfolios
Open-ended Exercise in Mathematics (from Sweet, 1989)
Process for PBA
(From Moskal, 2003)
 Writing Goals and Objectives,
 Developing Performance Assessments,
 Developing Scoring Rubrics Or Forms To Measure
Performance
 Administering Performance Assessments and
 Scoring, Interpreting and Using Results.
Goals & Objectives
 Aligned with Instruction (what was/is taught)
 Objectives related to the goal
 Observable and measurable
 Assessment activity should directly measure the goals
and objectives
Developing PBAs
 Valued
 Activity
 Experience
 Avoid unintended or extraneous outcomes
 Free from bias
Categories
(from Arter, et al., 1995)
 Task-centered
 Evaluation of specific skills and competencies

Passing an observed evaluation for using a Bunsen burner
 Construct-centered
 Evaluation of a range of skills and competencies in a
specific domain

Assessment of a persuasive essay on a teacher-determined
issue or topic
Rubrics
(from Banks, 2007)
 Holistic
 One grade: Did it taste, look, feel good?
 Analytic
 Evaluation of different components:




Choice of ingredients
Preparation
Presentation
Did it taste, look, feel good?
Continuum of Evaluation
Holistic
• subjective
Analytic
• objective
What Makes a Good Rubric?
Holistic
Audience
Tastes
Standards
Application
Results
Domain
Data
Analytic
Example: Teacher Performance
Assessment
 Teacher candidates in Minnesota will be required to
demonstrate effectiveness is using student learning to
inform their teaching.
 We Will Be Examining in this Class The Efficacy of the
TPA model
 Assignment for Next Week: Review the Website:
http://aacte.org/index.php?/Programs/TeacherPerformance-Assessment-Consortium-TPAC/teacherperformance-assessment-consortium.html
 Bring questions based on what you know about
educational assessment practice.
References
 Banks, S. (2007). Classroom Assessments: Issues & Practices. Long Grove, IL: The
Waveland Press, Inc.
 Brualdi, Amy (1998). Implementing performance assessment in the classroom. Practical
Assessment, Research & Evaluation, 6(2). Retrieved October 13, 2009 from
http://PAREonline.net/getvn.asp?v=6&n=2
 Education Research CONSUMER GUIDE (1993). OR 92-3056r ED/OERI 92-38 Editor:
Jacquelyn Zimmermann. Retrieved from
http://www.ed.gov/pubs/OR/ConsumerGuides/perfasse.html 10/13/2009
 Liu, K., Albus, D., & Barrera, M. (2011). Moving ELLs with Disabilities out of the Margins:
Strategies for Increasing the Validity of English Language Proficiency Assessments. In
“Assessing Students at the Margins” (Russell, M. & Kavanaugh, M. Eds.). PP 59-87,
Information Age Publishing.
 Moskal, B. M. (2003). Developing Classroom Performance Assessments and Scoring
Rubrics - Part I. ERIC Digest. ED481714 Washington, DC: ERIC Clearinghouse on
Assessment and Evaluation. Retrieved from http://www.ericdigests.org/20052/scoring.html 10/13/2009
 Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The
science and design of educational assessment. Washington,DC: National Academy Press