Documente Academic
Documente Profesional
Documente Cultură
Chapter 11
teachers
to evaluate both the effectiveness of the process
The
development
of
high-quality
performance
assessments that effectively measure complex
learning outcomes requires attention to
the task development and
the ways in which performances are scored.
Performance assessment
Performance assessment are sometimes referred to as
practical
different sources
(use the library; make
observation; collect and analyze data; conduct a
survey; use a computer; etc.)
Process / procedures
Product ( such as construction and presentation
Advantages
Clearly communicate instructional goals that
involve complex
performances
in natural
settings in and outside schools
Encourage
development
of
complex
understanding and skills.
Measure complex learning outcomes
Provide a means of assessing process/ procedure
as well as product
Apply methods suggested by modern learning
theory (students as active participants)
Limitations
Like essay questions
Unreliability of ratings
Time consuming in nature
Suggestions
for
constructing
performance
tasks
1.Focus on learning outcomes that require complex
Suggestions
for
constructing
performance
tasks
4. Provide the necessary scaffolding for students to be
able to understand the task and what is expected
(prior knowledge)
5. Construct task directions so that the students' task
is clearly indicated
6. Clearly communicate performance expectations in
terms of the scoring rubrics by which the
performances will be judged
Performance criteria
The
performance
criteria
to
the
responses
and
performance of students.
It consists typically of verbal descriptions of
performance or aspects of students responses that
distinguished between advanced, proficient, partially
proficient, and beginning levels of performance
Analytic vs. holistic scoring
Product
Judge on the product ( quality of writing, drawings, maps.
Graphs, )
ratings)
Logical error
intended to assess
Characteristics should be directly observable
Characteristics and points on the scale should be
clearly defined
Select
provided
Rate performances of all students on one task before
of students name
When results from a performance assessment are
Checklists
Is similar in appearance and use to the rating scale
They are different in the type of judgment needed
Checklist calls for a simple yes-no judgment ( action
present or absent )
Useful in primary level
E.g., p.282
Useful in assessing those performance skills that
can be divided into a series of specific action
E.g., p.283
Used to assess products
Combination of techniques (e.g., p.284)