PERFORMANCE AND

PORTFOLIO ASSESSMENT
METHODS
 Authentic / Performance Assessments
Portfolio Assessment

Curriculum - Application of
relevant knowledge

emphasize linkage between

student’s overt results and
behavior interventions
Authentic /
Performance Assessment

The use of real world tasks to

gain information about a
student’s abilities to integrate
and apply knowledge
 CAN DEMONSTRATE OBSERVED BY A TEACHER USE OF PRE ESTABLISHED
APPLICATION OF CRITERIA TO SCORE THE
KNOWLEDGE AND SKILLS PERFORMANCE AND
BY ACTUALLY DOING OR PROVIDE A FEEDBACK

Performance CREATING SOMETHING

Assessment

CRITERIA ARE BASED ON SCORES ARE USE FOR

A SET OF PERFORMANCE COMPARISON
STANDARD DEVELOPED BY
EXPERTS
 Products

Performance
Supplementary Knowledge
Assessment
and skills

Continuum
 Student – constructed

Common Direct observation of authentic tasks

Features of
Performance
Assessments Illumination of students’ learning and
thinking

Predetermined scoring criteria

 LOW
Relationships of

Authenticity
Performance, Authenticity,
and Curriculum in
An assessment task

HIGH

LOW
LOW
 Selecting assessment tasks that are clearly aligned or
connected to what has been taught

Sharing the scoring criteria for the assessment task with

students prior to working on the task

Strengthening Providing students clear statements of standards and/or

Performance several models of acceptable and exemplary performances
prior to their attempting a task
Assessments
Encourage students to complete self –assessment of their
performances

Interpreting students’ performances by comparing them

with consensus standards that are developmentally
appropriate
Examples of Classroom Performance
Assessments
Performance Authentic student-created tasks – connected to
Spelling curriculum
Preestablished scoring criteria

Build performance standards  level of proficiency

Test results  instructional focus; monitoring of

progress
Examples of Classroom Performance
Assessments
Oral Have a clear instructional purpose and vision of the
Classroom desired outcome(s)
Presentation
Identify the subcomponents of the outcomes 
describe in objective terms
Decide on which dimension(s) to use to evaluate each
component
Determine level of proficiency
 Critical Issues in Developing Performance
Criteria

The level of detail The manner in Who will do the

needed in which results will observing and
assessment results be recorded evaluating
Portfolio Assessment

Assessment of student’s
behavior or skills based on
student’s work that the
teacher and student both
believe represents evidence of
learning.
Purposes of Documentation Evaluation
Portfolios
 A form of authentic assessment in which students
are required to demonstrate the integration of
knowledge and skills they have acquired

Integration of broad range of competencies and

Exhibitions ever-increasing student initiative and responsibility

Serves as gateways to the next level

 Evaluation scheme in an authentic
assessment approach

Provide meaningful feedback about

students’ strengths and weaknesses

Profiles
Developed by expert teachers and provide
clearly articulated criteria

Allows reliable judgments about students

demonstrated level of proficiency
Student self – assessment
Understanding one’s own strengths and
weaknesses is an important outcome
USING TEST DATA AND TEACHERS’ ROLES
AND RESPONSIBILITIES FOR STUDENT
ASSESSMENT
 Summary assessment of a test
or an oral or written report

Marking
Judgment of one person by
another
 • Be sure to mark all assigned work
• Return work promptly or as soon as possible
• If possible, personally comment on the test
How to • Provide specific comments about students’
work
improve • Mark the students’ work, not the student
marking? • Avoid sarcasm, belittling or ridiculing remarks
• Teachers must make a personal decision
whether to have students repeat their work
Grading

Consist essentially of marks assigned to the subject matter

The more variables that are included in a grade, the less effective it
is as an indication of achievement

Grades will represent true achievement to the extent that they

reflect instructional objectives and satisfactory test construction
 The summary feedback provided to
consumers of assessments; can be
either quantitative or qualitative

A reporting system should bring

together parents and teachers so
Reporting that they can combine efforts to
encourage and help children.

Honest and hopeful evaluation

 • In 1989, Hoge and Coladarci published a
data-based review of research
Research on Teacher’s examining the match between teacher
Judgments of Students’ based assessments of student levels of
Achievement objective measures of student learning
Research on Teacher’s Judgments of Students’
Achievement

High levels of agreement

Teachers, in general, can
between teachers’
provide valid
judgmental measures
performance judgments
and standardized
of their students
achievement test scores
Improving Test – Taking Skills

Students should make When taking an essay

Students should decide
Find out what the test sure they are physically test, students should
how to study for the
is like beforehand prepared to take the take time to formulate
test
test or outline their answer

Read instructions and Read all possible

directions carefully and answers to each Go through the test Use of elimination and
complete identifying question before quickly context clues
information accurately selecting an answer
Standard for Teacher Competence in student
assessment
Teachers should be skilled in choosing assessment methods appropriate for
instructional decisions

Teachers should be skilled in developing assessment methods appropriate for

instructional decisions

Teachers should be skilled in administering, scoring, and interpreting the results of

both externally – produced and teacher – produced assessment methods.

Teachers should be skilled in using assessment results when making decisions about
individual students, planning teaching, developing curriculum, and improving schools.
Standard for Teacher Competence in student
assessment
Teachers should be skilled in developing valid pupil grading
procedures that use pupil assessments.

Teachers should be skilled in communicating assessment results to

students, parents, other lay audiences, and other educators.

Teachers should be skilled in recognizing unethical, illegal, and

otherwise inappropriate assessment methods and uses and uses of
assessment information
Comparison of Various Types of Assessments
Objective Test Essay Test Oral Question Performance
Assessment

Purpose Sample Knowledge Assess thinking skills Assess knowledge Assess ability to
with maximum and / or mastery of during instruction translate knowledge
efficiency and a structure of and understanding
reliability knowledge into action
Typical Exercise MCQ Writing task Open – ended Written prompt or
True/FAlse question natural event
Completion framing the kind of
Matching Type performance
required
Comparison of Various Types of Assessments
Objective Test Essay Test Oral Question Performance
Assessment

Student’s response Read, evaluate, Organize, compose Oral answer Plan, construct, and
select deliver original
response
Scoring Count correct Judge Determine Check attributes
answers understanding correctness of present. Rate
answer proficiency
demonstrated, or
describe
performance via
anecdote
Comparison of Various Types of Assessments
Objective Test Essay Test Oral Question Performance
Assessment

Major Advantage Efficiency - can Can measure Joins assessment Provides rich
administer many complex cognitive and instruction evidence of
items per unit of outcomes performance skills
testing time
Potential sources of Poorly written Poorly written Poor questions, Por exercises, too
inaccurate items, overemphasis exercises, writing students’ lack of few samples of
assessment on recall of facts, skill confounded willingness to performance, vague
poor test taking with knowledge of respond, too few criteria, poor rating
skills, failure to content, poor questions procedures, poor
sample content scoring procedures test conditions
representatively
Comparison of Various Types of Assessments
Objective Test Essay Test Oral Question Performance
Assessment

Influence on Overemphasis on Encourages thinking Stimulates Emphasize use of

Learning recall; encourages and development of participation in available skill and
memorization; can writing skills instruction; knowledge in
encourage thinking immediate feedback relevant problem
skills if properly on effectiveness of contextx
constructed teaching
Comparison of Various Types of Assessments
Objective Test Essay Test Oral Question Performance
Assessment

Keys to Success Clear test blueprint Carefully prepared Clear questions, Carefully prepared
or specifications writing exercises; representative performance
that match preparation of sample of questions exercises; clear
instruction, skill in model answers, to each student, performance
writing an item, time to read and adequate time expectations;
time to write items score provided for student careful, thoughtful
response rating, time to rate
performance