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Real World & Performance Assessment By: Mike Arnold Shannon Moore

Real World & Performance Assessment

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Tutorial created for teachers by teachers about real world assessment.

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Page 1: Real World & Performance Assessment

Real World & Performance Assessment

By: Mike ArnoldShannon Moore

Page 2: Real World & Performance Assessment

What is real world or performance assessment?

• Instructor observes the learner’s skills and rates them.

• Examples of real world/performance:– Speaking ability– Ability to complete a project’s steps to achieve the

end result– Interpersonal skills

Page 3: Real World & Performance Assessment

How do you assess performances?

• Checklists• Rating scales• Rubrics• Anecdotal records• Indirect checklists• Portfolios

Page 4: Real World & Performance Assessment

Checklist criteria

• Use to rate procedural tasks• Simplistic design– Include yes/no, achieve/not achieve or done/not

done for each task observed• Does not assess quality of achievement

Now it’s your turn!– Create a checklist to use when observing students in

your class completing a special activity (for example: a scavenger hunt)

Page 5: Real World & Performance Assessment

Sample checklistCriterion observed Yes no

A newspaper article about Candidate #1

A newspaper article about Candidate #2

A picture of Candidate #1

A picture of Candidate #2

An election ad from the newspaper or a flyer for Candidate #1

An election ad from the newspaper or a flyer for Candidate #2

Page 6: Real World & Performance Assessment

Rating Scales criteria

• A value is assigned for each observable element

• Number scale most commonly used• Have clear criterion set for each number

Now it’s your turn! Create a rating scale for your classroom. What is the difference on your scale between a “1” and a “2” and a “3” and a “4”?

Page 7: Real World & Performance Assessment

Sample rating scale

Procedure Rating

Unsatisfactory average above average

1. Student packed up his/her book bag.

1 2 3

2. Student stacked their chair. 1 2 3

3. Student picked up all trash in his/her area (floor and desk).

1 2 3

4. Student put all his/her supplies in cubby.

1 2 3

This rating scale could be used to assess how well Kindergarten students pack up their belongings at the end of the day.

Page 8: Real World & Performance Assessment

Rubric criteria

• Used to judge quality of a performance• Rubrics are more descriptive than a rating

scale• Can be very useful for feedback• Isolates skills in a complex or multi step task

Page 9: Real World & Performance Assessment

Sample rubric This rubric was used to evaluate a student’s oral presentation.

1 2 3 4 5

Category Unsatisfactory

below average

average above average

excellent

Note cards Slow, monotonous reading off note cards for entire presentation

Relied heavily on note cards

Speech was clearly from memorization; deliberate delivery

Was able to elaborate from his/her note cards

Could tell student rehearsed presentation ahead of time-no note cards used

Eye contact No eye contact

Little to no eye contact

Eye contact used but was uncomfortable

Eye contact was used and was comfortable

Consistently used eye contact

Page 10: Real World & Performance Assessment

Anecdotal record criteria

• Prepare ahead of time with an outline of what skills you want to observe

• Take brief notes as you observe the student• Expand on your notes laterNow it’s your turn! Think of a skill that you want

to observe your students doing and prepare an outline you can use to take notes next time your students are doing this skill.

Page 11: Real World & Performance Assessment

Anecdotal record sampleStudent’s name Skill: Pausing at periods when reading aloud.

Student A Paused at 1st period but not the next one

Student B

Student C

Student D

Student E

Page 12: Real World & Performance Assessment

Indirect checklist criteria

• Used for behavior that is not able to be directly observed– For examples: social interaction and interpersonal

skills Would it be possible for you to follow your

students around all day to observe these behaviors?

What other behaviors do find difficult to observe and assess?

Page 13: Real World & Performance Assessment

Portfolio criteria

• Are a form of authentic testing• Focuses on production• Emphasizes higher level thinking• Provides collection of student’s best work for

particular skillsDo you remember your own student teaching

portfolio?

Page 14: Real World & Performance Assessment

Reference:

Morrison, G.R., Ross, S.M, & Kemp, J.E. (2007). Designing Effective Instruction.Hoboken, NJ: John Wiley & Sons, Inc.