Welcome to Assessing a Skill or Performance
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WELCOME TO ASSESSING A SKILL OR PERFORMANCE
FOL Part 1 2012
Sandy Odrowski
Durham College
AGENDA1. Getting started
Welcome and session outcomes
Story Time (Connection Activity)
Identifying best assessment practices
2. Reviewing key concepts (Content Activity)
What, Why, How, When and Who of Performance Assessment
3. Exploring – small group work (Practice Activity)
Creating, administering and evaluating checklists, grading scales and rubrics
4. Summarizing and sharing (Summary Activity)
SESSION OUTCOMES During this workshop you will identify tools that can be used
with performance assessments,
Distinguish between rubrics, checklists and rating scales,
explore and share tips to guide the assessment of performances.
STORY TIMEONCE UPON A TIME…
WILMA AND BETTY HAD DIFFERENT CLINICIANS
ASSESSING THEIR PERFORMANCE
WILMA ROCKS
5/5
BETTY DIDN’T DO SO WELL
Wilma was very surprised! They compared impressions…
3/5
Wilma gave Betty some advice…
BETTY PHONED THE DEAN!
BARNEY WAS IN BIG TROUBLE…..
Acknowledgement
ASSESSING A SKILL OR PERFORMANCE
THINK PAIR SHARE
On your own think of an assessment method (for a practical skill) you have used with students or that you have encountered in your past that left you feeling satisfied with the outcome.
Record on the paper provided
1 minute
THINK PAIR SHARE
Pair with a person beside you and share your answer.
Be sure to include WHY you found it a valuable assessment tool
2 minutes
GROUP BRAINSTORMING EXERCISE
In your group
Further discuss what you believe are characteristics of “best assessment practices” and record individually on post-it notes provided
When you are finished, place post it notes on the flip chart provided at the front of the class
5 minutes
WHAT DID YOU COME UP WITH?
Brilliant!
HOW HAVE ASSESSMENT PRACTICES CHANGED?
THE WAY WE WERE!
Knowledge in the hands of the experts (Behaviorist paradigm)
Teacher - centered Focus on assessment of
discrete, isolated knowledge and skills
Traditional f-2-f delivery Norm-referenced testing Emphasis on summative
assessments Limited perspectives (e.g.
teacher) Product based
THE WAY WE ARE! Knowledge collaboration,
cooperation and community (Constructivist paradigm)
Immersive environments - Learning IN Technology - learning anytime any where – distributive learning
Student centered – outcome based (complex, integrated learning)real-world context
Criterion-referenced Assessment as learning
(Formative) Multiple perspectives (self, peer,
teacher) Product and process based
(authentic assessments)
REVIEWING KEY CONCEPTS DEFINITIONS
Turn to page 8 of your handout. Complete the mix and match
with a partner Assessment
Evaluation
Performance/Authentic Assessment
Validity
Reliability
Assessment Task Attributes
Learning Outcome
Diagnostic, Summative and Formative Evaluation
Rubric
Performance Scale
Performance Check list
Performance criteria (descriptors)
5 minutes
ANSWERS!
WHAT IS PERFORMANCE/AUTHENTIC ASSESSMENT?
Performance Assessment – close proximity to “actual criterion situation”. Usually measures complex skills, cognitive processes and communication important in real world (contextualized tasks) (Palm, 2008).
Authentic Assessments –defining features are the specific cognitive processes (disciplined inquiry) and products (knowledge beyond the mere reproduction of presented knowledge) considered important in the perspective of life beyond school (Newman & Archibald, 1992).
HTTP://JOLT.MERLOT.ORG/DOCUMENTS/VOL1_NO1_MUELLER_001.PDF
DEFINITION FOR TODAY
Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a real life task rather than select an answer from a ready-made list.
HTTP://ABCRESOURCE.LOYALISTCOLLEGE.CA/LEARNINGASSESSMENT.HTM#PERFORMANCE
ASSESSMENT VS. EVALUATION
Lots of controversy/confusion over these terms
Definitions
Assessment = feedback on practice; supports learning but may or may not generate marks/grades
Evaluation= summary measurement providing some kind of grade/mark/final feedback
WHY AND WHEN? THE PURPOSE OF ASSESSMENT:
ASSESSMENT FOR, AS AND OF LEARNING (EARL, 2003)
Assessment FOR Learning
Assessment AS Learning
Assessment OF Learning
Diagnostic (before) Formative (during) Summative (after)Identifies level of knowledge and skill prior to instruction
Provides feedback aimed at understanding expected learning and improving performance
Summarizes student attainment of expected learning
Enables instruction to adapt to learner needs (individualized)
Self and peer assessment are a key component (multiple perspectives)
Conducted at the end of the instructional period e.g. determination of final grade
Enables focus on required instruction (efficient)
Motivates student to improved performance (Crooks, 2001)
Test scores and grades monitor learning but do little to motivate learning (Huba & Freed, 2000)
VALIDITY AND RELIABILITY
Validity
Validity refers to the degree to which an assessment measures the intended learning outcome.
i.e. Does the test measure what it is intended to measure? (the learning outcome?)
Reliability
Reliability refers to the consistency of test scores. Reliability affected by testing conditions, rater variability.
i.e. Does the test produce consistent results?
…IS VALID AND RELIABLE
Measures what it is supposed to measure (valid)
Measures the same information consistently (reliable)
Recognizes that some aspects of learning are hard to measure or may be unplanned
WHO IS THE “ASSESSOR”?
Multiple perspectives
Self
Peer
Teacher
SELECTING AN ASSESSMENT TOOL
Assessment Tool
Attributes Sample
Checklist • the least complex form of scoring• looking for the presence/absence
of specific elements in the product of a performance
Rating Scale • unlike the typical checklist, it allows for attaching quality to elements in the process or product
• ratings can be numeric or descriptive
Rubric • multiple criteria are applied to the assessment
• quality of the performance & product are typically transparent in the assessment criteria
• appropriate for complex tasks rather than discrete activities
CHECKLIST
SAMPLE PERFORMANCE/RATING SCALE
Participates in group problem solving:
4 (Outstanding)
3 (Satisfactory)
2 (Tolerable)
1 (Unsatisfactory)
SAMPLE RUBRIC
SELECTING THE PERFORMANCE/SKILL TASK
Assessment task (performance, product or process) determined to reflect learning outcome.
Assessment task attributes – essential elements or characteristics of a good performance of an assessment task
Performance criteria (descriptors) – specific behavioral descriptions of performance at each level of performance
PARTS OF A RUBRIC
Assessment task attribute
Descriptors
GROUP ASSIGNMENT
Assessment taskGroup#1
• Checklist
• Rating Scale
Group#2
• Checklist
• Rating Scale
Group#3
• Rubric
Group#4
• Rubric
Group#5
• Checklist
• Rating Scale
Group#6
• Rubric
Group#7
• Checklist
• Rating Scale
Group#8
• Rubric
Page 6
LEARNING ACTIVITY: COLLABORATIVELY CREATE,
ADMINISTER AND EVALUATE A PERFORMANCE ASSESSMENT
TOOL.
Assign group roles as follows:
Performance expert _________________
Student ___________________________
Peer (reporter)_____________________
Teacher (timekeeper)________________
Page 6
INSTRUCTIONS In consultation with the performance expert,
determine performance attributes and criteria (what you feel is essential to achieve the learning outcome) for the identified task.
Learning Outcome: Accurately measure and report a radial pulse.
OR
Learning Outcome: Design, construct and fly a paper airplane.
COMPLETE THE FOLLOWING STEPS
In consultation with the performance expert, determine performance attributes and criteria (what you feel is essential to achieve the learning outcome) for the identified task.
Collaboratively develop the assessment tool (checklist, rating scale or rubric) using template provided.
The performance expert instructs the student on the performance task using the assessment tool as a guide.
The student completes a “return demonstration” of the performance task.
STEPS CONTINUED
The teacher and peer complete the developed assessment tool based on the observed student’s performance. Discuss the advantages and disadvantages of the developed assessment tool from a variety of perspectives (student, peer and teacher). You can record on your handout. Be prepared to share your group’s finding with the larger group.
YOUR FINDINGS
Assessment Advantages Disadvantages
Checklists
Performance Scales
Rubrics
FINAL TIPS
Review the learning outcome and purpose of the assessment tool (validity)
Collect samples of student work that exemplify levels of performance (validity)
Consult with experts in fields to develop “authentic performance tests” and to validate task attributes and performance descriptors (validity, authenticity)
Develop performance scoring instruments collaboratively with colleagues
FINAL TIPS CONTINUED
Gather multiple perspectives on scoring of same performance (rater reliability)
Share scoring rubric with students in advance of the performance task (equity, transparency, accountability)
Share performance exemplars (sample projects, assignments, video depictions) with students in advance of performance task (transparency, accountability)
Be prepared to review and revise assessment tool (accountability, validity)
A CHECKLIST FOR CHOOSING PERFORMANCE TASKS
Adapted from Checklist for Choosing Performance Assessment Tasks. Algonquin College, Professors Resource Site
Yes
No
Does the task match the expected learning (learning outcome or course learning requirement)?
Does the task adequately represent and elicit the content and skills you expect the student to attain?
Does the task enable students to demonstrate their capabilities and progress?
Does the assessment use “authentic”, real world tasks?
Does the task require the learner to integrate their learning?
Can the task be structured to provide a measure of several outcomes?
Does the task match an important outcome which reflects complex thinking skills?
Does the task pose an enduring problem type-- the type the learner is likely to encounter in the future?
Is the task fair and free of bias?
Will the task be seen as meaningful by important stakeholders?
Will the task be meaningful and engaging to students so that they will be motivated to show their capabilities?
IN CONCLUSION
Did we achieve the learning outcomes of this session?
identify tools that can be used with performance assessments,
Distinguish between rubrics, checklists and rating scales,
explore and share tips to guide the assessment of Performances.
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