School of Education
University of the West Indies, St. Augustine
St. Augustine
ph: 868-477-1500
delislej
Performance assesment is much more than just "doing portfolios and projects".
See examples of a variety of performance assessments here
In the CAP evaluation, De Lisle (2010) found that teachers did administer projects, but scored the perormance by simply assigning a mark. Moreover, instead of developing the task in the classroom allowing teachers to provide formative feedback, projects were take home assignments. Such practices miss the very meaning of project-based learning, which is intended to promote active and deep learning.
See reading on project-based learning
Projects and portfolios are simply vehicles for the performance task. A performance task may be presented equally effective as an exhibition, project, presentation, portfolio, or even posters.
Download this ASCD Facilitator's Guide from 1995 on Performance Assessment
See Developing Rich Performance Tasks for the US Common Core-Jay McTighe Webinar
See also Smarter Balanced Assessment Consortium: Performance Task Specifications
Assessing twenty first century skills-NAP
An ASCD Must Read-Cohen, P. (August 1995). “Designing Performance Assessment Tasks.” ASCD Educational Update 37, 6.
When assessment is more integrated into instruction, it may also become part of other reforms, such as greater student choice, interdisciplinary learning, and cooperative grouping. These methods all contribute to the instructional benefits of assessment—but they pose problems for measurability and equity:
In each of these areas, experts agree, the teacher who knows the student best can integrate assessment and instruction most effectively. In the classroom, a teacher can also do ongoing assessments and track progress over time. But the higher the stakes of the assessment—when it will determine questions of funding, placement, or scholarships—the more important the issues of accountability and equity in a particular assessment become, Wiggins says.
The trade-off between good instruction and measurability is “a significant issue at the state level,” Wiggins says. “But it's a nonissue at the local level.” As a teacher, “you can factor out these things with your professional judgment and assessments over time.” Teachers can have more leeway for complex assessments in their classrooms, where they do not need the high level of precision necessary to make high-stakes tests accurate and fair. Wiggins adds that teachers should avoid using high-stakes techniques in the classroom when they're not necessary. “You have the whole life of the kid to collect evidence and decide what it means,” he says, so each task does not have to be invested with great importance.
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Rubrics are a critical component ensuring both valid and reliable scoring.
Question-to what extent are our performance tasks authentic and to what extent do use formative feedback in supporting learning as students engage in the task
Recommended Text-A Practical guide to Alternative Assessment
Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development
High quality performance assessments?
See published article in Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational researcher, 20(8), 15-21.
1) Consequences
2) Fairness
3) Transfer and Generalizability
4) Cognitive Complexity
5) Content Quality
6) Content Coverage
7) Meaningfulness
8) Cost and Efficiency
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School of Education
University of the West Indies, St. Augustine
St. Augustine
ph: 868-477-1500
delislej