to Chapter 8

CENTRAL MINDANAO UNIVERSITY College of Graduate Studies

Master of Arts in Education major in Administration and Supervision

Educational Evaluation

RIZA BALDIVINO-PEPITOStudent DR.JAMES L.PAGLINAWAN

Professor

Definition Characteristics of PBA Performance test

in the different domain of learning

Developing Performance

Test for Learners

Generalization

Developing Performance

TestsFor Learners

Deciding What to Test

Designing the Assessment Context

Specifying the Scoring Rubrics

Specifying Testing Constraints

“I am calling on our nation’s governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem solving and critical thinking, entrepreneurship and creativity”.— President Barack Obama, March 2009

Performance-Based Assessment

a form of assessment that requires students to perform a task rather than answer questions from a ready-made list.

a form of assessment that measures students' ability to apply the skills and knowledge learned from a unit or units of study.

Use direct measures of learning

Also known as:• Authentic Assessment• Alternative Assessment• Active Learning• Performance Assessment

Performance-Based Assessment are:

Based in the “real world” = authentic assessmentMust be linked to instructional objectives/standardsLess abstract than more traditional forms of assessment Assessments, by themselves, are meaningful learning

activitiesConcept of performance assessments is not new

Measure complex capabilities/skills that can’t be measured with pencil-and-paper tests

Must focus on teachable processesCan judge appropriateness of behavior/understandingRequire products of behaviors that are valuable in their own

right

Tasks should encourage student reflectionCan specifically targets procedures used by students to solve

problemsResults in tangible outcome or product

Performance Tests Can Assess Processes and Processes

Direct Measures of Competence

Performance Task Can Be Embedded in Lessons

Performance Tests Can Assess Affective and Social Skills

Performance Test in the Different

Domains of Learning

Use direct measures of learning rather

than indicators that simply suggest

cognitive, affective or psychomotor

processes have taken place.

Performance Test can be assessment of processes, product or both.

Teachers uses Performance Test as Part of their lessons.

Performance Test is also used to assess noncognitive outcomes of the students such as:

-self-direction-ability to work with others-social awareness

How to construct PerformanceTest properly?

The first step in developing a performance test is to create a list of objectives that specifies the knowledge, skills, habits of mind and indicators of the outcome.

Three General questions to ask when deciding what to teach:

What knowledge or content is essential for learner understanding of the subject matter?

What intellectual skills are necessary for the learners to use this knowledge or content?

What habits of mind are important for the learner to successfully perform with this knowledge or content?

a form of assessment that requires students to perform a task rather than answer questions from a ready-made list.

a form of assessment that measures students' ability to apply the skills and knowledge learned from a unit or units of study.

Use direct measures of learning

Assessment plan for a unit must include:

Paper and Pencil TestPerformance Tests

PERFORMANCE TEST OBJECTIVES IN:

Cognitive DomainAffective and Social

Domain

What kind of essential tasks, achievements, or other valued

competencies am I missing with paper and pencil test?

What accomplishments of those who practice my

discipline are valued but left unmeasured by conventional

test?

Skill related to acquiring

information

Skill related to organizing and

using information

List of Skills in Acquiring Information

Communicating Measuring InvestigatingExplaining Counting Gathering References

Modeling Calibrating Interviewing

Demonstrating Rationing Using References

Graphing Appraising Experimenting

Displaying Weighing Hypothesizing

Writing Balancing

Advising Guessing

Programing Estimating

Proposing Forecasting

Drawing defending

Example:

Draw a physical map of North America from memory and locate 10 cities.

Example:

Demonstrate the basic skills of gymnastics using ball as apparatus.

Organizing Problem Solving Decision Making

Classifying Stating Questions Weighing Alternatives

Categorizing Identifying Problems Evaluating

Sorting Developing Hypothesis

Choosing

Ordering Interpreting Supporting

Ranking Assessing Risk Electing

Arranging Monitoring Adopting

Example:

Identify important variables that affected recent events in our state, and forecast how this variables will affect future events.

Performance Test Develop “habits of mind”.

Key questions to ask in Creating objectives that

includes affective and social skills

What dispositions, habits of mind, or values characterize successful

individuals in the community who work in your academic discipline?

What will I accept as evidence that my learners have or are developing these qualities?

Desiring knowledge .Viewing science as a way of knowing and understanding. Being skeptical. Recognizing the appropriate time and place to question authoritarian statements

and “self-evident truths”. Relying on data. Explaining natural occurrences by collecting and ordering information, testing

ideas, and respecting the facts that are revealed. Accepting ambiguity. Recognizing that data are rarely clear and compelling and appreciating the

new questions and problems that arise. Willingness to modify explanations. Seeing new possibilities in the data. Cooperating in the answering questions and solving problems. Working together to pool ideas

explanations, and solutions. Respecting reason. Valuing patterns of thought that lead from data to conclusions and eventually, to

the construct of theories.

Example of Habit of Mind in Performance test

Science

-the purpose of step 2 is to create a task, simulation, or situation that will allow learners to demonstrate the following that they acquired:

KnowledgeSkills Attitudes

Task includes:DebatesMock trialsPresentations to a city commissionRe-enactment of historical eventsScience experiments Job Responsibilities ( travel agent, weather forecaster,

park ranger)

CRITERIAS FOR DESIGNING THE PERFORMANCE CONTENT

The Requirements for the Task Mastery Should Be Clear without revealing the Solution.

The Task Should Represent a specific Activity from Which Generalizations about the Learners Knowledge, Thinking, and habits of Mind Can be made.

The Task should be complex enough to allow Multimodal Assessment.

The Task should yield Multiple Solutions Where Possible, Each with Costs and Benefits.

The Task should Require Self-Regulated Learning.

-the teachers goal in scoring Performance test is to do justice to the time spent developing them and the effort expanded by students taking them.

IMPORTANT CONSIDERATIONS IN DEVELOPING RUBRICS

Develop for a variety of accomplishments

-In general, performance tests require four types of accomplishments from learners:Products- Poems, essays, charts, graphs, exhibits, drawings, maps

Complex Cognitive Processes- Skills in acquiring, organizing, and using information’s

Observable Performance- Physical Movements as in dance, gymnastics, or typing.

Habits of Mind and social skills Mental and Behavioral habits, such as persistence and cooperation) and recognition skills.

How to realized Teaching in Various ways:

1.Choose a scoring system best suited for the type of accomplishments you want to measure.

2.Limit the Number of points

Three General types of Rubrics:

Checklist

Rating Scales

Holistic Scoring

Checklist-contains list of behaviors, traits, or characteristics that can be scored as either present or absent

No. Opportunity to observe

Observed

Wipes slides with lens paperPlaced drop or two of culture slideAdds a few drops of waterPlaces slides on tapeTurns to low power

Checklist for Using a Microscope

Rating Scales-typically used for those aspects of a complex performance that do not lend themselves to yes/no or present/absent type judgment.

  Neds Improvement

(1)     Developing (2) Sufficient   (3) Above Average     (4)

Clarity (Thesis supported by relevant information and ideas.)

The purpose of the student work is not well-defined. Central ideas are not focused to support the thesis. Thoughts appear disconnected.

The central purpose of the student work is identified. Ideas are generally focused in a way that supports the thesis.

The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.

The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.

Organization (Sequencing of elements/ideas)

Information and ideas are poorly sequenced (the author jumps around). The audience has difficulty following the thread of thought.

Information and ideas are presented in an order that the audience can follow with minimum difficulty.

Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.

Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.

Mechanics (Correctness of grammar and spelling)

Misspellings and/or systematic grammatical errors seriously hamper the readability of the work.

Misspellings and/or systematic grammatical errors distract from the work.

The readability of the work is minimally interrupted by misspellings and/or systematic grammatical errors.

Misspellings and/or grammatical errors do not hamper the readability of the work.

Example Rating Scale: Articulating Thoughts through Written Communication

Holistic scoring-- used when the rater is more interested in estimating the overall quality of a performance and assigning a numerical value to that quality .

RATING DESCRIPTION

4Above Average

• The audience is able to easily identify the focus of the work and is engaged by its clear focus and relevant details.

3Sufficient

• The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details.

2Developing

• The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear.

1Needs Improvement

• The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author's ideas.

Example Holistic Scoring: Articulating Thoughts through Written Communication

Combining Scoring System

Combining Scoring System -Good performance test require learners to demonstrate their achievements through a variety of primary traits.

Example of Combining Scoring System

- Interviewed four people- Cited current references- Typed- No spelling- Included title and summary page

Total Points (9)Persuasiveness

1 2 3Lacks enthusiasm Somewhat unanimated Highly ConvincingDelivery

1 2 3Unclear Often failed Clear, forcefulSensitivity to audience

What is your overall impression of the quality of the project?1 2 3Below Average Average Clear Outstanding

The strength of three performance-based scoring system according to five measurement criteria

-each of three scoring system has its strengths and weaknesses.

Ease ofConstruction

ScoringEfficiency

Reliability Defensibility Feedback More Suitable for

Checklist Low Moderate High High High Procedure

Rating Scales

Moderate Moderate Moderate Moderate Moderate AttitudesProductsSocial skills

Holistic Scoring

High High Low Low Low Products and processes

Most common test constraints:

Time- How much time should a learners have to prepare, rethink, revise, and finish the test?

Reference Material-Should learners be able to consult dictionaries, textbooks, notes, etc.,as they take a test?

Other People- May learners ask for help from peers, teachers, experts, etc. as they take a test or complete a project?

Equipment- May learners use computers, calculators, etc. to help them solve problems?

Prior Knowledge of the Task- How much information on what they will be tested should learners receive in advance?

Scoring Criteria- Should Learners know the standards by which the teacher will score the assessment?

Performance Assessments create challenges that objective and essay tests do not.

Performance Assessment are meant to serve and enhance instruction rather than being an after-the-fact test given to assign grade.

-Rizagirl