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    Persuasive Script

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    Dan Mark
    Performance assessment, also known as alternative or authentic assessment, requires students to perform tasks rather than select answers. It directly assesses abilities like writing, problem-solving, and foreign language skills. Raters judge student work using agreed-upon criteria. Examples of performance assessments include open-ended questions, extended tasks over several hours, and portfolios of a student's work and self-evaluations. Research suggests performance assessments better engage students in active learning of concepts and their applications compared to traditional testing. However, it requires more time and resources from teachers and students.

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    Persuasive Script

    Uploaded by

    Dan Mark
    82 views7 pages
    Performance assessment, also known as alternative or authentic assessment, requires students to perform tasks rather than select answers. It directly assesses abilities like writing, problem-solving, and foreign language skills. Raters judge student work using agreed-upon criteria. Examples of performance assessments include open-ended questions, extended tasks over several hours, and portfolios of a student's work and self-evaluations. Research suggests performance assessments better engage students in active learning of concepts and their applications compared to traditional testing. However, it requires more time and resources from teachers and students.

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    Performance assessment, also known as alternative or authentic assessment, requires students to perform tasks rather than select answers. It directly assesses abilities like writing, problem-solving, and foreign language skills. Raters judge student work using agreed-upon criteria. Examples of performance assessments include open-ended questions, extended tasks over several hours, and portfolios of a student's work and self-evaluations. Research suggests performance assessments better engage students in active learning of concepts and their applications compared to traditional testing. However, it requires more time and resources from teachers and students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    82 views7 pages

    Persuasive Script

    Uploaded by

    Dan Mark
    Performance assessment, also known as alternative or authentic assessment, requires students to perform tasks rather than select answers. It directly assesses abilities like writing, problem-solving, and foreign language skills. Raters judge student work using agreed-upon criteria. Examples of performance assessments include open-ended questions, extended tasks over several hours, and portfolios of a student's work and self-evaluations. Research suggests performance assessments better engage students in active learning of concepts and their applications compared to traditional testing. However, it requires more time and resources from teachers and students.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    WHAT IS IT?

    Performance assessment, also known as alternative or authentic assessment, is a form of


    testing that requires students to perform a task rather than select an answer from a ready-made list. For
    example, a student may be asked to explain historical events, generate scientific hypotheses, solve math
    problems, converse in a foreign language, or conduct research on an assigned topic. Experienced raters--
    either teachers or other trained staff--then judge the quality of the student's work based on an agreed-
    upon set of criteria. This new form of assessment is most widely used to directly assess writing ability
    based on text produced by students under test instructions.

    HOW DOES IT WORK? Following are some methods that have been used successfully to assess
    performance:

    Open-ended or extended response exercises are questions or other prompts that require students to
    explore a topic orally or in writing. Students might be asked to describe their observations from a
    science experiment, or present arguments an historic character would make concerning a particular
    proposition. For example, what would Abraham Lincoln argue about the causes of the Civil War?

    Extended tasks are assignments that require sustained attention in a single work area and are carried
    out over several hours or longer. Such tasks could include drafting, reviewing, and revising a poem;
    conducting and explaining the results of a science experiment on photosynthesis; or even painting a car
    in auto shop.

    Portfolios are selected collections of a variety of performance-based work. A portfolio might include a
    student's "best pieces" and the student's evaluation of the strengths and weaknesses of several pieces.
    The portfolio may also contain some "works in progress" that illustrate the improvements the student
    has made over time.

    These methods, like all types of performance assessments, require that students actively develop their
    approaches to the task under defined conditions, knowing that their work will be evaluated according to
    agreed-upon standards. This requirement distinguishes performance assessment from other forms of
    testing.

    WHY TRY IT? Because they require students to actively demonstrate what they know, performance
    assessments may be a more valid indicator of students' knowledge and abilities. There is a big difference
    between answering multiple choice questions on how to make an oral presentation and actually making
    an oral presentation.

    More important, performance assessment can provide impetus for improving instruction, and increase
    students' understanding of what they need to know and be able to do. In preparing their students to
    work on a performance task, teachers describe what the task entails and the standards that will be used
    to evaluate performance. This requires a careful description of the elements of good performance, and
    allows students to judge their own work as they proceed.

    WHAT DOES THE RESEARCH SAY? Active learning. Research suggests that learning how and where
    information can be applied should be a central part of all curricular areas. Also, students exhibit greater
    interest and levels of learning when they are required to organize facts around major concepts and
    actively construct their own understanding of the concepts in a rich variety of contexts. Performance
    assessment requires students to structure and apply information, and thereby helps to engage students
    in this type of learning.

    Curriculum-based testing. Performance assessments should be based on the curriculum rather than
    constructed by someone unfamiliar with the particular state, district or school curriculum. This allows
    the curriculum to "drive" the test, rather than be encumbered by testing requirements that disrupt
    instruction, as is often the case. Research shows that most teachers shape their teaching in a variety of
    ways to meet the requirements of tests. Primarily because of this impact of testing on instruction, many
    practitioners favor test reform and the new performance assessments.

    Worthwhile tasks. Performance tasks should be "worth teaching to"; that is, the tasks need to present
    interesting possibilities for applying an array of curriculum-related knowledge and skills. The best
    performance tasks are inherently instructional, actively engaging students in worthwhile learning
    activities. Students may be encouraged by them to search out additional information or try different
    approaches, and in some situations, to work in teams.

    WHAT DOES IT COST? These positive features of performance assessment come at a price. Performance
    assessment requires a greater expense of time, planning and thought from students and teachers. One
    teacher reports, "We can't just march through the curriculum anymore. It's hard. I spend more time
    planning and more time coaching. At first, my students just wanted to be told what to do. I had to help
    them to start thinking."

    Users also need to pay close attention to technical and equity issues to ensure that the assessments are
    fair to all students. This is all the more important as there has been very little research and development
    on performance assessment in the environment of a high stakes accountability system, where
    administrative and resource decisions are affected by measures of student performance.
    What are examples of successful strategies and programs?

    Charlotte Haguchi is a third- and fourth-grade teacher at Farmdale Elementary School in Los Angeles.
    Regarding assessment and instruction as inseparable aspects of teaching, Ms. Haguchi uses a wide array
    of assessment strategies to determine how well her students are doing and to make instructional
    decisions. She uses systematic rating procedures, keeps records of student performances on tasks, and
    actively involves students in keeping journals and evaluating their own work. Ms. Haguchi can be seen in
    action along with other experts and practitioners in the videotape Alternatives for Measuring
    Performance by NCREL and CRESST. (See Jeri Nowakowski and Ron Dietel, below.)

    William Symons is the superintendent of Alcoa City Schools in Alcoa, Tennessee. Seeking higher, more
    meaningful student standards through curriculum reform, Dr. Symons works with school staff and the
    community to create a new curriculum focused on standards and an assessment linked to the
    curriculum. Comments and advice from Dr. Symons and other practitioners and experts are available on
    the audiotape Conversations About Authentic Assessment by Appalachia Educational Laboratory. (See
    Helen Saunders, below.)

    Richard P. Mills is the comissioner of education in the Vermont Department of Education. Vermont is
    assessing fourth- and eighth-grade students in writing and mathematics using three methods: a
    portfolio, a "best piece" from the portfolio, and a set of performance tasks. Other states that have been
    very active in developing and implementing performance assessments include: California, Arizona,
    Maryland, New York, Connecticut, and Kentucky. (See Ed Roeber and state officers, below.)

    Where can I get more information?

    Richard P. Mills

    Commissioner

    Vermont Department of Education

    Montpelier, VT 05602

    (802)828-3135

    Carolyn D. Byrne

    Division of Educational Testing

    New York State Education Department

    Room 770 EBA

    Albany, NY 12234

    (518)474-5902
    Dale Carlson

    California Department of Education

    721 Capitol Mall

    Sacramento, CA 95814

    (916)657-3011

    Don Chambers

    National Center for Research in

    Mathematical Sciences Education

    University of Wisconsin at Madison

    1025 West Johnson Street

    Madison, WI 53706

    (608)263-4285

    Ron Dietel

    National Center for Research on Evaluation,

    Standards, and Student Testing (CRESST)/UCLA

    145 Moore Hall

    405 Hilgard Avenue

    Los Angeles, CA 90024-1522

    (310)206-1532

    Steven Ferrara

    Program Assessment Branch


    Maryland Department of Education

    200 West Baltimore Street

    Baltimore, MD 21201

    (410)333-2369

    James Gilchrist

    New Standards Project

    Learning, Research and Development Center

    3939 O'Hara Street

    Pittsburgh, PA 15260

    (412)624-8319

    Paul Koehler

    Arizona Department of Education

    1535 West Jefferson

    Phoenix, AZ 85007

    (602)542-5754

    Kate Maloy

    National Research Center on Student Learning/LRDC

    3939 O'Hara Street

    Pittsburgh, PA 15260

    (412)624-7457

    Joe McDonald
    Coalition of Essential Schools

    Brown University

    Box 1969

    Providence, RI 02912

    (401)863-3384

    Jeri Nowakowski

    North Central Regional Educational Laboratory (NCREL)

    1900 Spring Road, Suite 300

    Oak Brook, IL 60521

    (708)571-4700

    Edward Reidy

    Office of Assessment and Accountability

    Kentucky Department of Education

    19th Floor Capital Plaza Tower

    500 Mero Street

    Frankfort, KY 40601

    (502)564-4394

    Douglas Rindone

    Division of Research, Evaluation and Assessment

    Connecticut Department of Education

    Box 2219

    Hartford, CT 06145
    (203)566-1684

    Ed Roeber

    Council of Chief State School Officers

    1 Massachusetts Avenue NW

    Suite 700

    Washington, DC 20001-1431

    (202)336-7045

    Larry Rudner

    ERIC Clearinghouse/AIR

    3333 K Street NW

    Suite 300

    Washington, DC 20007

    (202)342-5060

    Helen Saunders

    Appalachia Educational Laboratory

    1031 Quarrier Street

    P.O. Box 1348

    Charleston, WV 25325

    (304)347-0400

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