W ELCOME TO A SSESSING A
S KILL OR P ERFORMANCE
A GENDA
1. 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)
S ESSION O UTCOMES
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.
S TORY T IME
O NCE UPON A TIME …
W ILMA AND B ETTY HAD DIFFERENT
CLINICIANS ASSESSING THEIR
PERFORMANCE
W ILMA R OCKS
5/5
B ETTY
DIDN ’ T DO SO WELL
Wilma was very
surprised! They
compared
impressions…
3/5
Wilma gave Betty
some advice…
B ETTY
PHONED THE DEAN !
B ARNEY WAS IN BIG
TROUBLE …..
A SSESSING A S KILL OR
P ERFORMANCE
Acknowledgement
T HINK
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
T HINK
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
G ROUP B RAINSTORMING
E XERCISE
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
W HAT DID YOU COME UP
WITH ?
Brilliant!
H OW HAVE ASSESSMENT
PRACTICES CHANGED ?
T HE WAY WE W ERE !

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
T HE WAY WE A RE !

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)realworld context

Criterion-referenced

Assessment as learning (Formative)

Multiple perspectives (self, peer,
teacher)

Product and process based
(authentic assessments)
R EVIEWING KEY CONCEPTS
D EFINITIONS
5
minutes
Turn to page 8 of your handout.
Complete the mix and match with a
partner

Assessment

Learning Outcome

Evaluation

Diagnostic, Summative and
Formative Evaluation

Performance/Authentic
Assessment

Rubric

Validity

Performance Scale

Reliability

Performance Check list

Performance criteria
(descriptors)

Assessment Task Attributes
A NSWERS !
W HAT IS
P ERFORMANCE /A UTHENTIC
A SSESSMENT ?

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
D EFINITION

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
A SSESSMENT VS . E VALUATION

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
W HY AND W HEN ? T HE P URPOSE OF
A SSESSMENT:
A SSESSMENT FOR, AS AND OF
L EARNING (E ARL , 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
R ELIABILITY
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
W HO

IS THE
Multiple perspectives

Self

Peer

Teacher
“ ASSESSOR ”?
S ELECTING AN A SSESSMENT
TOOL
Assessment
Tool
Attributes
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
Sample
C HECKLIST
S AMPLE
P ERFORMANCE /R ATING
S CALE
Participates in group problem solving:

4 (Outstanding)

3 (Satisfactory)

2 (Tolerable)

1 (Unsatisfactory)
S AMPLE R UBRIC
S ELECTING THE
P ERFORMANCE / 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
Assessment task
attribute
Descriptors
OF A RUBRIC
G ROUP A SSIGNMENT
Page 6
Assessment task
Group#1
Group#2
•
Checklist
•
Checklist
•
Rating Scale
•
Rating Scale
Group#3
Group#4
•
•
Rubric
Rubric
Group#5
Group#6
•
Checklist
•
•
Rating Scale
Rubric
Group#7
Group#8
•
Checklist
•
•
Rating Scale
Rubric
Page 6
L EARNING A CTIVITY: COLLABORATIVELY
CREATE , ADMINISTER AND EVALUATE A
PERFORMANCE ASSESSMENT TOOL .
Assign group roles as follows:

Performance expert _________________

Student ___________________________

Peer (reporter)_____________________

Teacher (timekeeper)________________
I NSTRUCTIONS

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.
C OMPLETE 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.
S TEPS
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.
Y OUR F INDINGS
Assessment
Checklists
Performance Scales
Rubrics
Advantages
Disadvantages
F INAL
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
F INAL
TIPS
C ONTINUED
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 C HECKLIST FOR C HOOSING
P ERFORMANCE TASKS
Adapted from Checklist for Choosing Performance Assessment Tasks. Algonquin College,
Professors Resource Site
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?
Ye No
s
I N C ONCLUSION
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.