Day 4, Sessions 1 & 2
Day 4:
Performance assessment tasks
PLENARY: ASSESSMENT OF LEARNING IN THE
CLASSROOM: PAS
TUTORIAL: CONSTRUCTING HIGH QUALITY, AUTHENTIC
PERFORMANCE ASSESSMENTS
PLENARY: ASSESSMENT OF LEARNING IN THE
CLASSROOM: RUBRICS
TUTORIALS: DEVELOPING HIGH QUALITY RUBRICS
VOLUNTARY AFTER WORKSHOP SESSION: PRACTICE ON
DEVELOPING RUBRICS
Performance
Assessments
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A
performance assessment is a evaluative
task in which the student's active
generation of a response is observable
either directly or indirectly via a
permanent product.
 The
task might be authentic in the sense
that the nature and context in which the
assessment occurs is relevant and
represents "real world" problems or
issues.
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Design a Tent
The aim of this assessment is to:
 estimate dimensions of a person;
 visualize and sketch a net for a tent, showing all the measurements.
Your task is to design a tent like the one in the picture.
Your design must satisfy these conditions:
It must be big enough for two adults to sleep in (with their baggage).
It must be big enough for someone to move around in while kneeling down.
The bottom of the tent will be made from a thick rectangle of plastic.
The sloping sides and the two ends will be made from a single, large sheet of canvas.
(It should be possible to cut the canvas so that the two ends do not need sewing onto
the sloping sides. It should be possible to zip up the ends at night.)
Two vertical tent poles will hold the whole tent up.
1. Estimate the relevant dimensions of a typical adult and write these down.
2. Estimate the dimensions you will need for the rectangular plastic base.
Estimate the length of the vertical tent poles you will need.
Explain how you get these measurements.
3. Draw a sketch to show how you will cut the canvas from a single piece.
Show all the measurements clearly.
Calculate any lengths or angles you don't know.
Explain how you figured out these lengths and angles.
1)
Decide on the skills and competencies you
want to assess (or develop)
2)
Identify or Choose assessment tasks that are
authentic, real-life, practical, and/or holistic
3)
Develop instructions for the tasks
4)
Decide on process or product focus
5)
Decide on the amount of structuring
necessary and include scaffolding if required
6)
Develop a useful rubric
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Cognitive Challenge
Authenticity
Scaffolding
Structuring
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Figure 1
Scandinavia
Directions:
Place:
1.
2.
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6.
7.
8.
Read pp. 275-283 in the
World Geography
textbook and answer the
following questions
(Physical Features)
What is a peninsula? What
countries in Scandinavia form
peninsulas?
Why is this region known as the
"land of the midnight sun"?
What are fjords? How are they
formed?
What mountain range runs through
Norway and Sweden?
What important natural resource
exists in the Scandinavian Shield
Why is the North European Plane
important?
Where do most Scandinavians live?
How was Iceland formed?
Figure 2
European Research Project2
You are a travel agent from one country
in Europe
1. Identify four major attractions in
your country. Each attraction must
be located in a different part of the
country
2. For each attraction, research the
following questions:
Location: Identify on a map the
absolute and relative location of the
attraction.
Place: What are the cultural
characteristics of the site? What are
the physical characteristics that
surround the site?
Environment: How has the
attraction affected the environment?
(Consider population, cities, natural
areas, etc.)
Movement: To what degree has the
attraction affected the movement of
goods or ideas through history?
Regions: How is the site valuable to
the region? does the site have
political and/or cultural value?
Explain.
3. Create a brochure or poster that
includes the information in #2. It
should be designed to create interest
in visiting the country. As a travel
agent from your country, present
the brochure/poster to the class, and
convince them that yours would be
an interesting country to visit.
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Task 1 (Without Scaffolding)
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Task 1 (With Scaffolding)
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Rubrics
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A
scoring rubric is a set of ordered
categories to which a given piece of
work can be compared.
 Scoring
rubrics specify the qualities
or processes that must be exhibited
in order for a performance to be
assigned a particular evaluative
rating.
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Performance
Level Labels
Descriptors
Criteria
Types
Purpose/Distinction*
Focal Use
Provide a single score
based on an overall
Holistic
impression of learner
achievement on a task.
To provide overall evaluation
guidelines that clarify how grades
relate to performance/
achievement, such as in course
grades
Provide specific
Analytic feedback along several
dimensions
To break assignments or scores
down into separate components
for grading (description, analysis,
grammar, references, etc.)
Designed to provide general
Contain criteria that are guidance as to expectations, such
General
general across tasks
as for grading of written
assignments
Taskare unique to a
specific task/assignment
Designed to provide detailed
guidance regarding a specific
assignment or task
Table 1:
Template for Holistic Rubrics
Score Description
5
Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4
Demonstrates considerable understanding of the problem. All
requirements of task are included.
3
Demonstrates partial understanding of the problem. Most
requirements of task are included.
2
Demonstrates little understanding of the problem. Many
requirements of task are missing.
1
Demonstrates no understanding of the problem.
0
No response/task not attempted.
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Performance Labels
Basic
Beginner
Beginner
Fundamental
Immature
Level 1
Needs Improvement
Proficient
Amateur
Intermediate
Competent
Maturing
Level 2
Developing
Advanced
Professional
Advanced
Exceptional
Advanced
Level 3
Exceptional
Needs Improvement
Meets Expectations
Exceeds Expectations
Needs Work
Needs Work
Neophyte
No
Novice
Acceptable
Adequate
Learner
Sometimes
Apprentice
Excellent
Strong
Artist
Yes
Expert
Basic
Basic
Beginning
Beginning
Developing
Fundamental
Immature
In Progress
Incomplete
Acceptable
Proficient
Developing
Developing
Basic
Competent
Maturing
Basic
Partially
Proficient
Satisfactory
Needs
Improvement
Needs Work Adequate
Artist
Always
Accomplished Advanced
Accomplished Exemplary
Accomplished Exemplary
Proficient
Advanced
Advanced
Exceptional
Advanced
Exemplary
Proficient
Advanced
Proficient
Exemplary
Good
Exemplary
Strong
Excellent
No Understanding
Beginning
Proficient
Accomplished
Not Yet
Successful
Highly Successful
Outstanding
Not Yet
Almost
Meets Standard
Exceeds Standard
Novice
Novice
Partially Proficient
Adequate
Proficient
Developed
Advanced
Exceptional
Rudimentary
Skilled
Advanced
Exemplary
Rudimentary
Seldom
Skilled
Sometimes
Accomplished
Usually
Advanced
Always
Starting
Basic
Proficient
Advanced
Undeveloped
Developing
Developed
Advanced
Unmet
Met
Advanced
Exemplary
Unprepared
Developing
Participating
Accomplished
Unsuitable
Unmotivated
Participating
Prominent
Beginning
Basic
Proficient
Advanced
Exceptional
Immature
Beginning
Developing
Acceptable Professional
Neophyte
Beginning
Proficient
Advanced
Exceptional
No Concept
Beginning
Developing
Advancing
Accomplished
Not Introduced Beginning Level Functional
Partial
Fluency
Independent
Poor
Fair
Good
Very Good Excellent
Poor
Fair
Average
Good
Excellent
Poor
Fair
Good
Excellent
Superior
Beginner
Adv. Beginner Intermediate Adv.
Intermed.
Advanced
Immature
Basic
Developing Proficient
Accomplished Advanced
No
Concept
Many Flaws
Some Flaws Few Flaws
Outstanding
Flawless
No
Concept
Beginning
Basic
Proficient
Advanced
No Effort
Below Average Low Average High Average Above
Average
Superior
Unable
Beginning
Basic
Proficient
Advanced
Exceptional
Unable
Beginning
Developing Proficient
Advanced
Exceptional
Developing
Superior