Performance Assessment:More than a WebQuest and a Rubric

Darrell Pearson, Ph.D.Krista P. Terry, Ph.D.

College of Education, Troy State University

Introduction• What is performance

assessment?– Collection of data used to

make educational decisions– http://www.ncrel.org/sdrs/areas/as0c

ont.htm

– How does technology affect assessment?

– Offers other avenues for collecting data and assessing knowledge and skills

Overview• 7 Step model*• Focuses on identifying learning

outcomes• Includes technology-based products

– http://www.temple.edu/CETP/temple_teach/a-Authen.html

• Resources available to help generate appropriate assessment tools

*Model based on Maryland Schools MSPAP: http://www.mdk12.org/instruction/success_mspap/general/steps_taskdesign.html

Step 1: Standards• What are they?

– The skills, knowledge or attitudes we would like our students to possess

• Where do they come from?– Many different sources –

state level course of studies, national organizations, etc.

Standards -- Examples• ISTE/NETS – technology standards for

teachers and students– http://iste.cnets.org

• Physics– http://www.aapt.org

• Business– http://www.aacsb.edu

• Engineering– http://www.abet.org

Standards - ExamplesContent Field Standard

Instructional Technology www.aect.org

Mathematics www.maa.org

Nursing www.nursingworld.org

Music www.arts-accredit.org/nasm/nasm.htm/Ed.www.menc.org

Teacher Education www.ate1.orgwww.ncate.org

History www.theaha.org/teaching/benchmarks.htm

Step 2: Benchmarks/Objectives• Breaking down standards into

smaller units that we can see and observe– Instructional objectives

• Drives development of evaluation/assessment rubrics

• Resources for developing instructional objectives:http://www.gsu.edu/~mstmbs/CrsTools/Magerobj.html

http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html

http://www.adnovakco.com/Objstd.htm

Step 3: Creating Meaningful Context

• What is context?– Environment/factors that provide

meaning to messages learners receive• Examples of instructional contexts

– Real issues/student interests/themes• Computer generated contexts

– Creation/Simulation/Situation Exploration/– Game/Tutorial/Drill & Practice/Real

Step 4: Identify Thinking Skills and Processes

• Consider higher order thinking and processing skills to be demonstrated within context

• Critical thinking skills and processes

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

http://cybersummit.org/proficiency/CriticalTh.htm

Step 5: Identify Product or Performance

• How student will demonstrate learning outcomes?– (written, oral, visual?)

• Solicits faculty and student creativity in selecting product/demonstration of outcomes

• Purpose of assessment– Alternative means for demonstrating

learning outcome– Student and faculty motivation/creativity– Apply to real-world context

Step 5: Identify Product or Performance

• For whom is it intended?– Future employer, students, portfolio

development• What is the faculty role?

– Identify parameters – materials, development process, support, etc

– Delineate responsibilities• What is the role of the student in this

performance process?– Apply instruction content within defined

parameters

Step 5: Identify Product or Performance

• Examples:– http://prism.troyst.e

du/~chatgood/– http://prism.troyst.e

du/~lheringer/

Step 6: Identify evaluation criteria

• Refer to benchmarks/objectives• What types of observable

performances/product will you be looking for?• What defines levels of competency?

– (did not meet, met, exceeded)– May be based on school/district standards or

professional standards• http://www.wooster.edu/biology/dfraga/

assessment/assessment_pdf_files/Q_learning_objectives.pdf

Step 7: Construct rubric• Types of rubrics

– Holistic – global feedback (summative)– Analytical – more specific (formative)

• Rubric generators/examples– http://www.teach-nology.com/web_tools/rubrics/– http://intranet.cps.k12.il.us/Assessments/Ideas_a

nd_Rubrics/Rubric_Bank/rubric_bank.html– http://webquest.sdsu.edu/rubrics/rubrics.html– http://edweb.sdsu.edu/triton/july/rubrics/Rubric_

Guidelines.html