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 * Chapter 8: Performance Assessment**


 * __Performance assessment__ is a form of testing in which a student is given a task, typically a demanding one, then asked to respond to the task orally, in writing, or by constructing a product.

- Example: Some say that performance assessment proponents are multiple evaluative criteria, prespecified quality standards, and judgmental appraisal. - Others think the tasks given should be more real-world situated rather than school-world related problems.
 * Some educators have different views on what IS a performance assessment.

Typically requires students to respond to a small number of more significant tasks rather than respond to a large number of less significant tasks. Ex: Chemistry- 50 multiple choice test vs. conducting experiment.
 * Performance Assessment generally require students to generate original responses (differing from T/F and multi-choice tests).

After a student finishes a performance assessment, teachers can make an inference to whether the student has mastered the skill that the teacher set out, and then make the '//educational decision//' to either provide addition instruction, or move on to something else.


 * Problem with Performance Assessment**: **Since "students respond to fewer tasks than would be in the case with conventional paper-and-pencil testing, it is often more difficult to generalize accurately about what skills and knowledge are possessed by the student."**

- **Evaluative criteria for performance test tasks:**

- //Generalizability, authenticity, multiple foci, teachability, fairness, feasibility, and scorability.// - Each assessment does not have to meet ALL of these criteria, but ideally they will.

- Rubrics are used to score a student's response. They should not evaluate more than 3 or 4 criteria.

- **Two different forms of grading; Holistic and Analytical** - Holistic is quicker but it does not show students where their weaknesses and strengths are. - Analytical scoring awards points to each area specified on the rubric which allows students to see where they need more work.

- //Task-specific rubrics//: focus more on task at hand rather then skill. - //Hypergeneral rubrics//: exceedingly general; does not guide teacher instruction - //Skill-focused rubric:// focuses on skill being measured and are pursued instructionally by the teacher
 * Types of Rubrics:**


 * Rules for Creating Rubrics:**
 * 1) Make sure the skill to be assessed is significant
 * 2) Make certain all of the rubric’s evaluative criteria can be addressed instructionally
 * 3) Employ as few evaluative criteria as possible
 * 4) Provide a succinct label for each evaluative criterion
 * 5) Match the length of the rubric to your own tolerance for detail.

- //Scoring Instrument Flaws//: Lack of description of what is going to be evaluated leading to ambiguity. - //Procedural Flaws:// trying to rate too many qualities at one time - //Teacher’s Personal Bias//: generosity error, severity error, central-tendency error, halo effect. - When do you feel T/F and multiple-choice should be used instead of a performance assessment? - Although it is time consuming, why do you think performance assessments are useful and effective? - Do you have any memories of performance assessments from elementary school? Did you like it? Why or why not?
 * Sources of Error:**
 * Discussion**