Performance Assessment: Students Demonstrate Their Abilities

Performance Assessment Students Demonstrate Their Abilities In A Mult

Performance Assessment Students Demonstrate Their Abilities In A Mult

Performance Assessment- Students demonstrate their abilities in a multitude of ways. Some will demonstrate mastery of written assessments while others will shine during projects, presentations, or artistic expression. How can students prove their mastery of your chosen standard in an alternative form? Create a performance assessment for your students. This will consist of four (4) parts: teacher GRASPS document ï»ï¿½ï»¿teacher planning documents, interesting student copy (should grab students' attention and make them excited to complete the assignment), and include ALL information students need to complete the assignment a rubric (used for scoring and explaining various levels of completion).

Paper For Above instruction

The intent of this performance assessment is to provide students with an alternative way to demonstrate their mastery of a specific educational standard. Traditional assessments such as tests and essays, while valuable, may not fully capture the diverse talents and learning styles of all students. Therefore, this assessment encourages students to engage in a creative, practical, and meaningful project that aligns with the chosen standard.

The assessment comprises four essential components: a teacher GRASPS document, detailed planning documents for teachers, an engaging student copy of the assignment, and a comprehensive rubric. Each part is designed to facilitate clarity, organization, and motivation, ensuring that students understand the objectives, requirements, and evaluation criteria from the outset.

1. Teacher GRASPS Document

The GRASPS framework (Goal, Role, Audience, Situation, Product, and Standards) guides the teachers in defining the purpose and parameters of the assessment. It ensures that the task is meaningful and appropriately challenging. For example:

  • Goal: To demonstrate understanding of the scientific method through a practical experiment.
  • Role: Science researcher or investigative journalist.
  • Audience: Classmates, teacher, or potentially a wider community audience.
  • Situation: Conduct an experiment related to the current unit and communicate findings effectively.
  • Product: A detailed report, presentation, or creative demonstration of the experiment and results.
  • Standards: Meets the criteria for scientific inquiry, data collection, analysis, and communication.

2. Teacher Planning Documents

These include lesson plans, timelines, resource lists, and assessment checkpoints that assist teachers in scaffolding student work. Planning documents help ensure the project aligns with curriculum standards and maintains consistent expectations. They outline stages like researching, designing, conducting, analyzing, and presenting, with timelines and evaluation points integrated into the process.

3. Engaging Student Copy

The student version of the assignment should be visually appealing and motivational. It must clearly communicate the essential information:

  • The purpose of the project and how it connects to previous learning.
  • The specific activity students must undertake, including steps or phases.
  • The expectations for the final product and presentation.
  • The assessment criteria, emphasizing the skills and understanding they need to demonstrate.
  • The deadline and submission details.

It should foster excitement and ownership, perhaps with illustrations, motivational language, or real-world relevance.

4. Rubric

The rubric provides transparent evaluation standards and describes various levels of achievement (e.g., excellent, proficient, developing, beginning). It should encompass categories such as understanding of the standard, creativity, accuracy, clarity of communication, and effort. Clear descriptors for each level guide both students in their efforts and teachers in objective grading.

In summary, this performance assessment framework aims to promote alternative demonstration of mastery, encouraging creativity, critical thinking, and practical application. By thoughtfully designing each component, educators can support diverse learners and provide richer assessment opportunities aligned with educational standards.

References

  • Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd Edition). ASCD.
  • Marzano, R. J. (2007). The art and science of high-yield teaching strategies. ASCD.
  • Roberts, S. M., & Pruitt, L. (2009). Authentic assessment toolbox. [Online resource]
  • Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
  • Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing site of the goal? Journal of Research and Practice in Assessment, 5, 6-14.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Observing and understanding motivation (pp. 451-502). Academic Press.
  • McTighe, J., & Wiggins, G. (2012). Understanding by Design Guide to Advanced Authentic Performance. ASCD.
  • Stiggins, R. (2005). From formative assessment to assessment FOR learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324–328.

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