Authentic Assessment
Authentic Outcomes
processes
content skills
applied learning
social skills
problem solving
Sound Measurement
objective
valid and reliable
doable/efficient
desirable consequences
translate to a grade
Operationalize Successful Achievement
- define what "good" is
- have a clear "task analysis" of your objective
- develop a sound instrument for assessment
- develop a clear and effective process to gather data
Steps in Developing a Performance Assessment
1. Define the performance
integrate the desired performance with course instructional objectives.
"operationalize" the task and clearly define the concept of a "quality" performance.
determine if the performance should be naturally occurring or manufactured.
2. Select the most appropriate form of assessment scale
checklist (i.e., performance is characterized by can/can’t type outcomes)
combination of primary traits (i.e., performance is characterized by a number of component parts, defining its critical attributes)
rubric scale (i.e., performance is characterized by a hierarchical progression of quality and complexity as the performance is mastered)
3. Create the assessment criteria and scale to represent it
develop a framework that any and all performances can be placed within for clear and reliable scoring.
determine the type of score/feedback most suitable.
holistic (i.e., one score representing the complex elements of the performance)
primary traits (i.e., a series of scores relating to each component of the performance)
narrative (i.e., anecdotal feedback relating to salient aspects of the performance)
communicate assessment criteria with participants, and/or have the participants take part in the development of the criteria.
4. Prepare for sampling and technical considerations
how much of student’s work is necessary to represent the whole?
how can the procedure best be carried out efficiently?
5. Address issues of reliability and bias
3 Conceptual Scale Types for use in
Performance Assessment
CHECKLISTS
YES/did NO/didn’t
_____ _____ task 1
_____ _____ task 2
_____ _____ task 3
_____ _____ etc...
Best for performances that are defined by did or didn’t - there or not there characteristics. These tasks need to be observably evident and can not require interpretation.
PRIMARY TRAIT SCALES
Best for performances and products that have a complex series of traits. If the definition of a "good . . ." can not be reduced to one holistic scale, separate traits must be determined, and this scale type is necessary.
trait A trait B
trait C trait D
HOLISTIC RUBRIC SCALE
This scale is best for assessing performances and products that require an interpretation of quality, and can be reduced to progressive levels of caliber. The scale should represent clear and concrete behaviors defining distinct levels
Conceptual Design for Performance Assessment Rubric
Level 4
Level 3
Level 2
Level 1
Rules for rubric construction:
- each level should be stated in positive, behavioral terms
- each progressive level should be inclusive of the last
- each level should be clear and distinct from the last
- each line should represent specific defining behavior(s)
- avoid negative behaviors unless absolutely necessary
- the number of levels should reflect the nature of the task
- label levels according to the needs of student group