Preparing For Performance Assessments

Studying this chapter should enable you to

1.      Describe the influence of realism on performance assessment.

2.      Describe how the performance assessment environment should be prepared.

3.      Construct written instructions to prepare students for the performance assessment.

4.      Construct written instructions to prepare observers for the performance assessment.

5.      Describe how a performance assessment is conducted to diagnos student understanding.

Performance assessments can provide useful information concerning student achievement, but they are subject to all of the errors of observation and judgment. If performance assessments are to provide valid information, special care must be taken to improve the objectivity, reliability, and meaningfulness of the result. Clearly, intended performance outcomes that are specified in observable terms and well-developed rating scales enhance the usefulness of the results. However, consideration must also be given to properly preparing (1) the environment in which the performance assessment will take place, (2) the student being assessed, and (3) those observing and judging the performance.

Prepare the environment

By its very nature, a performance assessment requires the student to interact with his or her environment. For example, a driving test requires the student to interact with controls, pedals, and the steering wheel inside the vehicle, as well as the road, traffic, and pedestrians outside the vehicle. An assessment of typing skill requires the students to interact with the keyboard and the written material being typed, as well as the seat, desk, and lighting. Obviously, then, the environment cannot be divorced from the performance assessment. The performance task that the student is required to complete and the environment in which the student completes the task are intertwined.

As noted in the previous chapter, the higher the degree of realism in the performance assessment, the better. Determining driving ability by placing a student in a vehicle is considered a more valid method of assessment than a paper-and-pencil test. However, as the degree of realism increases, environmental factors become more difficult to anticipate and control. For example, an assessment of driving ability on a closed course (moderate realism) allows for the inclusion of obstacles the student may someday face. But, an assessment on an actual public street ( high realism) may present many obstacles that were unexpected by both the student and the observer.

In some assessment situations, this degree of uncertainty on the part of the student is desirable and intended. For example, it is valuable to determine during a flight simulation how the student reacts to a sudden engine malfunction. But in this simulated situation, the engine malfunction was planned and the method and criteria of recording performance was established in advance. When environmental factors and events present themselves unexpectedly, objectively judging and comparing a student’s performance to a criterion, or the others, becomes much more difficult.

Regardless of whether the performance assessment is conducted in a simulated environment or in the real world, steps must be taken to control or eliminate as many undesirable events as possible. Failure to do so may result is conditions that unfairly handicap the performance of some students while benefiting others. Box 10.1 provides some guidelines when preparing the environment for the performance assessment.

Prepare the Student

Historically, assessment in public education has centered on paper-and-pencil tests. By the time students reach the sixth grade, they have likely completed hundreds of written tests, quizzes, and homework assignments. Students have become accustomed to the ways tests are administered, scored, and returned by the teacher. The likely need little instruction regarding where to place their name, how to record their answer, and how

Box 10.1 Guidelines When Preparing the Environment Make certain that all tools, equipment, and instrumens to be used by each student during the performance assessment are available and in good working condition. Ensure that conditions that may handicap performance (e.g., weather, climate, temperature lighting, time of day, etc.) are the same for each student. Provide students with adequate space to perform. Eliminate unnecessary conditions that may distract a student during performance (e.g., ringing telephone, disruptive students, conversation, etc.) Allow sufficient time to observe performance , record observations, and provide feedback to the student. Create activites for students waiting to perform. These activites should have educational value and occupy their time. However, the activies should be unrelated to the performance task to that they do not unfairly benefit from the activities compared to other students. Create activites for students who have completed the performance assessment. Again, these activities should have educational value and occupy their time. However, these students should not have the opportunity to discuss the assessment with those students waiting to be assessed and, therefore, who may unfairly benefit from this counsel.

they should behave during the exam. In essence, test-taking becomes standardized through the limited, common, and routine practices among teachers and the consistent experiences among students. As a result, student errors due to misunderstandings about how to complete the assessment are less of a concern.

            While the use of performance assessments has become more common in public education, most students do not experience formal performance assessments until high school. For many students the performance assessment is a new experience. They have not had a prior history to guide behavior and form expectations. Thus, regardless of a student’s competence, there is a concern that the novelty of the performance assessment process itself could cause the student to be apprehensive and confused, negatively impacting his or her performance.

            To reduce student apprehension and eliminate confusion, teachers need to discuss with the students the purpose, process, and expected outcomes of the performance assessment. The following rules should be applied to guide the discussion.

1.      In clear and concise language, explain what the student is expected to do. Whether provided to the student in writing, orally, or both, the student should be made aware what he or she will be expected to accomplish during the performance assessment. The performance outcomes and, more specifically, the instructional objektives that define what the student well be required to identify, construct, or demonstrate should be shared with the student prior to beginning the assessment. The students should also be given the opportunity to ask questions. The assessment should not begin until all of students’ questions concerning expectations have been answered.

2.      Explain and show what tools, equipment, instruments, and other resources will be available to the student. To orient students to the conditions in which they will be expected to perform to ask, the teachear should present to the students those items that will be made available during the assessment. Tools, equipment, and instruments should be shown to the student, and written materials should be at the proper reading level.

3.      Explain how performance will be assessed. As discussed in chapter 9, the assessment of performance may be based on observing the student copleting a task, the product that the student produces, or both. Students should be informed in advance ow they will be assessed. If by observation, then student should know how will be observing, when observation will begin, and when observation will end. Also, sttudents should know how performance will  be judged. if a rating scale will be used, then the student should be made aware of the levels of performance that will be rated (e.g.,5 — outstanding; 4 — above average; 3 — average; 2 — below average; 1 — unsatisfactory). The students should also know how and when the product is to be submitted to the teacher and the criteria that will be used to assess the product.

4.      Explain when and how feedback will be provided. Feedback should be given to students in a timely manner. Ideally feedback should be provided as soon as students ahs completed the performance assessment. Doing so helps students to more effectively learn form any mistakes made. But, teachers should be sensitive notto embarrass students when tehy perform poorly. Students should be told that feedback will be provided privately to each student and that both strengths and weaknesses of their performance, as well as corrective action, will be discussed.

Prepare the Observer

In most instances, the teacher who develops the performance assessment procedures and rating instruments is the sole person who observer the students. However, this is not always the case. When the number of students is many and the time to conduct the performance assessment is extensive, teachers may need the assistance of additional observer. Multiple observers are also necessary to establish the reliability of the performance assessment (see chapter 4). In these cases, it is imperative that each observer is adequately prepared. Failure  to do so may likely result in inaccurate of biased judgments.

Provided Written Instructions to the Observer

Regardless of whether multiple observers are used, written instructions should be prepared in order to ensure that the administration procedures are consisten for all teh students. These instrutions should be detailed and include directions regarding what instructions, tools, equipment, and materials should be provided to the student; how much time the student should be given to perform the task; and when feedback should be given to the student.

Discuss Potential Errors in Observation and Judgment

Objektive assessment of performance can be threatened by  personal bias and the halo effect. Personal bias is the tendency to rate all students relatively equally. Because of their predisposition, observer may be unjustly generous with their ratings of the students, severe, or neutral. They halo effect refers to errors in judgment due to a pre-established attitude toward a particular student. A favorable attitude toward a student may result in unjustly favorable ratings. Likewise, an unfavorable attitude toward a student may reslt in unjustly poor ratings. Observers should be made aware of these common errors in observation and judgment and reminded to remain objektive.

Conduct a Practice Session

Before placing the observer in the position of rating a student’s performance, a practice session should be conducted. After begin given the written instructions, each observer shoud take a turn performing the task that will be expected of the students and also judging the performance of another. Doing so will allow the observer to clarify questions related to the procedure and understand the expected student performance prior to the actual administration of the assessment.

Provide Examples of Performance and Ratings

To clarify how performance should be rated, observers should be shown examples of various levels of student performance. Ideally, observer should view video recordings of prior students performing the ask. At a minimum, one recording should show exceptional performance, while another should show unacceptable performance. The ratings of these students  should be shared with the observer, and the reasoning behind the ratings should be discussed in detail.

Diagnostic Performance Assessments

As noteed in chapter 9, the value of observing and assessing a student performing a procedure, us apposed to a product, is that sesifict errors are more easily detectable. When the product serves as the sole focus of assessment, it may be evident that an error occurred when producing the product. But, it may be difficult to ascertain precisely what error the student made. For instance, it would be difficult to determine whether a cake (the product) that is dry was the result of the wrong proportion of ingredients, baking too long, or some other reason. Had the student been observed measuring the ingredients and baking the cake, than the error would have  been evident.

            Yet, procedure evaluations do have their diagnostic limitations. While focusing the assessment on the procedure will more readily indicate what specific errors occured, it may provide little information that can be used to explain “why” the error occurred. Was the student simply carelles and missed a critical step? Or, does the student not understand why the step must be performed?

            To find the answers to these questions, students could be asked to explain each step they are performing and what purpose the step serves. By requiring students to “think aloud,” the observer is in a better position to assess the student’s depth of understanding about which tools, equipment, and materials are most appropriate to use and what will result from performing each step correctly.

Summary of Points

1.      The more authentic the performance assessment setting, the more likely  unexpected and undesirable events will occur.

2.      Before the assessment begins, steps should be taken to control or eliminate undesirable events.

3.      Students should be prepared for the performance assessment in order to reduce any apprehension and confusion.

4.      Preparing those individuals who will observe and rate student performance is recommended in order to increase the likelihood of objektive ratings.

5.      The diagnostic capability of performance assessments what they are doing and why the procedures are necessary.

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