Week 6: Final

Project
Eportfolio

Leitricia Rhyne
EDU 656:
Performance Assessments
Professor Suhad Sadik
November 15, 2014

Performance Assessment
Breman defines
Performance
Assessment as having a
student show what they
know by doing a
performance or task,
teachers see more
clearly what student
have mastered and
what learning has
eluded them (p. vi).

Student Benefits
There are many benefits from using
Performance Assessments some are listed
below:
It creates problem solving
Helps in social skills
Creates self-assessment
Gives a deeper understanding of the
content

Teacher Benefits
Performance Assessment allows the teacher
Approach different learning styles
Dive deeper into a subject
Teach the student how to self-assess
themselves
Help the student develop skills they will
use after living their class.

Challenges
There are challenges using
Performance Assessment
Time and Content Constraint:
It can be time consuming
having each student present
their information
Reliability: The variation
among teachers and
expectations can be a
challenge. That is why having
a rubric that is clear and
concise is important.
Validity: It is important that the
you can valid the students
grade with the project.

Performance Assessment and

the 21st Century Skills
Performance

Assessment is an
observational assessment.
It creates problem solving, covers
math and writing, research and
analysis.
It uses software such as word,
PowerPoint, blogs, websites, and
spreadsheets, and surveys can be
taken on Facebook and twitter

Measuring Mastery
Being able to measure Mastery starts with the
teacher. A good teacher will have a clear
objective and rubric and her data will be
reliable.
To make sure the data is reliable it is important
for the teachers objective and expectation to
be clear and concise. If a student understands
the expectations then there should be no
surprises when the grades are presented.

For the teachers part, each item that will be

graded on should be mastered must be
itemized and in full description.

Differentiation
Performance Assessment looks at the whole
individual, it does not compare students to one
another, it compares a student to himself. It reminds
him that he is not in competition with anyone but
himself. This is why performance assessment is ideal in
teaching a diverse group. The instructor is able to
mold the curriculum to each child individually. The
teacher is able to help a self-assess himself and his
work. This will allow the student to make changes
and adjustments as needed and improve.

The Decision Making Process

Topic You have to start with the topic, most

teachers follow the state standard for the
topics. For example my topic came from the
Georgia Standard for Literature in finding the
key ideas and details of a book.
Objective. Its important that the instructor
starts out with a clear objective. You must
know what you goals you want your students
to accomplish.
Layout of the assessment. Will you use groups
or will it be an individual presentation? Will the
presentation be a drama skit, or a multimedia
presentation, or a movie?

The Decision Making Process Part II

Standards and Performances: An instructor must

know and be able to express her standards and
expectations to the students. This can be done by
giving examples to the class, or showing a video
showing examples.

The vision: Breman describes The Vision describes

how the teacher and students can inspect
examples of learning and presentation
excellence. These examples of expert practices in
learning and presenting will help students selfevaluate and improve the quality of their learning
as they work their way through the performance
task and the final presentation? (p. vii).

The Decision Making Process Part III

Assessment

Tools: The tools used to grade

your students on their assessments are the
most valuable, and a rubric is the best for
scoring assessments. A rubric when laid
out properly will give a descriptive list of
expectations for the students. It not only
helps score the students but it also helps
the student with self-assessment during
the progress so they can readjust and
make changes.

The Decision Making Process Part IV

The Activity: Breman list the following steps
for creating a success activity.
The prompt the emotional drive for your
students
The setup direct instruction to the class
Guided Practice The teacher works with
the teams during the process and helps
guide them to the end result

The Decision Making Process Part V

Activity Part II
The

presentation The teams

demonstrate their knowledge to the
teacher and the class
The Reflection Teams and individuals
reflect on their performance. This creates
a self-assessment habit.

The Rubric
A Rubrics is a set of criteria, each criteria
has a grading scale. It helps teacher
explain the expectations of the assessment
and it helps students self assess themselves
and reflect on their work.

Designing a Rubric
In designing a good rubric Breman suggest
the following guidelines:
Keep the end in mind
The criteria should be your key elements
Create your indicators give examples of
a good performance and a bad
performance
Create indicators that describe
measureable or observable elements

Designing a Rubric Part II

Test

your rubric by using sample

performance, adjust as needed.
Use the rubric with your students evaluate
and revise as needed.

Benefits of The Rubrics

Students

understand the expectation of

the assignment
Students are able to assess their
performance during the process and
readjust
Students are able to re-evalate after the
performance and know what they need
to work on for next time.
Teachers expectations are clear and
concise

Benefits of The Rubric Part II

The

teachers benefits of using the rubrics

is that the grading system is not a mystery
A rubric also helps the teacher
accommodate diverse learners. The
teacher is able to revise definitions and
set realistic goals for the individual.

References
Berman, S. (2008). Performance-based learning: Aligning experiential tasks and assessment to increase learning (2nd
ed). Thousand Oaks, CA: Corwin Press.
Common Core State Standards. For English language Arts & Literacy in Hisstory/Scal Studies, Science, and Technical
Subjects.
https://eboard.eboardsolutions.com/meetings/Attachment.aspx?S=1262&AID=245075&MID=15932
GaDOE Curriculu-Instruction-and-Assessment English and Language Arts http://www.gadoe.org/Curriculum-Instructionand-Assessment/Curriculum-and-

Instruction/Pages/Mathematics.aspx

GaDOE Curriculu-Instruction-and-Assessment English and Language Arts. http://www.gadoe.org/Curriculum-Instructionand-Assessment/Curriculum-and- Instruction/Pages/English-Language-Arts-Program.aspx

Gungor, Arzu. (2008). Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes toward
Reading. Journal for Learning through the

Arts 4(1). https://escholarship.org/uc/item/4d62r6p9

Flynn, Rosalinda. A Dramatic Approach to Reading Comprehension https://www.youtube.com/watch?v=Nlxw9qflKxk

References
Rublee, M.R. (2014). Rubrics in the Political Science Classroom: Packing a Serious Analytical Punch. Political Science

and Politics, 47 (1), 199-203.

Wolf, K. Stevens, E. (2007). The Role of Rubrics in Advancing and Assessing Student Learning. University of Colorado at

Denver and Health Sciences Center. The Journal of Effective Teaching. 7(1). 3-14.