Running Head: PERFORMANCE BASED ASSESSMENT

Veronica OLeary
Performance Based Assessment
The Pennsylvania State University

PERFORMANCE BASED ASSESSMENT

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Purpose:
The purpose of the performance-based assessment (PBA) is to
meet the needs of students who struggle reading and writing sight
words in second grade. Through observations and classroom
assessments, the classroom teacher identified a student whose reading
and writing ability is significantly below grade level. I gave M.B. four
different pre-assessments to gauge her needs in reading sight words,
spelling sight words, selecting appropriate sight words missing from
text, and to determine her spelling stage according to Words Their Way.
I selected seventy-five second grade sight words to use in my
assessments.
To gauge her ability to read sight words, I held up a flash card
with one of the sight words on it and asked her to read it. I continued
this until I assessed her on all seventy-five. To gauge her ability to write
the sight words, I orally recited the seventy-five sight words and had
her write them down on paper. To gauge her ability to select
appropriate sight words to fit into a sentence, I provided her with
twenty CLOZE sentences. Each sentence had a blank where one of the
sight words needed to go. She then chose from a word bank the correct
word for each blank.
Lastly, I used the Elementary Spelling Inventory to determine her
spelling stage. I did this to determine what spelling features M.B.
needed to work on in order to improve her spelling. In order to

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determine this, I orally recited the twenty-five words on the inventory
and had her spell them to the best of her ability. I then used the
Feature Guide to determine her spelling stage. Throughout the
semester, I worked with M.B. using various activities and games to
build her abilities to spell and read sight words.
Two months after the pre-assessments were given, I re-assessed
M.B. with the same four assessments to determine if she had
improved. This PBA format could be used with a student in any grade
level. The activities and assessments would need to be altered to meet
the needs of that student however. For this PBA, my student was a
second grader and we worked on the content area of spelling and
reading sight words.

Objectives:

Given seventy-five words, the student can read sight words on a

flashcard correctly fifty out of seventy-five times.

Given seventy-five words, the student can write sight words

correctly fifty out of seventy-five times.

Given twenty words, the student can analyze a CLOZE sentence

and choose which sight word best fits.

Standards:
1.1 Reading Independently
1.1.2.E: Demonstrate accuracy and automaticity, in oral reading
of grade level text.
1.1 Reading Independently
1.1.1.B: Use word recognition techniques:

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Demonstrate phonological awareness through phoneme

manipulation.
Demonstrate knowledge of letter sound correspondence to
decode and encode words.

1.5: Quality of Writing

1.5.2.F: Use grade appropriate conventions of language when
writing and editing: Spell common, frequently used words
correctly. Use capital letters correctly. Punctuate correctly.
Use correct grammar and sentence formation.
1.2 Reading, Analyzing and Interpreting Text
1.2.2.A: Use text organization and content to derive meaning
from text using criteria.

Performance Based Assessment Criteria:

The assessment was developed to gauge the students
performance on using sight words. The assessment was broken down
into three components: reading, writing, and usage of sight words. By
having the student write the words, this assessment is considered a
PBA. In addition, the student analyzed twenty sentences and
determined the appropriate sight word missing. This expanded the PBA
to include higher order thinking skills. The sight word assessments
were authentic because the words selected are second grade sight
words. Also, these sight words are meaningful because they are the
required foundation for reading and comprehending text.
In addition, the Elementary Spelling Inventory was used to
determine M.B.s spelling stage and what feature points needed
remediation. The Elementary Spelling Inventory was meaningful,
because it is based on the spelling features, which should be mastered.

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Further, this assessment was authentic because it permitted me to
select meaningful activities and word sorts, pinpointing her specific
weaknesses in spelling.
This activity can be used with diverse learners, because the
Elementary Spelling Inventory gauges each childs individual spelling
feature weaknesses. Moreover, sight words can be selected from the
level previously attained by the student, necessary at each grade level,
or to enrich student vocabulary. The CLOZE sentence assessment can
be modified through chunking, simplification of sentence structure, and
requiring students to fill in more than one sight word per sentence.

Student Directions:
Spelling Inventory
1. Sit student across the table from teacher.
2. Teacher says, I am going to give you a special type of spelling
test. It is called a spelling inventory. It will tell me what your
strengths and weaknesses are in spelling. I am going to read you
a word. Spell the words to the best of your ability. Some of the
words may be easy to spell; some may be difficult. When you do
not know how to spell a word, spell it the best you can.
3. Ask, Do you have any questions? If the student does not have
any questions, proceed. If the student has any questions or
concerns, answer them prior to continuing.

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4. Teacher will say the words from the inventory (listed below), use
the word in a sentence, and repeat the word. The teacher will
continue until all the words have been given to the student.
5. If the student needs any words repeated at the end of the
assessment, the teacher can repeat the words.
6. The spelling inventory words consist of:
Bed
Ship
When
Lump
Float

Train
Place
Drive
Bright
Shopping

Spoil
Serving
Chewed
Carries
Marched

Shower
Bottle
Favor
Ripen
Cellar

Pleasure
Fortunate
Confident
Civilized
Oppositio
n

Write Sight
Words
1. Sit
student

across table from teacher.

2. Say, I am going to give you a different spelling test. I chose
seventy-five of the second grade sight words. I am going to read
them to you. As I say them, write them down. I want you to spell
these words to the best of your ability. Like before, if you do not
know how to spell the word, write it the best you can.
3. Ask, Do you have any questions? If the student does not have
any questions, proceed. If the student has any questions or
concerns, answer them prior to continuing.
4. Teacher will say the words from the selected sight words (listed
below), use the word in a sentence, and repeat the word. The
teacher will continue until all the words have been given to the
student.
5. If the student needs any words repeated at the end of the
assessment, the teacher can repeat the words.
6. The selected sight words consist of:

PERFORMANCE BASED ASSESSMENT

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Across
After
Again
Age
Almost
Along
Always
Any
Around
Before
Begin
Below
Better
Bring
Bump
Children
Could
Dark
Doesnt
Done
Door
During
Empty
Enough
Even

Ever
Every
Family
Float
Friend
Hard
Head
However
Important
Junk
Kind
Knew
Know
Large
Learn
Left
Little
Mine
Mother
Most
Never
Often
Outside
Part
Point

Quite
Rest
Said
School
Share
Soon
Sound
Stamp
Study
Such
Talk
Team
Them
Theyre
Thick
Though
Thought
Through
Told
Trash
Under
Water
Wish
Work
Your

Reading Sight Words

1. Sit student across table from teacher.
2. Say, I am going to show you seventy-five sight words. These are
the same sight words as before. I am going to hold up a flash
card with one of the sight words written on it. You are going to
read it to me. I want you to read these words to the best of your
ability. Like before, if you do not know how to read the word, say
it the best you can.

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3. Ask, Do you have any questions? If the student does not have
any questions, proceed. If the student has any questions or
concerns, answer them prior to continuing.
4. Teacher will show the words from the selected sight words (listed
below) on a flashcard. The teacher will mark if the student read
the word correctly by placing the flashcards in two piles: read
correctly and not read correctly. The teacher will continue until all
the words have been shown to the student.

5. The selected sight words consist of:

Across
After
Again
Age
Almost
Along
Always
Any
Around
Before
Begin
Below
Better
Bring
Bump
Children
Could
Dark
Doesnt
Done
Door
During
Empty
Enough
Even

Ever
Every
Family
Float
Friend
Hard
Head
However
Important
Junk
Kind
Knew
Know
Large
Learn
Left
Little
Mine
Mother
Most
Never
Often
Outside
Part
Point

Quite
Rest
Said
School
Share
Soon
Sound
Stamp
Study
Such
Talk
Team
Them
Theyre
Thick
Though
Thought
Through
Told
Trash
Under
Water
Wish
Work
Your

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CLOZE Sentences
1. Sit student across table from teacher.
2. Say, I am going to give you a sheet with twenty sentences on it.
These sentences are missing a word. Using the word bank at the
top of the worksheet, fill in the sentences with the appropriate
sight word.
3. Ask, Do you have any questions? If the student does not have
any questions, proceed. If the student has any questions or
concerns, answer them prior to continuing.
4. Student will work independently on this assessment. Teacher can
assist student by reading the sight words in the word bank and
reading the sentences to the student. The teacher may not
provide any other help to the student. There is no time limit;
however, it must be completed in one sitting.
5. Twenty words used include:
Age
Before
Begin
Children
Door

Every
Family
Float
Important
Large

Most
Never
Part
Rest
Sound

Study
Told
Trash
Work
Your

Rubric:
Criteria

Exemplary (3)

Acceptable (2)

Unacceptable
(1)

PERFORMANCE BASED ASSESSMENT

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The student
can read sight
words
correctly.

50-75 of 75
sight words
read correctly

25-49 of 75
sight words
read correctly

0-24 of 75
sight words
read correctly

The student
can write sight
words
correctly.

50-75 of 75
sight words
written
correctly

25-49 of 75
sight words
written
correctly

0-24 of 75
sight words
written
correctly

The student
can analyze a
CLOZE
sentence and
choose which
sight word
best fits.

15-20 sight
words in the
20 sentences
are used
correctly

8-14 sight
words in the
20 sentences
are used
correctly

0-7 sight
words in the
20 sentences
are used
correctly

Total Score

PERFORMANCE BASED ASSESSMENT

Date:&
February&
24,&
2014&
11
&
Criteria&

Exemplary&
(3)&

Acceptable&
(2)&

Unacceptable&
(1)&

The&
student&
can& 50H75&
of&
75&
sight& 25H49&
of&
75&
sight& 0H24&
of&
75&
sight&
read&
sight&
words& words&
read&
words&
read&
words&
read&
correctly.&
correctly&
correctly&
correctly&
&
&
The&
student&
can& 50H75&
of&
75&
sight& 25H49&
of&
75&
sight& 0H24&
of&
75&
sight&
write&
sight&
words& words&
written&
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written&
words&
written&
correctly.&
correctly&
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&
&
&
The&
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&
& 15H20&
sight&
8H14&
sight&
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sight&
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analyze&
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CLOZE& words&
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sight&
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&
Total&
Score&
5/ 9&
Date:&
April&
24,&
2014&
&
Criteria&
Exemplary&
(3)&
Acceptable&
(2)&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
&
&

Unacceptable&
(1)&

The&
student&
can& 50H75&
of&
75&
sight& 25H49&
of&
75&
sight& 0H24&
of&
75&
sight&
read&
sight&
words& words&
read&
words&
read&
words&
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correctly.&
correctly&
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&
&
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student&
can& 50H75&
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sight&
words& words&
written&
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&
&
&
The&
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&
& 15H20&
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a&
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and&
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choose&
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sight&
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best&
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&
Total&
Score&
8/ 9&
&

25H49&
of&
75&
sight& 0H24&
of&
75&
sight&
words&
written&
words&
written&
correctly&
correctly&

8H14&
sight&
words&
in&
the&
20&
sentences&
are&
used&
correctly&

0H7&
sight&
words&
in&
the&
20&
sentences&
are&
used&
correctly&

PERFORMANCE BASED ASSESSMENT

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Student Self-Evaluation:

SpellingSelf-Evaluation
Name:___________________________
1. When I amwritingI spell thewords correctly most of the
time.

2. I can read theanchor words easily.

3. I can figureout what word goes in a sentence.

4. I can spell my anchor words correctly.

5. I feel confident about my spelling.

6. I feel confident when I amreadinga book that I will know

theword.

7. I feel confident that when I turn in my writingjournal

because I know my words arespelled correctly.

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Better than Expected:

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If my student preformed better than I had expected, I would
begin to introduce third grade sight words in the activities and
assessment. I would also work more heavily on writing these sight
words into sentences. I would provide the student with sentences that
have multiple sight words missing from the sentence and sentences
where the blank could be multiple sight words. This would require the
student to use higher cognitive thinking skills. Lastly, if the student
was preforming better, I would begin to have her come up with the
sentences including the sight words. I would have her include as many
sight words into a sentence as she could. This will assess her
understanding of the definition of the word.

Worse than Expected:

If my student preformed worse than I expected, I would go back
to using the first grade sight words in the activities and assessment. I
would use these words to form a foundation from which my student
can build her second grade vocabulary and writing skills. I would
ensure the sentences used in the CLOZE sentence assessment, were
only simple sentences and would break the CLOZE sentence set into
chunks of no more than five.

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Data:
Data:%
!

Spelling(Inventory(Score(
100!
87!

90!
80!
70!

60!

60!
50!
40!

Spelling!Inventory!Score!

36!

30!
20!
10!
0!
Pre/Intervention! Post/Intervention!

!
!
!

!
!

Total!Possible!

!
PERFORMANCE
BASED ASSESSMENT
!
17
!

Write(Sight(Words(Correctly(
100!
90!
75!

80!
70!

63!

60!
50!

Write!Sight!Words!Correctly!

40!
30!

24!

20!
10!
0!
Pre/Intervention! Post/Intervention! Total!Possible!

!
!

Read(Sight(Words(Correctly(
100!
90!
75!

80!
70!

75!

67!

60!
50!

Read!Sight!Words!Correctly!

40!
30!
20!
10!
0!
Pre/Intervention! Post/Intervention! Total!Possible!

!
!
!
!
!

!
! PERFORMANCE BASED ASSESSMENT
!
18
!
!

Sight(Words(in(a(Sentence(Correctly(
25!
20!

20!
14!

15!

Sight!Words!in!a!Sentence!
Correctly!

10!
5!

5!

0!
Pre/Intervention! Post/Intervention!!

Total!Possible!

Data Analysis and Interpretation:

After analyzing all the data, I am proud to say that my student
made progress in her ability to spell. I gave my student the Elementary
Spelling Inventory to determine what spelling stage she was is at so I
could tailor my instruction to meet her needs. The spelling inventory is
a list of twenty-five words that were chosen for specific spelling
features. The inventory is delivered in the same manner as a spelling
test. The teacher reads the word and puts it into a sentence. The
student then writes it down. When the test is finished, the teacher uses
the Feature Guide to determine the students spelling stage. My
student originally received a 36 out of 87. That told me that she was in
the Early Within Word stage. I was able to give her word sorts that

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worked on specific spelling features she needed to focus on. This
meant I did not have to guess what skills she needed work on; I was
able to follow a research-based scope of spelling features.
The assessment was divided into three sections. I had my
student write out 75 sight words, read the same sight words, and then
use 20 of them to fill in CLOZE sentences. In the pre-assessment, my
student was able to read 67 of the 75 words. She was able to write 24
of the sight words, and was only correctly able to fill in 5 of the CLOZE
sentences. Analyzing the types of words she missed and the spelling
inventory allowed me to develop games, word sorts, and other
activities to use to help improve her spelling.
I filled out the rubric at the same time I gave the preassessment. According to this rubric, the student received a 5/9. She
received an exemplary in reading her sight words, and unacceptable in
both writing sight words and using sight words in a CLOZE sentence. I
also gave her a self-evaluation before I began working with her. The
student marked red on four out of the seven questions and three
yellows. She marked no greens on the self-evaluation.
After working with the student twice a week, totally about thirty
minutes a week, for roughly two months, I assessed her again. As I was
working with her, we set goals to achieve each week. This seemed to
work very well and helped my student take ownership of the learning
she was preforming. I gave her the spelling inventory again to see if

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there was improvement, and she scored a 60 out of 87, this meant she
is now in the Late Within Word Stage. I assessed her again on the other
three assessments and she showed improvement across the board.
She was able to correctly write 63 out of the 75 words, and read 75 out
of the 75 sight words correctly. She was also able to use 14 sight words
correctly in a CLOZE sentence.
I filled out the rubric once more and gave the student a 8/9. She
received exemplary in reading sight words and writing sight words. She
received an acceptable in using sight words in a CLOZE sentence. I also
gave the student the self-evaluation again at the end to see if there
was an improvement in her self-esteem or self-efficacy. Her selfevaluation also improved. She marked yellow on six out of the seven
questions. She also marked a green on one of the questions. The
question she marked green was the question that asked if she felt
confident while reading a book that she will know the words.

Reflection:
I have always believed that every student needs the opportunity
to work in small groups with the teacher; however, this PBA has given
me the concrete data I need to prove my philosophy. My student was
able to improve her spelling at an exponential rate. I am so proud of

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her accomplishments. She truly showed that given support and
guidance, any child could succeed.
In my future classroom, I will create many opportunities for my
students to be working in a small group with me. In my field placement
currently, it is difficult to pull a student into small group or one-on-one
instruction without having them miss whole group instruction, because
the day is structured primarily around whole group instruction. I hope
to have multiple points in my day where I can be working with students
in small groups or individually.
This student was able to make significant progress, however,
there is still room to improve. If I were to continue working with this
student, I would begin to focus heavily on homophones and vowel
teams. I would also continue to work on the short /u/, and the
differences between the long /a/ and short /a/. I would work on this
because these were the areas that the student still needed to improve
in based on my review of the words she still got wrong. I would also
work more heavily on using the sight words in a CLOZE sentence. I
would begin to have the CLOZE sentence missing multiple sight words,
because she is at an exemplary status reading sight words, but was
unable to recognize when to use the appropriate sight word in the
CLOZE sentences. This may indicate that she is still unclear of the
meaning of certain sight words.

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I believe I grew as a teacher while working with this student. I
made significant progress when I was developing activities to use to
help my student develop her spelling skills. I used the program Words
Their Way, which is a very effective system to use when teaching
spelling. However, I realized that not every activity they have is perfect
for every student. I got experience in creating an activity to use with
my student and realizing it was not helping. I was able to analyze what
my student needed more work in and tailor my activities to match. I
also became more effective in managing my time during small group
instruction. At first, I realized I was planning too much for one session.
Unfortunately, I did not have a lot of time with this student during the
day, and I needed to be able to manage this time wisely so we could
make the most progress possible.
One of my weaknesses I realized while doing this PBA is that I
expected too much of my student. I set goals that were very high and
were not realistically attainable. When my student was not reaching
these goals, I become upset with her. I realized that this was not a fault
of my student, but one of my own. I modified the goal I set and this
time set them with the student. She was able to reach these goals
because they were realistic and accessible.
The most important thing that I learned through completing this
assignment is that every child will succeed if they are given the
support they need. Looking at the data and most importantly her self-

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evaluations, I saw the difference. She made progress in her ability to
read, write, and use sight words, but more importantly, her self-esteem
and self-efficacy rose significantly. It brought tears to my eyes when
she told me on my last day of field that she was thankful I worked with
her because now she felt pride in herself and she knew she could do it
if she believed in herself.