Summary: Performance assessments are made for situations where
paper and pencil tasks are not sufficient. The real-world issues that can be
applied to these assessments and the reactions of the students require
preparation and thought when planning and then require a great deal of grading
or analyzing afterwards to measure student achievement. Using performance verbs, such as those often
found in Bloom’s Taxonomy, can help the students see what specific set of
skills they will be asked to perform. The varying levels of higher order
thinking skills can be used throughout these performances, especially depending
on what type of assessment is being given. The students could be asked to focus
on a procedure or a product or both, depending on the situation. In this
setting, rubrics would be a great component to learning and assessing because
the students would have a guide to help them instead of just being given a
final product sample and being asked to achieve that.
Chapter 9-
Performance Assessments
Reflection: This type of assessment reminds me of project-based
learning, except in the assessment form. I think it is very important for
students to demonstrate their learning through hands on activities, which is
something that I will try to do more of in my classroom. Often times we have
engineering units and the students are asked to construct something of their
own at the end and this is always a great way to implement performance
assessments and allow them to show real world skills simultaneously.
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