In a performance assessment, students craft an observable performance that often requires problem solving, decision making, or role playing. Performance assessments can range from presenting a proposal or simulating a town meeting to designing an airplane or building a bridge. They are usually genuine activities that mirror real-life contexts and investigations and, sometimes, take place over an extended period of time.
Performance assessments can be evaluated by rubrics or performance scales. These scales are usually designed to assess achievement along several dimensions, such as scientific understanding, experimental planning and design, preparation and organization, and presentation style. Teachers often find it useful to share prepared rubrics/scales with students prior to the performance date, so that students are aware of the criteria for different levels of performance. This encourages student self-monitoring and clarifies desired learning outcomes.
Performance assessments often include written components, because they often require written preparation and written products are sometimes presented. This section focuses on assessments in which performance is at the core.
Learn more about the types of performance assessments used on standardized tests.
All Insights modules for grades 2–6 include performance assessments as embedded or final assessments. For example, in an embedded performance assessment in the grade-2 Sound module, students are asked to use their knowledge of pitch, size, and tension to make a “guitar” that has four strings, each with a different pitch. As the students work in pairs on this project, the teacher circulates, assessing which concepts and skills students have mastered and which ones they need to work on. The activity also provides an opportunity for teachers to assess problem solving and group skills. Teachers are guided in their evaluation by information in the charts of goals, expectations, and evidence that accompany the lessons, and are provided with a class record on which to record their comments.
Learn more about this example of a performance assessment.
STC modules sometimes include performance assessments as part of evaluation at the end of a unit. For instance, after completing the Comparing and Measuring module, students are provided with an assortment of measuring tools and are asked to figure out how much wrapping paper is needed to wrap a shoebox-sized birthday gift. This activity allows teachers to assess whether children choose appropriate tools and whether they use them effectively. Questions are provided to help teachers probe for knowledge and structure their observations of the performance. Teachers use their own forms or record books to keep track of their assessments.
Learn more about this example of a performance assessment.
FOSS modules include performance assessments as part of their assessment framework. For example, in the grades-3–4 Ideas and Inventions unit, students are asked to investigate a question of their own choosing and work independently to complete their projects. Then students take turns presenting their investigations to the class. To help them with the assessment, teachers are provided with rubrics that help them evaluate the students’ project proposals, research, and final presentation. Comments about the performance can be recorded in specific spaces on the Assessment Chart provided.
Learn more about this example of a performance assessment.
The ARIES grade-5–8 module Exploring Time contains an embedded performance assessment. In Exploration 10, pairs of students are asked to design and build a working water clock from the variety of materials provided. While students work, they record their ideas and reflect on their process through writing in their science notebooks. By interacting with students as they work, teachers can assess group skills and application of science concepts. When the clocks are completed, each pair of children presents their design to the class at a Water Clock Fair, which provides another opportunity for assessment. Questions are provided in the guides to help teachers probe for knowledge, but no specific scoring guides are provided. Teachers use their own forms or record books to keep track of their assessments of the students’ performance.
Learn more about
this example of a performance assessment.
