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 almost always genuine activities that mirror real-life contexts, 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 rubric/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.
It is sometimes difficult to distinguish between performance assessments and written assessments, due to the fact that performances often require written preparation and written products are sometimes presented (see discussion below of BioCom’s Congress and Forum). Though this guide has separated performance and written assessments so that they can each be better understood in their own right, they are often intertwined in exemplary high school science curricula.
Learn more about the types of performance assessments used on standardized tests.
Role-Play/Simulations
Biology, A Community Context (BioCom) provides many different embedded assessments and evaluations, which are included as an integral part of the learning activity. The BioCom embedded assessments include all aspects of the NRC National Science Education Standards and the Project 2061 Benchmarks, including performing activities. Many rubrics are provided in the teachers’ guide and instructional resource guide.
In the Congress and Forum sections of the “Inheritance” unit, for example, students are asked to develop arguments and debate about who has the right to know one’s genome. Students debate, take votes, write personal position statements, and, ultimately, hold a town council meeting where they take a stand on one aspect of the issue.
Learn more about this example of a Role-Play/Simulation.
Presentation/Demonstration
Science in a Technical World modules are designed to contain a final report and presentation. Each module begins with a problem, and then culminates with a presentation and report about the solution to the problem. The report and presentation serve as a summative assessment for the entire module.
In the “Making Semi-Conductors” unit, for example, there is a final team challenge where students are asked to make and test a robot. Student performance is assessed on how well they follow protocols, identify and describe components, discuss the project together, test the robot, and make modifications. The assessment is designed to evaluate how students can demonstrate what they have learned about key aspects of electronic chips and how they work.
Learn more about this example of a Presentation/Demonstration.
