Hawkins Judith R. Mathews Laureen Hamdan. This process is experimental and the keywords may be updated as the learning algorithm improves. This is a preview of subscription content, log in to check access. Robert P. Hawkins 1 Judith R. Mathews 2 Laureen Hamdan 1 1. Garcia constructed the following weekly chart that includes wages that she chose arbitrarily, as if Hector were being paid.
The two thought that Hector could use a couple of the scored weekly charts as references for future pet care jobs. Table 1. He may later use his scored assessment, along with an improved future performance, as a process-oriented reference.
Performance-based assessments certainly have drawbacks and limitations: They often lack the reliability and validity found in paper-and-pencil tests, they are time consuming, they often involve groups as opposed to individuals, and they lack the generalizability of traditional tests.
Still, performance-based assessment is a necessary component of any assessment program because it is the only method of discerning hands-on abilities. Hence, the importance of the performance determines the point value of the rubric. For example, major performances, such as the English-Language Arts example and the social studies example in the upcoming pages, require multiple-component rubrics; whereas less complex performances, such as the mathematics example on page , require fewer dimensions.
The following examples also demonstrate how to implement performance-based assessment within the major content areas. Student performance with manipulatives is readily observed and easily assessed. Also, it is conducive to the construction of the following suggested rubric. This rubric provides for varying degrees of proficiency within prescribed temporal boundaries. However, it is your decision as to whether to include time standards, as suggested in the rubric.
In either case, he suggested temporal points do not factor that heavily into the total rubric. Following discussions on stress and balance, you may determine to provide your student with the opportunity to demonstrate some of what he has learned through creative activities that also permit the assessment of his fine motor skills. This process-to-product observable objective defines what is expected of the student. Additionally, its clarity makes for an easily constructed rubric, as reflected in the suggested example.
This suggested rubric allows for criterion-based number correct assessment. However, it is your decision as whether to factor temporal standards into the assessment. With many of your inclusionary students, however, you may decide to give them as much time as they need. During a unit on community service, you could decide to give your student the opportunity to apply what she has learned in a creative way.
OBJECTIVE: As an extended assignment, the student will construct a written plan for cleaning up an area of her choice, including in her plan: Two separate tasks performed by another individual; three pieces of equipment and their respective functions; a disposal site, and how the refuse would be transported to this site.
For the most part, however, much of your assessment would probably target the product. The suggested rubric is detailed in its allotment of assessment categories. Moreover, such detail provides for greater objectivity in your total assessment of the performance. This extended individual assignment is clear and definite in its specification of student requirements, while simultaneously providing for student creativity, along with the provision for a defined rubric. Understanding that we sometimes find ourselves in situations that demand a plan of action, you may wish to provide your student with a hypothetical situation that necessitates such a plan.
Enroute to visit an out-of-town relative, your bus stops at a depot to allow passengers to exit. You also exit, but only to learn that you are in the wrong town. The bus has now left, and you do not have your ticket or your assistance device information card. Explain which person you would go to for help, and list five pieces of information you would give that person. This task could probably be assessed as a restricted performance, regardless of whether the student expresses himself orally or in writing.
In either case, you should determine the point value of the rubric. The following is a suggested example. The primary person who should be sought for assistance, along with the five pieces of information, are teacher decisions, as is the rubric value of each.
Again, the example a suggestion. This performance-based assessment is definite in its student requirements. Even though it has no time standards, you may wish to include them in your rubric.
More and more teachers are asking their students to put together portfolios of completed work. The judgements of those who look at the completed portfolio obviously have nothing to do with formative evalution. On the other hand, putting together a portfolio requires students to acknowledge the steps they have taken and the reflection that led them to select each piece of work. The feedback a teacher provides in preparation of a portfolio, as well as the judgements made concerning the pieces that are to be placed in the portfolio, clearly are part of formative evaluation.
In this sense, formative evaluation is an integral part of the process underlying the constitution of a portfolio. The concept of a portfolio can be made clearer by answering the following questions:. The portfolio in French as a Second Language is a tool for organizing a collection of meaningful activities carried out by the student over a given period of time.
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