As Cl 5

Front 1

checklist

Back 1

Checklist: A written list of performance criteria which observer marks a scale that ONLY has two choices

Front 2

rating scale

Back 2

Rating scale: A written list of performance criteria that are marked by observer on a scale that lists more than two.

Front 3

scoring rubric

Back 3

scoring rubric: a rating scale based upon written descriptions of varied levels of achievement in a performance assessment.

Front 4

performance criteria

Back 4

The Aspects of a performance or product that are Observed and Judged in performance assessment

Front 5

numerical summarization

Back 5

use of numbers to describe performance on an assessment

Front 6

rubrics or descriptive summarization

Back 6

Rubric: A scoring guide that describes varied levels of quality of student performance or products assessments.

Front 7

self-assessment

Back 7

Self assessment: Making a pupil responsible for judging and critiquing his performance or product according to clear performance criteria.

Front 8

peer review

Back 8

Peer review: pupils discuss and rate each other's work based on clear performance criteria.

Front 9

portfolio

Back 9

A portfolio is a well-defined collection of pupils' products or performances that shows achievement of particular skill over time.

Front 10

*Performance assessments requre pupils to do what?

Back 10

*demonstrate their knowledge by Creating an Answer, Carrying Out a Process, or Producing a Product(rather than selecting an answer)

Front 11

*Performance assessments complement what in classroom assessments?

Back 11

* Pencil-and-paper tests.

Front 12

*Performance assessments are useful in what five-ish areas?

Back 12

* Communication Skills, Psychomotor Skills, Athletic Activities, Concept Acquisition, Affective Characteristics

Front 13

*What are some of the uses of performance assessments?

Back 13

Can chart performance over time, provide diagnostic info, can give pupils Ownership of their learning, integrate instructional AND assessment processes... TBCont

Front 14

*...uses of performance assessment....cont.

Back 14

*foster self-assessment, portfolios:cumulative evidence of performance and concrete examples of work.

Front 15

*What is the main disadvantage of performance assessments?

Back 15

*main disadvantage perf. ass.:
TIME it takes to prepare, implement and score.

Front 16

*Successful performance assessment requires what 4 ish things?

Back 16

*Well-defined purpose; Clear, observable criteria; appropriate setting to elicit performance; a scoring/rating method.

Front 17

*What are "performance criteria"?

Back 17

*specific behaviors a pupil should display when carrying out performance OR characteristics that a student product should possess

Front 18

*Performance criteria define the aspects of a good performance or produt. They should be shared with student and included in?

Back 18

* INSTRUCTION

Front 19

*What is the key to identifying performance criteria?

Back 19

*Break down a performance or product into its component parts.

Front 20

*Helps to include students in identifying components of criteria, why?

Back 20

*helps them feel Involved and Introduces them to important components.

Front 21

*What is the advisable number of performance criteria to include?

Back 21

*small 10-15.

Front 22

*Who should the teacher see if they can help performance assessment?

Back 22

*Other same area teachers can collaborate in assessment.

Front 23

*What are some ambiguous words that should be avoided in performanc criteria?

Back 23

*ambiguous words to avoid:
adequately, correctly, appropriate

Front 24

*Performance criteria should be stated so explicitly that...?

Back 24

*another teacher could use them independently

Front 25

*Performance assessments can be scored/summarized in what two ways?

Back 25

*Qualitatively
OR
Quantitatively

Front 26

*What are some QUALITATIVE descriptions?

Back 26

*Anecdotal Records
and
Teacher Narratives

Front 27

*What are some QUANTITATIVE performance assessments?

Back 27

*Checklists, Rating Scales,
and Scoring Rubrics

Front 28

*PORTFOLIOS may include what kinds of information about pupil performance?

Back 28

* Qualitative,
OR
Quantitative,
OR BOTH

Front 29

*Checklists and rating scales are developed from what?

Back 29

* the performance criteria.

Front 30

*Checklists give the observer how many choices in judging each performance criterion?

Back 30

*Checklists only give TWO choices in each criterion:
present or absent.

Front 31

*Rating scales provide the observer with how many choices?

Back 31

*Rating scales provide the observer with OVER TWO choices.

Front 32

*Rating scales provide more than two choices, what might they be?

Back 32

*Rating scales can include:
Always, sometimes, never OR
Excellent, good, fair, poor, failure.

Front 33

*Rating scales come in different flavors. What are they?

Back 33

*Rating scales can be:
Numerical
Graphic,
or Descriptive

Front 34

*Performance can be SUMMARIZED how?

Back 34

*performance can be SUMMARIZED
Numerically,
or
with a Scoring Rubric

Front 35

*Portfolios are collections of pupils' work in an area that show what?

Back 35

*portfolios show change and progress over time

Front 36

*Portfolios may contain what two main things?

Back 36

*pupil PRODUCTS or PERFORMANCES
(products: essays, paintings, lab reports, etc;)
(perf: reading aloud, foreign lang. pronunciation, etc;)

Front 37

*Portfolio uses: many...list...

Back 37

*focusing instruction on importance of performance output; provides perspective for pupil, parents, teacher on improvement; diagnosing weaknesses; pupil reflection--self-assess over time; grading ; integrating instruction with assessment!

Front 38

*Portfolio assessment is a kind of performance assessment. What four factors are needed?

Back 38

*portfolio assessment:
Definition of Purpose,
Identification of Clear Perf. Criteria,Establishing the Setting of assessment, Construction of a Scoring/Rating Scheme.

Front 39

*Each part of a portfolio must have a set of performance criteria if it is used in assessment. What else requires a set of perf. criteria?

Back 39

*The WHOLE PORTFOLIO if using it for assessment.

Front 40

*What would insure the VALIDITY of performance assessment?

Back 40

*Validity of perf. assessment:
INSTRUCTION of criteria BEFORE assessment

Front 41

*Validity of performance assessment can be aided by what?

Back 41

*validity of perf. assess.: STATE CRITERIA in OBSERVABLE TERMS, APPROPRIATE DIFFICULTY LEVEL, LIMITING # of perf. crit., KEEP written records of perf. assess., CHECKING to see if extraneous factors affected perf. (culture)

Front 42

*RELIABILITY of perf. assess. can be improved by what?

Back 42

*Reliability of P. A.: improved by MULTIPLE observations of the perf, or checking for agreement among MULTIPLE OBSERVERS of perf.,produt,or portfolio--ALL USING SAME ASSESS. CRITERIA