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Performance-Based Assessments

 

Performance-based assessments provide a more realistic way of assessing skills which reflect real world lived experiences. Students need to be prepared for workplace environments that don’t rely on standardized evaluations. Employers seek out those who can demonstrate the ability to apply their skills and utilize their knowledge-base to identify and solve problems. Students need to be prepared to meet these challenges. Performance-based assessments showcase or measure a student’s use of higher order thinking and their ability to create products and complete processes.

Performance-based assessments provide a way for students to be able to apply knowledge across multiple disciplines and increase their worth as productive and valuable employees. Students learn to be contributing members to group work and able to develop viable action plans in new situations on a timely basis. Performance-based assessments make students more responsible for demonstrating what they have learned.

What are some drawbacks of performance-based assessments? These types of assessments can be difficult to conduct in larger classes as compared to standardized testing. They are more costly and time consuming which can be problematic in tight budget environments.

We know that standardized testing can affect outcomes for marginalized groups of students, but that doesn’t necessarily imply that performance-based assessments are a superior alternative. In order to better meet the needs of diverse learners, how project-based assessments are designed and implemented is a better indication that greater equity will be achieved. Performance-based assessments can benefit diverse learners when paired with technology, customization, teacher collaboration and professional development for teachers and staff.

How can teachers create performance-based assessments for their students? They must first have a clear and definable understanding of their subject matter and then be able to identify goals they intend to assess. Teachers should set course standards, be prepared to identify students’ learning gaps, design the course, provide materials and implement educational learning plans.

Performance-based assessments become authentic when they are considered meaningful and students are engaged. Consideration should be taken that the product created or final activity provides a way for students to demonstrate their understanding of the subject matter. Authentic assessments such as presentations, portfolios, performances or projects must be open-ended and open to multiple potential outcomes. A transcript of this chat is available at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Performance-Based Assessment for 21st-Century Skills (Prufrock)

Performance-Based Assessment: Reviewing the Basics

Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices (pdf)

Stanford: What is Performance-Based Assessment? (pdf)

What is Performance-Based Learning and Assessment and Why is it Important?

Developing Assessments of Deeper Learning: The Costs and Benefits of Using Tests that Help Students Learn (pdf)

Authentic Ways to Develop Performance-Based Activities

Performance Based Assessment

Does Performance Based Assessment Produce Better Students?

Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature (pdf)

Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (ERIC)

Fairness in Performance Assessment (ERIC)

Guidelines for the Development and Management of Performance Assessments (ERIC)

Developing and Implementing an Assessment Plan

Program-Based Review and Assessment (pdf)

Basic Steps of Program Assessment

Performance Based Assessment & Learning (YouTube 3:08)

Performance-Based Assessment: Meeting the Needs of Diverse Learners

Performance Assessment: A Deeper Look at Practice and Research

Cybraryman’s Assessments Page

Image courtesy of Pixabay   CC0 Creative Commons

Graphic courtesy of Lisa Conrad

Authentic Learning in Gifted Education

gtchat 01252018 Authentic

Authentic learning occurs when a student confronts real-world problems and explores ways to solve them. It can only truly happen when the student feels the project or problem is relevant to them. Authentic learning engages students through opportunities to create meaningful outcomes by doing real-life tasks.

Why is authentic learning important for gifted students? It requires higher-order questioning and thinking; as well as an ability to express conclusions in writing. This leads to intellectual development and career success. Authentic learning is achieved through academic discourse and argument which is the essence of intellectual maturity and a way to nourish critical thinking capacity; all factors important to gifted students.

Authentic learning activities must include real-life tasks that make a difference to both the student and their immediate environment. They can be viewed through the lens of student passions; ideas and concepts achieved through deeper-learning. These activities need to encourage students to think critically; then organize and evaluate their findings.

An authentic learning environment must provide a way for meaningful exploration and discussion of real-world concerns; not simply predetermined projects. They extend beyond the boundaries of the traditional classroom and must be a place where ideas are tested and meaningful concepts actually used to solve problems. Authentic learning environments can include simulation-based learning, student media creation, inquiry-based learning, peer-based evaluation, working with research data or working with remote instruments.

Authentic learning helps students develop skills to be able to verify the reliability of newly learned information; the ability to complete complex problems; and to recognize relative patterns in new contexts. It encourages them to engage in cross-curricular activities; seeing value in this process. It also creates curiosity to work across cultural boundaries and find creative solutions to problems on which they’re working.

How should authentic learning be assessed? Authentic assessment measures significant and meaningful accomplishment which reflects student choice and investment in the outcomes. It may be produced by a teacher and is in stark contrast to standardized testing. Presentation before an authentic audience can enhance the product for students.

In the final analysis, authentic learning is something that should be considered essential for gifted students at every level of their education. It plays a vital role in their academic careers and is a solid predictor of enhancing future opportunities for success. A transcript of this chat may be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2 PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

How to Develop an Authentic Enrichment Cluster

The PBL Classroom of Twists and Turns

The Four Characteristics of ‘Authentic Learning’

Authentic Learning Environments

What is Authentic Pedagogy?

What Is Authentic Assessment?

Authentic Literacy and Intellectual Development

27 Characteristics of Authentic Assessment

Authentic Learning: It’s Elementary!

Authentic Learning: A Practical Introduction and Guide for Implementation

Authentic Assessment Toolbox

Bringing Authenticity to the Classroom

Examples of Authentic Culminating Products (pdf)

Top 12 Ways to Bring the Real World into Your Classroom

Authentic Task- Based Materials: Bringing the Real World into the Classroom (pdf)

Linguistics Course for Language Loving Kids

Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School (Hack Learning Series) (Volume 3) (Amazon)

Pic courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad

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