The process of using student activities or products, as opposed to tests or surveys, to evaluate students' knowledge, skills, and development. Methods include: essays, oral presentations, exhibitions, performances, and demonstrations. Examples include: reflective journals (daily/weekly); capstone experiences; demonstrations of student work (e.g. acting in a theatrical production, playing an instrument, observing a student teaching a lesson); products of student work (e.g. Art students produce paintings/drawings, Journalism students write newspaper articles, Geography students create maps, Computer Science students generate computer programs, etc.).
A formal assessment method in which a student's skill in carrying out an activity and producing a product is observed and judged (e.g., construction of a woodworking project; completion of an essay in English, research report in history, or lab in science).
Performance assessment "requires students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning and relevant skills to solve realistic or authentic problems" (Herman, et al., 1992, p. 2).
the measurement of educational achievement by tasks that call for the student to produce a response like that required in the instructional environment, as in portfolios or projects; performance-based assessment.
an assessment based on direct observation of students' performances or products and involves using performance criteria to make judgments about the performance or product created by students. It uses assessment activities that require students to construct a response, create a product, or apply their knowledge and capabilities. Most performance assessments do not have a single correct answer and students can use more than one approach to complete the task. Good performance assessments consist of a learning task that students respond to and a set of criteria that guide scoring and feed forward.
An observation of the process of creating an answer or product that demonstrates a student's knowledge and/or skills. Directly observable, student- generated evidence of learning (e.g., creating a woven basket, performing a dance or a monologue, singing a song, providing good reasons why a performance or work of art has merit, interpreting a work of art or performance.)
The measure of a student's progress related to what the student knows, understands, and can do. Performance assessment includes the measure of both content understanding and complex process performance.
a direct measure of student skills or knowledge, usually in a one-on-one assessment
a long answer explanation to a reading or math question
External assessment or self-assessment by programme units, comprising outcome, programme, project or individual monitoring, reviews, end-of-year reporting, end-of-project reporting, institutional assessments, and/or special studies.
The measurement of educational achievement through observation of the performance of tasks that call for the student to produce a response like that required in the environment in which the knowledge, skill, or attitude being assessed will be used
A more frequently used term today than authentic assessment as it emphasises the performative aspect of understanding¡Xthat when students really understand something they can demonstrate that understanding through enlightened performance such as professional decision-making, that is in functioning as well as in declarative knowledge.
notes: 0 | add note used on: Assessment that focus on observable results and standards, application and transfer, implemented through standards, tasks, criteria, and scoring rubrics.(Kay Burke, 1999 and Robin Fogarty, 1998 as cited by Helen Barrett, 2001 http://electronicportfolios.org/portfolios/encyclopediaentry.htm) name note
An assessment that requires students to construct a response, create a product, or perform a demonstration.
A way of measuring student achievement that requires students to perform a task to demonstrate knowledge or skills.
A performance view of assessment requires students to be able to demonstrate their understanding in new contexts. This often requires students to take part in a culminating performance designed to exhibit deep understanding.
Performance assessment, also called open response or constructed response, is a type of test question. Performance assessment requires students to produce their own answer to a question rather than choose an answer, as in a multiple-choice question. The most common type of a performance assessment is the essay question, where students create a written composition. Other types of performance assessment include short answer, fill-in-the-blank, open-ended math problems, oral presentations, lab experiments, exhibitions, and portfolios.
Formal assessment in which one observes and judges a pupil's skill in carrying out a physical activity (e.g., giving an oral speech) or producing a product (e.g., building a birdhouse).
A form of assessment that requires students to perform a task rather than select an answer from a ready-made list
The demonstration of a skill or behavior using a rubric
General term for an assessment activity in which students construct responses, create products, or perform demonstrations to provide evidence of their knowledge and skills. (NFA) Examples include in process critiques, essays, oral presentations, or actual demonstrations of physical or artistic achievement. This type of assessment requires students to perform a task rather than simply answer questions. It may call for writing or solving math or science problems or completing a science experiment. It is judged against established criteria. (SCASS)
Direct, systematic observation of an actual student performance or examples of student performances and rating of that performance according to pre-established performance criteria. Students are assessed on the result as well as the process engaged in a complex task or creation of a product.
A form of assessment that is designed to assess what students really know through their performance of certain tasks£®This kind of assessment is a way of clearly demonstrating that students have acquired the knowledge and skills expected of them£®Those who advocate this kind of assessment believe that it provides a more accurate picture of what students know or can do than traditional assessment£®Evaluating students through task performance usually requires more teacher time and effort in the planning stage
Systematic and direct observation of a student performance or examples of student performances and ranking according to preestablished performance criteria. Students are assessed on the result as well as the process engaged in a complex task or creation of a product.
Performance assessments require students to undertake an action or create a product that demonstrates their knowledge or skills. Performance assessment can take many different forms, including writing short essays, doing mathematical computations, conducting an experiment, presenting an oral argument, or assembling a portfolio of representative work. Performance assessment requires the student to produce an answer rather than simply to select one from an array of multiple choice answers.
See ' authentic assessment'.
See alternative assessment.
Performance assessment is a broad term, encompassing many of the characteristics of both authentic assessment and alternative assessment. Generally, performance assessments provide students with opportunities to demonstrate their understanding and to thoughtfully apply knowledge, skills, and habits of mind in a variety of structured and unstructured situations. These assessments often occur over time and result in a tangible product or observable performance. Terms of Assessment that may or may not be enduring, or endearing
A yearly review of employee performance based on reaching established goals and feedback from a variety of sources. The Performance Assessment formally "closes out" the performance management process for the current cycle.
Assessment that measures student performance on concrete tasks or activities as opposed to standardized multiple-choice tests. Students are expected to apply a range of skills and knowledge to solve a problem. Assessment is based not only on the results of the task but also on the processes of task performance. ( learn more)