Performance Assessment

Performance Assessment (9 November 2010)

Schools are embarking more so on alternative or authentic modes of assessment. Thus, performance assessment is a form of testing that requires our pupils to perform a task and teachers using a set of rubrics to assess them. Performance assessment require pupils to demonstrate what they know which translates to assessing pupils’ knowledge and abilities in structuring and applying information based on identified learner outcomes. Teachers are aware of the fact that there are learning outcomes that cannot be measured through a pen and paper test. Eisner (1999) states that ‘Performance assessment is a closer measure of our children’s ability to achieve the aspirations we hold for them than are conventional forms of standardized testing.’

Our first activity was to measure the height of the pillar which is located at level one. We were given measuring tapes, a pair of clinometers and a set of triangles. The group came up with several ways to measure the pillar. One of it was to make use of the traditional method which is to measure using a number of measuring tapes tied to one another. A few of us looked into the possibility of measuring the steps leading to the next level where the pillar is located. Of course, this was one of the best methods as agreed by all during our discussion in class. Another method was to measure the tiles located on a wall beside the pillar to guess the height of the pillar. Altogether, we discussed about six possible methods in measuring the height of the pillar.

The above activity was an example for us to see how a performance task can generate deeper thinking and enable participants to look for other possible ways in accomplishing any given task. There are instances where pupils can look at solving a performance task in more than one acceptable solution. This is a process which involves the use of higher-order thinking skills.

 With every performance task, there is a set of rubrics drawn up to help the teacher assess the learning process of pupils. Dr Yeap gave two examples of how a simple set of rubric can help the teacher to assess pupils’ performance tasks. He showed a simple set of rubric on how to assess pupils’ on the use of measuring instruments. He mentioned that we should not have too many criteria and measuring point scales. Rubrics are basically used to provide feedback to pupils and parents on various aspects of pupils’ work and to help them improve. Next, he shared how we can make little notes on each child when they are working on comparison, addition and subtraction of numbers. This includes observing whether the child is able to work on a task making use of the concrete, pictorial or abstract form.

Dr Yeap showed a video on a Maths lesson which was conducted in a Thai classroom. The pupils came up with different strategies to add 6 ┼ 5. Through this activity, pupils demonstrated what they know and applied their knowledge during the given task. Teacher is then able to assess what the pupils know and where they are in the learning process.

Dr Yeap shared sample questions from OECD’s PISA Assessments. Challenging appropriate tasks such as these can be given to our pupils to get them to think deeply and for teachers to assess what their pupils are capable of doing and how they can be stretched further.