Skip to main content
Social Sci LibreTexts

6.1: Introduction

  • Page ID
    44652
  • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    image25.png

    Despite the power and versatility of paper-and-pencil tests, they cannot assess certain areas of pupil performance. For example, a student can write a description of a lab demonstration, list the steps for setting up a VCR for use, and explain the Heimlich maneuver; but the actual execution of these tasks can be appraised only through performance-based assessment (Application), and such assessment can be applied to both processes and products of performance: processes are ongoing procedures leading to a final result, such as collecting sources and writing rough drafts en route to a finished paper, whereas products are the culminating results accomplished through a series of sequential procedures. For example, after deciding on a topic, your students would most likely write more than one draft before completing the paper. The outline and drafts are process procedures, and the final paper is the product.

    Some student performances are restricted to one day, while others are extended over a span of time. A restricted performance is specifically defined and can be accomplished and observed during a single session, such as taking a wire, a light bulb, and a battery and then connecting them so that the bulb lights (Application). An extended performance may take several days, or even longer, such as collecting and assembling plant parts for a classification display.

    Many performance activities provide for the assessment of behavior that cannot be evaluated by paper-and-pencil tests, but the reliability (consistency of performance) and validity (actually measuring what you want them to measure) of these performances are sometimes difficult to determine. Hence, it is imperative that the purpose of the performance be established beforehand, along with whether it is to be restricted or extended and whether the emphasis is centered on process or product. Furthermore, you should specify exactly what materials, resources, and equipment are to be used. Most important are clearly defined expectations of your students’ performances (see Chapter 2), because a high level of clarity is conducive to your students’ understanding of what is expected of them, and it also makes for the easy construction of effective rubrics: The more clearly defined and focused the description and directions, the more effective the rubric as an assessment device. As mentioned in chapter 5, generic rubrics serve a number of purposes. Yet, since the performances in this chapter are in compliance with daily instructional objectives, they require analytical or task-specific rubrics.


    This page titled 6.1: Introduction is shared under a not declared license and was authored, remixed, and/or curated by Edwin P. Christmann, John L. Badgett, & Mark D. Hogue.

    • Was this article helpful?