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6.4: Professional Development Activities and Exercises

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    Professional Development Activities

    Performance-based assessment is applied to skills and abilities that cannot be evaluated by traditional paper-and-pencil tests. This method of assessment can target process or product, and time-restricted or time-extended activities. Like other forms of assessment, this one has definite strengths as well as pronounced weaknesses.

    For scoring, although generic rubric models are valuable, tailoring your rubrics to individual performances, as detailed in your daily instructional objectives, allows for more precise evaluation. In this type of assessment, as in others, clearly defined objectives make for easy construction of objective and detailed rubrics that minimize scoring subjectivity.


    Write the letter of the best options in the blank beside the item.

    ______ 1. The cognitive level for setting up a VCR for use would be

    A. Knowledge.

    B. Comprehension.

    C. Application.

    D. Analysis.

    ______ 2. The performance of putting topsoil and planting seeds in a terrarium would be considered

    A. Product

    B. Process

    C. Restricted

    D. Both B and C

    ______ 3. Judging a gymnastic performance is usually done with

    A. Check lists

    B. Rating Scales

    C. Holistic Scoring

    D. Analytic Scoring

    ______ 4. The most reliable instrument would be the

    A. Rating Scale

    B. Check list

    C. Essay Test

    D. Multiple Choice Test

    ______ 5. Scoring biases are more likely to occur with

    A. Holistic Scoring

    B. Analytic Scoring

    C. True-False Tests

    D. Multiple Choice Tests

    ______ 6. A portfolio should primarily contain the student’s

    A. Best works

    B. Performance in the upper cognitive levels

    C. Major test scores

    D. None of the above

    ______ 7. The portfolio should serve as

    A. A growth chart

    B. A showcase

    C. A barometer for student achievement

    D. All of the above

    ______ 8. The best method for evaluating an individual’s performance over a 5-day work week

    A. Check List

    B. Rating Scale

    C. Analytic Scoring

    D. Holistic Scoring

    ______ 9. The best method for evaluating an actor’s performance in a play

    A. Check list

    B. Rating Scale

    C. Analytic Scoring

    D. Holistic Scoring

    ______ 10. The best instrument for diagnosing a particular learning disability in a student

    A. Check List

    B. Rating Scale

    C. Analytic Scoring

    D. Holistic Scoring

    Over the grading period, you and your student will determine the cognitive level of the student’s portfolio in which to place each of the following samples of student’s work.

    A. Knowledge

    B. Comprehension

    C. Application

    D. Analysis

    E. Synthesis

    F. Evaluation

    Portfolio Entries

    ______ 1. On a short-answer test, the student listed three similarities and three differences between the uniforms of Batman and Spider-Man.

    ______ 2. On a 10-item written test, the student answered six of ten single-digit addition problems.

    ______ 3. The student listed three reasons why she preferred basketball over soccer.

    ______ 4. On a 5-item test, the student correctly listed three synonyms for each word.

    ______ 5. On an in-class written assignment, the student used four of the five required vocabulary words in describing himself.

    ______ 6. On a 10-item written test, the student correctly defined six of the vocabulary words.

    ______ 7. As documented by your scoring sheet, your student read the directions and correctly assembled a five-piece model car within 10 minutes.

    ______ 8. As verified by your scoring sheet, your student assembled a ten-piece puzzle within a five-minute time period.

    ______ 9. When shown the numbers 5, 8, 11 in a work sheet, the student correctly wrote the numbers 14, 17, and 20.

    ______ 10. On a math worksheet containing 20 stated problems requiring the addition and subtraction of three-digit numbers, the student solved 16 correctly.

    This page titled 6.4: Professional Development Activities and Exercises is shared under a not declared license and was authored, remixed, and/or curated by Edwin P. Christmann, John L. Badgett, & Mark D. Hogue.

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