Develop a protocol (procedure or set of rules) for an authentic performance assessment task (e.g., interview, product-based task, performance-based lab activity, other extended performance tasks, etc.) related to one of your teachable areas. Include any evaluation materials you will need to assist in observing, scoring and recording student performance (e.g., checklists, rating scales, rubrics). Assignment Two should concentrate on Outcomes which would not normally be assessed using paper and pencil tests.
PLANNING FOR ASSESSMENT
(a) Refer back to the specific curriculum outcomes for the curriculum area and the unit of learning you have selected for this assignment. Review those outcomes and identify the outcomes the performance-based assessment is designed to measure. Note that normally performance based assessments are able to measure only a limited number of outcomes.
(b) Develop the performance tasks and map them to the corresponding outcome(s). Consider and account for the practical implications of administering the assessment (materials, setup, time to complete, class management, adequate time to evaluate the students as they perform the task, etc…).
(c) Consider and determine how you will observe, score and record student performance on the task(s) and develop any evaluation materials (e.g., checklist, rating scale, scoring rubric, etc.) required.
(d) Ensure that you include an appropriate set of Directions to Students as well as a set of Directions for Administrators (other teachers who might wish to use your performance assessment) . The performance assessment should be designed with all the necessary background materials so that another teacher could use the instrument without any difficulty.
FORMATIVE DISCUSSION GROUPS
This session will provide students an opportunity to discuss their proposed performance assessment and identify areas requiring improvement. For the discussion group students should be prepared with the outcomes to be measured and draft copies of their alternative assessment protocol including assessment instruments (rating scales, rubrics, etc.). Talk to the students in your group about:
Your progress
Challenges and/or difficulties you are encountering
Types of assessment tasks that could be used
Appropriateness of the assessment instruments
Practical aspects of undertaking performance-based assessments
Record-keeping and how well the performance assessment contributes to the overall evaluation of the learning outcomes for the unit.