1) Restricted Response Items are relatively narrow in definition and may begin with a traditional objective-type item, but ask for an explanation of the student’s choice.

2) Extended Response Items are items where resources may be required beyond those provided in the test item, and the response may take on a variety of forms.

Other Types of Performance-Based Assessments

Active -- Student must perform in front of the teacher.

Examples: playing tennis, playing the flute, reciting Othello's part from the play "Othello", giving a speech

Product -- Student must produce something tangible.

Examples: a birdhouse, a written project, a mobile

Essay -- Student must answer essay type questions on a test

Advantages of Performance-Based Assessments

1) Ability to measure instructional goals involving complex learning outcomes

2) Ability to communicate instructional goals involving complex performances in natural settings

3) Ability to assess process and product

4) Consistent with approaches suggested by modern learning theory

Limitations of Performance-Based Assessments

1) Scoring / ratings are subjective and generally unreliable

2) Require great amounts of time in constructing, administering, and scoring the items

Suggestions for Constructing of Performance-Based Assessments

1) Focus on learning outcomes that require complex cognitive skills

2) Tasks should reflect content and skills relevant to the learning outcomes

3) Minimize dependence on skills that are irrelevant to the intended purpose

4) Provide necessary scaffolding to enable students to respond appropriately

5) Write clear directions so students know the task required

6) Clearly communicate performance expectations

a) providing guidance from most to least

b) specify these in advance

c) global or analytical scoring

Types of Scoring Devices

1) Rating Scales allow the rater to indicate the degree of adequacy of the performance

2) Checklists allow the rater to indicate presence or absence of the performance

Tips on Creating An Effective Scoring Device

1) Define clearly the expected performance

2) Sequence the performance by steps in chronological order

3) Check that all steps listed are observable

4) Observe students to assess the steps

5) Consider using multiple raters

6) Rate one performance from all students before going to the next one

Recommendation: Allow for student participation in scoring to teach reflective learning.

The Essay Question

The essay question has a distinct feature of having freedom of response as an assessment tool. It is only used as performance type items when these correspond more closely to the larger instructional goals and objectives than other types of items.

Types

1. Restricted response

limits content and response
it is best use as a tool for interpretation or application of data in a specific area

2. Extended response

demonstrates the respondent's ability to select, organize, analyze, integrate, and evaluate ideas

Advantages

1. Measures complex learning outcomes that can not be measured any other way

2. Emphasis on integration, application of thinking skills, and problem-solving

Limitations

1. Scoring tends to be unreliable

2. Scoring is time consuming

3. Only a limited sampling of achievement is obtained

Suggestions for Constructing

1. Restrict the use of essay questions to those learning outcomes that cannot be measured satisfactorily by objective items.

2. Construct questions that will call forth the behavior specified in the learning outcomes.

3. Phrase the question so that the student's task is clearly indicated.

4. Indicate an approximate time limit for each question.

5. Avoid the use of optional questions. If you present five questions, students should be required to answer all questions; not three out of the five. This will ensure that all students are taking the same test.

Suggestions for Scoring

1. Prepare an outline of the expected answer in advance

2. Use the scoring method that is most appropriate

3. Decide how to handle factors that are irrelevant to the learning outcomes being measured

4. Evaluate all responses to one question before going on to the next one

5. When possible, evaluate the answers without looking at the student's name

Assessing Student Conduct

Sources for the Selection of Attitudes and Behaviors for Rating (think about where teachers look for lists of what is and what is not appropriate behavior)

1) Report Cards

2) Student or Teacher Handbook

3) Safety Issues related to a specific subject area

How often should you evaluate student conduct? At least three times for each student in one grading period. So teachers must find ways of doing this that do not substantially reduce the amount of time for teaching.

Steps in Constructing an Observation Chart

1) Define the attitude

2) List associated positive and negative feelings

3) List behaviors that reflect those feelings

4) Develop checklist

The "Unusual"

1) Keep a notebook within each reach

2) Use brief notes

a) include date, time and preceding event

b) be specific

3) Limit these to a few behaviors or a few students

4) Weaknesses: subjective, small sample, time consuming

Anecdotal records are VERY time consuming. So make sure that the behaviors being recorded are not predictable. If they are predictable, then a checklist is much more efficient.

Self-Report

1) Use same guidelines in developing an observational chart

2) Keep language clear and simple

3) Create items and responses that are appropriate for the student

a) easy to read

b) interesting