Assessment Handbook – Student Performances

 

Definition:

 

Student performances, as defined here, include such student work as internships, field experiences, acting, dancing, musical performances, art shows, oral presentations, PowerPoint and other media presentations, as well as other creative work performed or demonstrated in public.  The assessment of these is typically and perhaps best conducted by the use of a rubric, although external critics often write reviews that can be analyzed for assessment purposes.

 

Advantages: 

 

• Many majors are designed to lead toward students being able to perform in some fashion, so using those for assessment purposes is extremely valuable;
• Student performances may occur at many different stages of a student’s career, so the possibility of demonstrating value-added is strong;
• The assessment rubric can be used to teach students the standards that they are expected to achieve;
• A rubric designed around the goals of the performance and the academic program makes assessment by a variety of evaluators -- whether faculty, professionals in the field, other students, or other external constituents – relatively easy;
• A critical review can provide an external perspective.

 

Disadvantages:

 

• Unless the evaluators agree upon the rubric and/or how it is to be used, the results may not provide consistent data;
• A performance may not measure all that a student is expected to learn within a program, and therefore other assessment measures may need to supplement the results of the performance assessment;
• A critical review by an external reviewer my not emphasize the same standards and criteria that the faculty value.

 

 

 

 

 

 

 

 

 

 

 

 

 

Examples of Performance Assessment Rubrics:

 

Example of a scoring rubric designed to evaluate college writing samples.

Moskal, Barbara M. (2000). Scoring rubrics: what, when and how?. Practical Assessment, Research & Evaluation, 7(3).   Available online: http://ericae.net/pare/getvn.asp?v=7&n=3.

                                                        

                                   Meets Expectations for a first Draft of a Professional Report

 

           The document can be easily followed. A combination of the following are apparent in the document:

 

         1.Effective transitions are used throughout,

         2.A professional format is used,

         3.The graphics are descriptive and clearly support the document’s purpose.

 

           The document is clear and concise and appropriate grammar is used throughout.

                                                         -2-

 

                                                       Adequate

 

           The document can be easily followed. A combination of the following are apparent in the document:

 

         1.Basic transitions are used,

         2.A structured format is used,

         3.Some supporting graphics are provided, but are not clearly explained.

 

           The document contains minimal distractions that appear in a combination of the following forms:

 

         1.Flow in thought

         2.Graphical presentations

         3.Grammar/mechanics

                                                        

 

                                                   Needs Improvement

 

           Organization of document is difficult to follow due to a combination of following:

 

         1.Inadequate transitions

         2.Rambling format

         3.Insufficient or irrelevant information

         4.Ambiguous graphics

 

           The document contains numerous distractions that appear in the a combination of the following forms:

 

         1.Flow in thought

         2.Graphical presentations

         3.Grammar/mechanics

                                                        

 

                                                      Inadequate

 

           There appears to be no organization of the document’s contents.

           Sentences are difficult to read and understand.

 

 

 

 

   

Example based on the IUPUI STUDENT TEACHING PORTFOLIOS

OBSERVATIONS/EVIDENCE	UNDERDEVELOPED	INITIAL PRACTICITIONER	EXEMPLARY
Student Teacher’s Portfolio:   Describe how the prospective teacher’s rationale and organization of the portfolio demonstrates an understanding of and adherence to the Skidmore and State standards for teacher preparation. Places to look for evidence: Ø      Introduction and rationale Ø      Short- and long-term professional goals Ø      Reflection on preparation Ø      Educational philosophy statement Ø      Coherence and clarity of the portfolio overall     _____________________________   PowerPoint Presentation:   Describe how well the student designs PowerPoint screens.	Portfolio contents provide evidence that the new teacher does not fully understand or operate on the standards.    Prospective teacher does not articulate a clear rationale  or lacks the professional discourse skills to communicate his or her philosophy.                   _________________________       The screens include too many words, too many different types of actions, or too many colors, shapes, and/or fonts.	Portfolio contents reflect a general understanding of and intent to practice the standards.     Prospective teacher is using the professional discourse with enough clarity to communicate his or her personal rationale.       ______________       The screen limits the number of words effectively; and does not mix too many colors, shapes, and actions.	Portfolio contents exemplify a deep conceptual understanding  of the standards.     Prospective teacher has Appropriated the professional discourse and communicates with unmistakable clarity.                   __________________________       The screen is extremely Attractive in design, communicates in a memorable way, and commands the attention of the viewer.

 

 

 

Creating and Designing Rubrics to Assess Performances:

 

            See the discussion under portfolios.