Education Requirement #54

Educational Evaluation

Prepares instructors and trainers to design and implement the performance assessment component of a course. Places emphasis on the development of criterion-referenced performance assessment strategies, the application of varied assessment formats, and the use of assessment as a tool for improving teaching and learning. Participants will design performance assessment strategies for a course of study, create varied assessment tools, and prepare an assessment rationale.

Apply up-to-date performance assessment strategies

• Increase productivity and effectiveness as a teacher
• Think critically and creatively
• communicate clearly using technical writing techniques and oral interpersonal communication skills to maximize the effectiveness of teaching and learning
• Take responsibility for clarifying, teaching, and measuring competencies that meet the needs of learners
• Learn effectively, modeling lifelong learning while enhancing professional skills
  

1. Outline strategies for maximizing learner success in performance assessment

Criteria - Performance will be satisfactory when:

• strategies address the importance of providing the core abilities and their performance indicators along with the competencies and their performance standards to learners in advance
• strategies show intent to make assessment valid, reliable, fair and "learner friendly."
• strategies minimize learner anxiety
• strategies address the importance of designing assessments that call for learners to apply skills in a realistic context
• strategies include opportunities for learners to rehearse/practice skills prior to assessment
• strategies include evaluation for continuous improvement that provides feedback to learners about their performance and opportunities to improve
• strategies account for the importance of creating assessment "artifacts" that document performance
  
  

2. Identify competencies and core abilities to be assessed

Criteria - Performance will be satisfactory when:

• competencies tell learners what major skills, knowledge, and attitudes they will learn
• competencies begin with an action verb that matches means of performance assessment
• competencies are measurable and observable
• competencies require learning at the application level or above
• core abilities begin with action verbs
• core abilities describe for learners the broadest outcomes, skills, or purposes that they will learn
• core abilities describe outcomes that are addressed throughout the course
• core abilities identify integrated, transferable skills such as critical thinking, communication, or occupational success skills that go beyond the context of a single course
• core abilities encourage learners to perform at the responding level or above and to apply complex thinking skills
  
  

3. Develop (or identify) performance standards for competencies and performance indicators for core abilities

Criteria - Performance will be satisfactory when:

• performance standards include measurable and/or observable criteria specific to a given performance
• performance standards describe conditions under which performance will be measured
• performance standards describe level of mastery or degree of proficiency or excellence which must be reached to achieve the competency
• performance indicators describe measurable and/or observable behaviors that show progress toward a specific core ability
  
  

4. Design a tool for assessing demonstration of skill

Criteria - Performance will be satisfactory when:

• assessment tool assesses target competencies and/or core abilities
• assessment tool measures the intended skills, knowledge or attitudes described by the targeted competencies and/or core abilities
• assessment tool includes a checklist or rubric and scale that reflect criteria and conditions
• assessment tool provides an artifact that documents performance
• assessment tool is "learner friendly"
  
  

5. Construct a question and answer test

Criteria - Performance will be satisfactory when:

• test assesses specific competencies and/or core abilities
• test is valid, measuring the intended skills, knowledge attitudes or described by the targeted competencies and/or core abilities
• test items meet reliability standards
• test includes items that measure competencies at the higher cognitive levels of application or above
• test items meet the criteria on the checklist for true/false, matching, multiple choice, short answer, or essay as they apply
• test includes a scale and, when appropriate, a checklist for grading
• test is "learner friendly"
  
  

6. Design an alternative assessment tool drawn from a variety of options

Criteria - Performance will be satisfactory when:

• alternative assessment tool addresses specific competencies and/or core abilities
• alternative assessment tool uses options other than question/answer or demonstration (such as a project, interview, experiment, report, presentation, portfolio, etc.)
• alternative assessment tool measurers the intended skills, knowledge or attitudes described by the targeted competencies and/or core abilities
• alternative assessment tool includes a checklist or rubric and scale
• alternative assessment tool provides an artifact that documents performance
• alternative assessment tool is "learner friendly"
  
  

7. Incorporate self-assessment into one or more assessment strategies

Criteria - Performance will be satisfactory when:

• participant incorporates self-assessment into at least one assessment strategy
• self assessment strategies address specific competencies and/or core abilities
• self assessment strategies include a checklist or rubric and scale
• self assessment strategies provide artifacts that document performance
• self assessment strategies are "learner friendly"
  
  

8. Incorporate peer-assessment into one or more assessment strategies

Criteria - Performance will be satisfactory when:

• peer assessment strategies address specific competencies and/or core abilities
• participant incorporates peer-assessment into at least one assessment strategy
• peer assessment strategies include a checklist or rubric and scale
• peer assessment strategies provide artifacts that document performance
• peer assessment strategies are "learner friendly"
  
  

9. Develop a variety of classroom assessment techniques that can be used throughout a course to obtain feedback about effectiveness of teaching and learning

Criteria - Performance will be satisfactory when:

• classroom assessment techniques lead to continual improvement of teaching and learning by focusing on variables that are likely to make a difference in learner
• classroom assessment techniques provide the basis for a continuous flow of accurate information about learning
• classroom assessment techniques are valid--reinforcing and enhancing the learning of competencies, learning objectives, and/or core abilities
• classroom assessment techniques are mutually beneficial to learners and teacher
• classroom assessment techniques are easy and quick to administer
• classroom assessment techniques are context sensitive
• classroom assessment techniques include a plan for providing feedback to learners
  
  

10. Provide performance feedback to learners

Criteria - Performance will be satisfactory when:

• performance feedback describes learner performance on specific competencies and/or core abilities
• performance feedback relates directly to relevant performance criteria
• performance feedback is specific and detailed
• performance feedback is designed to provide timely, periodic information to learners throughout the learning experience so that they can improve their performance before undertaking assessment for accountability
• performance feedback critiques learner performance and avoids reflection on the individual
• performance feedback reinforces performance that meets the criteria
• performance feedback offers information about individual performance or about performance of a group or class as a whole
• performance feedback is based on the results of classroom assessment, performance assessment activities, or observations
  
  

11. Critique the effectiveness of performance assessments

Criteria - Performance will be satisfactory when:

• participant administers and assesses one or more performance assessments
• critique analyzes items or tasks to determine patterns of learner performance
• critique diagnoses causes for high frequency of learner failure on specific items and tasks
• critique proposes revision of items/tasks or recommendations for improving teaching and learning strategies
  
  

12. Develop a plan for assessing learner preparedness

Criteria - Performance will be satisfactory when:

• plan includes strategies for assessing learner preparedness that are reliable and valid, measuring only competencies/core abilities that are prerequisite to the achievement of the performance expectations for the course or program
• plan includes reliable strategies for assessing learner preparedness
• plan focuses on assessing current skills and attitudes required for success in business or industry and in other life roles
• plan takes into consideration the needs of diverse learner populations
• plan is manageable within the context of the course or is based on organization-wide assessment such as ASSET, ACT, etc.
• plan does not duplicate or conflict with an organizational, program, major, or discipline curriculum plan
• plan identifies options for remediation necessary for future course/program entry
  
  

13. Develop a grading system for recording and reporting learner performance for a specific course or learning experience

Criteria - Performance will be satisfactory when:

• grading system is criterion referenced
• grading system identifies weight and significance of each competency or of each assessment activity
• grading system accommodates a variety of assessment strategies
• grading system incorporates self-assessment and peer-assessment
• grading system lays out a plan for keeping records of learner achievement of competencies and core abilities
• grading system shows a direct relationship between grading and achievement of competencies and/or core abilities
• grading system supports continual improvement and accountability feedback to learners, teachers, and/or other appropriate stake-holders
• grading system provides detailed description written so that learners will understand how grades will be determined
• grading system is compatible with organizational grading policy
  
  

14 Develop an over-all plan for assessing learner achievement of the performance expectations for a specific course or other learning experience

Criteria - Performance will be satisfactory when:

• plans calls for assessment strategies that fulfill the criteria and conditions for specific competencies and/or core abilities
• plan includes both assessment for continual improvement and accountability assessment that credentials learner's achievement
• plan favors performance assessment that asks the learner to generate rather than select responses
• plans provides for on-going feedback to learners
• plan includes varied assessment strategies
• plan is "do-able" within the context of the given course or learning experience
• plan includes strategies for recognizing and accommodating the needs of individuals
  
  

15. Compose a brief rationale statement describing your philosophy and approach to assessment

Criteria - Performance will be satisfactory when:

• statement summarizes learner's philosophy about assessment
• statement outlines learner's assumptions about assessment
• statement shows how the learner's philosophy and assumptions are reflected in the practice represented in the performance assessment plan for a specific course
• statement correlates the learner's philosophy, assumptions and practice to at least 3 current performance-based research or best practice references
• participant critiques the assessment plan for a specific course or learning experience in terms of participant's philosophy and criteria related to assessment components

Last reviewed: January 29, 2002

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