Performance Assessment

Assessment should be part of the learning process, not just a way to keep score. Performance assessments enable learners to show what they know and can do, rather than what they’ve memorized.

Performance assessment is an assessment activity or set of activities that requires examinees to generate products or performances that provide direct or indirect evidence of the examinee’s knowledge, skills, and abilities (KSAs) in an academic content domain or professional discipline.

Performance assessments support both formative and summative uses, and guide instruction and encourage educators to increase expectations for student learning.

Seven Approaches to Performance Assessments

Seven Approaches to Performance Assessments

Reports

For Parents: Frequently Asked Questions about Performance Assessments

Performance assessments have recently gained popularity as a way for teachers, school and district administrators, and others to understand what students know and can do. This FAQ is intended to provide some basic information about what these types of assessments are and how they might be used.

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Framework of Approaches to Performance Assessment: Executive Summary

Performance assessment well-suited for providing direct evidence of more complex skills that students will need to be creative and collaborative problem solvers. This executive summary defines the types of performance assessments and suggested uses.

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The Learning Diamond: A Systemic Perspective on Student Learning

This research report briefly describes the Learning Diamond and its relationship to Principled Design for Efficacy (PDE). Underpinning the learning diamond is the assertion that successful design, development, and use of assessment requires understanding assessment as part of a larger system that, when working well, improves student learning.

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What is PDE?

This paper provides an overview of Principled Design for Efficacy (PDE) for assessment design. First, some goals that motivated the creation of PDE are presented followed by a summary of the conceptual framework behind PDE. Activities involved in PDE will be described next, including an example of the generative and reusable tools available as part of PDE. Finally, the role of the PDE leader in successful assessment design and development is offered.

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Creating Curriculum-Embedded, Performance-Based Assessments for Measuring 21st Century Skills in K-5 Students

This paper shares the author’s experiences working with a large and diverse school district to design curriculum-embedded, performance-based assessments (PBAs) that measure 21st century skills in K-5 students. These assessments are designed to integrate seamlessly with classroom instruction; measure skills such as critical thinking, creativity, and collaboration in a developmentally-appropriate way; and provide information useful for supporting classroom teaching and learning. It describes the context for the partnership, outlines general principles that support the construction of the PBAs, explains the task development process and explores the challenges in the development and validation of such assessments.

Download: "Creating Curriculum-Embedded, Performance-Based Assessments for Measuring 21st Century Skills in K-5 Students"

Performance-Based Assessment: Some New Thoughts on an Old Idea

This bulletin reviews arguments in favor and arguments against the use of performance-based assessments to assess student achievement in light of proposed test score uses, and makes recommendations for moving forward in the design of “next generation” assessment systems that incorporate performance-based tasks.

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