some characteristics of performance assessment · pdf filesome characteristics of performance...

Some Characteristics of Performance Assessment

1. Constructed Response: students construct a response, provide an

expanded response, engage in a performance, or create a product

2. Higher-order Thinking: the student typically uses higher levels

of thinking in constructing responses to open-ended questions

3. Authenticity: tasks are meaningful, challenging, and engaging

activities that mirror good instruction or other real-world contexts

where the student is expected to perform

4. Integrative: the tasks call for integration of language skills and,

in some cases, for integration of knowledge and skills across

content areas

5. Process and Product: procedures and strategies for deriving the

correct response or for exploring multiple solutions to complex

tasks are often assessed as well (as or sometimes instead of) the

product or the “correct” answer

6. Depth Versus Breadth: performance assessments provide

information in depth about a student’s skills or mastery as

contrasted with the breadth of coverage more typical of multiple-

choice tests

O’Malley J.M. & Pierce, L.V (1996). Authentic assessment

for English language learners: Practical approaches for

teachers. Boston: Addison-Wesley Publishing Company.

(p.5)

Figure 2.3 Checklist for Designing Authentic Assessments

Design Step Description Completion (X)

1. Build a team

2. Determine the purpose

3. Specify objectives

4. Conduct staff development

5. Collect sample

assessments

6. Adapt existing

assessments

7. Try out the assessments

8. Review the assessments

1. Create an assessment team of teachers, parents, and

administrators

2. Determine the purposes of the assessments for use in

planning instruction or for other purposes.

3. Specify the instructional objectives to be evaluated with

the assessments.

4. The staff development is for the design team and other

teachers on the purposes, use, and development of the

assessment.

5. Review the sample assessments for suitability in your

school or district to meet local purposes and objectives.

6. Where possible, adapt existing instruments to meet local

purposes by changing the item content, format, or scoring

rubric.

7. Give the assessments to students, score the papers, and

discuss the assessments with students and other teachers.

8. Discuss the assessments with other members of the team

and make final adjustments to the assessments or the

rubrics.

____________

____________

____________

____________

____________

____________

____________

____________

O’Malley J.M. & Pierce, L.V (1996). Authentic assessment for English language learners:

Practical approaches for teachers. Boston: Addison-Wesley Publishing Company. (p.16)

Figure 2. 5 Sample Holistic Scoring Rubric for Writing Samples

Rating Criteria

6

Proficient Writes single or multiple paragraphs with clear introduction, fully developed ideas, and

a conclusion

Uses appropriate verb tense and a variety of grammatical and syntactical structures;

uses complex sentences effectively; uses smooth transitions

Uses varied, precise vocabulary

Has occasional errors in mechanics (spelling, punctuation, and capitalization) which do

not detract from meaning

5

Fluent Writes single or multiple paragraphs with main idea and supporting detail; presents

ideas logically, though some parts may not be fully developed

Uses appropriate verb tense and a variety of grammatical and syntactical structures;

errors in sentence structure do not detract from meaning; uses transitions

Uses varied vocabulary appropriate for the purpose

Has few errors in mechanics which do not detract from meaning

4

Expanding Organizes ideas in logical or sequential order with some supporting detail; begins to

write a paragraph

Experiments with a variety of verb tenses, but does not use them consistently;

subject/verb agreement errors; uses some compound and complex sentences; limited use

of transitions

Vocabulary is appropriate to purpose but sometimes awkward

Uses punctuation, capitalization, and mostly conventional spelling; errors sometimes

interfere with meaning

3

Developing Writes sentences around an idea; some sequencing present, but may lack cohesion

Writes in present tense and simple sentences; has difficulty with subject/verb

agreement; run-on sentences are common; begins to use compound sentences

Uses high frequency words; may have difficulty with word order; omits endings or

words

Uses some capitalization, punctuation, and transitional spelling; errors often interfere

with meaning

2

Beginning Begins to convey meaning through writing

Writes predominately phrases and patterned or simple sentences

Uses limited or repetitious vocabulary

Uses temporary (phonetic) spelling

1

Emerging No evidence of idea development or organization

Uses single words, pictures, and patterned phrases

Copies from a model

Little awareness of spelling, capitalization, or punctuation


Practical approaches for teachers. Boston: Addison-Wesley Publishing Company. (p,22)

Figure 4.2 Academic Language Functions

Academic Language

Functions

Student uses language to: Examples

1. Seeking

Information/Informing

2. Comparing

3. Ordering

4. Classifying

5. Analyzing

6. Inferring

7. Justifying and

Persuading

8. Solving Problems

9. Synthesizing

10. Evaluating

Observe and explore the

environment, acquire

information, inquire; identify,

report, or describe information

Describe similarities and

differences in objects or ideas

Sequence objects, ideas, or

events

Group objects or ideas according

to their characteristics

Separate whole into parts;

identify relationships and

patterns

Make inferences; predict

implications, hypothesize

Give reasons for an action,

decision, point of view; convince

others

Define and represent a problem;

determine a solution

Combine or integrate ideas to

form a whole

Assess and verify worth of an

object, idea, or decision

Use who, what, when, where, and how to gather

information; recount information presented by

teacher or text; retell a story or personal experience

Make/explain a graphic organizer to show

similarities and contrasts

Describe/make a timeline, continuum, cycle, or

narrative sequence

Describe organizing principle(s), explain why A is

an example and B is not

Describe parts, features, or main idea of information

Describe reasoning process (inductive or deductive)

or generate hypotheses to suggest causes or

outcomes

Tell why A is important and give evidence in

support of a position

Describe problem-solving procedures; apply to real-

life problems and describe

Summarize information; incorporate new

information

Identify criteria, explain priorities, indicate reasons

for judgment, confirm truth


Practical approaches for teachers. Boston: Addison-Wesley Publishing Company. (p. 62)

Figure 4.4 Holistic Oral Language Scoring Rubric

Rubric Description

6 Communicates competently in social and classroom settings

Speaks fluently

Masters a variety of grammatical structures

Uses extensive vocabulary but may lag behind native-speaking peers

Understands classroom discussion without difficulty

5 Speaks in social and classroom settings with sustained and connected discourse; any

errors do not interfere with meanings

Speaks with near-native fluency; any hesitations do not interfere with communication

Uses a variety of structures with occasional grammatical errors

Uses varied vocabulary

Understands simple sentences in sustained conversation; requires repetition

4 Initiates and sustains a conversation with descriptors and details; exhibits self-confidence

in social situations; begins to communicate in classroom settings

Speaks with occasional hesitation

Uses some complex sentences; applies rules of grammar but lacks control of irregular

forms (e.g., runned, mans, not never, more higher)

Uses adequate vocabulary; some word usage irregularities

Understands classroom discussions with repetition, rephrasing, and clarification

3 Begins to initiate conversations; retells a story experience; asks and responds to simple

questions

Speaks hesitantly because of rephrasing and searching for words

Uses predominantly present tense verbs; demonstrates errors of omission (leaves words

out, word endings off)

Uses limited vocabulary

Understands simple sentences in sustained conversation; requires repetition

2 Begins to communicate personal survival needs

Speaks in single-word utterances and short patterns

Uses functional vocabulary

Understands words and phrases; requires repetition

1 Begins to name concrete objects

Repeats words and phrases

Understands little or no English

Adapted from a rating scale developed by ESL teachers Portfolio Assessment group

(Grades 1-12), Fairfax County Public Schools, Virginia.



Figure 4.7 Self-Assessment of Academic Language Functions

Name ____________________________________ Date __________________

Check the box that best describes how well you can use English. Add comments.

Task Not Very

Well

Okay Well Very Well Comments

1. I can describe

objects and people.

2. I can describe the

past.

3. I can listen to and

understand radio

programs.

4. I can listen to and

understand video

and television.

5. I can state an

opinion.

6. I can agree and

disagree.

7. I can summarize a

story.

8. I can give an oral

report.



Figure 4.9 Self-Assessment of Speaking Ability

Name ____________________________________ Date ___________________

Part 1: Place an X on each line to show how much you agree or disagree.

This week I used English to talk with ______________________________________

1. I think that I was successful. Disagree /____/____/____/____/____/ Agree

2. The person I spoke to understood me. Disagree /____/____/____/____/____/ Agree

3. I felt comfortable speaking with Disagree /____/____/____/____/____/ Agree

another person in English.

4. I understood everything that this Disagree /____/____/____/____/____/ Agree

person said to me.

5. I could do this again with no problem. Disagree /____/____/____/____/____/ Agree

Part 2: Complete the sentences below.

6. When someone doesn’t understand me, I _________________________________.

7. When I don’t understand someone, I _____________________________________.

8. Now I know ________________________________________________________.

Adapted from a form developed by ESL teacher M. Crossman (1994).



Figure 4.14 Oral Language Scoring Rubric: Information Gap

Rating Demonstrated Competence

4 Uses a variety of descriptive vocabulary and expressions

Communicates effectively, almost always responding appropriately and developing the

interaction

Uses a variety of structures with only occasional grammatical errors

Speaks with little hesitation that does not interfere with communication

3 Uses a variety of descriptive vocabulary and expressions

Communicates effectively, often responding appropriately and developing the interaction

Uses a variety of structures with more than occasional errors

Speaks with some hesitation that does not interfere with communication

2 Uses some descriptive vocabulary and expressions

Communicates acceptably although sometimes responding inappropriately or

inadequately or developing little interaction

Uses a variety of structures with frequent errors or uses a basic structures with only

occasional errors

Speaks with some hesitation that interferes with communication

1 Uses basic vocabulary and expressions

Communicates marginally; mostly responding inappropriately or inadequately

Uses basic structures with frequent errors

Speaks with much hesitation that greatly interferes with communication

Adapted from a scoring rubric developed by ESL teacher S. Copley (1994).



Figure 4.15 Self-Assessment for an Oral Report

Name _______________________________________ Date ___________________

Check (X) the box that best describes your oral report. Add comments.

Activity Always Sometimes Rarely Comments

1. I researched, outlined, and

practiced my oral report.

2. I spoke slowly and

clearly.

3. I glanced at my notes

while talking.

4. I used gestures to help

express meaning.

5. I used my face to express

feelings.

6. I answered questions on

my report.

7. I summarized the main

points.

8. I gave details to support

my main points.



Figure 5. 6 Self-Assessment of Reading Strategies

Name ___________________________________ Date ___________________

Check (X) the box that indicates how you read.

Reading Strategies Often Sometimes Almost Never

1. I think about what I already know on the

topic.

2. I make predictions and read to find out if I

was right.

3. I reread the sentences before and after a

word I do not know.

4. I ask another student for help.

5. I look for the main idea.

6. I take notes.

7. I discuss what I read with others.

8. I stop and summarize.

9. I choose books from the library on my own.

10. I make outlines of what I read.

(p. 106)


Practical approaches for teachers. Boston: Addison-Wesley Publishing Company. (p.

106)

Figure 5.7 Developmental Reading Rubric

Emergent Pretends to read

Uses illustrations to tell story

Participates in reading of familiar books

Knows some letter sounds

Recognizes names/words in context

Memorizes pattern books and familiar books

Rhymes and plays with words

Developing Sees self as reader

Reads books with word patterns

Knows most letter sounds

Retells main idea of text

Recognizes simple words

Relies on print and illustrations

Beginning Relies more on print than illustrations

Recognizes names/words by sight

Uses sentence structure clues

Uses phonetic clues

Retells beginning, middle, and end

Begins to read silently

Uses basic punctuation

Expanding Begins to read short stories and books

Reads and finishes a variety of materials with guidance

Uses reading strategies

Retells plot, characters, and events

Recognizes different types of books

Reads silently for short periods of time

Bridging Begins to read chapter books of moderate difficulty

Reads and finishes a variety of materials with guidance

Reads and understands most new words

Uses reference materials to locate information with

guidance

Increases knowledge of literary elements and genres

Reads silently for extended periods

Fluent Reads most literature appropriate to grade-level

Selects, reads, and finishes a wide variety of materials

Uses reference materials independently

Recognizes and uses literary elements and genres

Begins to interpret and expand meaning from literature

Participates in literary discussions


Practical approaches for teachers. Boston: Addison-Wesley Publishing Company.

(p.107)

Basic Points to Remember in Assessing Reading ELLs’

1. Activities for assessing reading should be based on activities for teaching reading.

2. Assessment of reading, like instruction, takes planning, time, and experience.

3. Assessment of reading should include both decoding skills and reading

comprehension strategies.

4. Assessment of reading should include student attitudes and feelings toward reading.

5. Assessment of reading should hold students accountable for how they use time in

class for reading.

6. Assessment of reading should be conducted regularly and be ongoing.

7. Students should be actively involved in their own assessment, whether it be in setting

criteria, engaging in self-assessment, or evaluating peers.

8. Teacher observations of reading should be recorded systematically.

9. Assessment of reading should consist of multiple assessments for each student in

order to monitor student progress.

10. Results of reading assessment should be used to inform students, parents, and

teachers of needed changes in student performance and in instruction.

O’Malley J.M. & Pierce, L.V (1996). Authentic assessment for English language

learners: Practical approaches for teachers. Boston: Addison-Wesley Publishing

Company. (p. 132-133)

Figure 6.1 Holistic Scoring Rubric for Writing Assessment with ELL

Students

Level 6 Conveys meaning clearly and effectively

Presents multi-paragraph organization, with clear introductions, development of ideas,

and conclusion

Shows evidence of smooth transitions

Uses varied, vivid, precise vocabulary consistently

Writes with few grammatical/mechanical errors

Level 5 Conveys meaning clearly

Presents multi-paragraph organization logically, though some parts may not be fully

developed

Shows some evidence of effective transitions

Uses varied and vivid vocabulary appropriate for audience and purpose

Writes with some grammatical/mechanical errors without affecting meaning

Level 4 Expresses ideas coherently most of the time

Develops a logical paragraphs

Writes with a variety of sentence structures with a limited use of transitions

Chooses vocabulary that is (often) adequate to purpose

Writes with grammatical/mechanical errors that seldom diminish communication

Level 3 Attempts to express ideas coherently

Begins to write a paragraph by organizing ideas

Writes primarily simple sentences

Uses high frequency vocabulary

Writes with grammatical/mechanical errors that sometimes diminish communication

Level 2 Begins to convey meaning

Writes simple sentences/phrases

Uses limited or repetitious vocabulary

Spells inventively

Uses little or no mechanics, which often diminishes meaning

Level 1 Draws pictures to convey meaning

Uses single words, phrases

Copies from a model

Developed by ESL teachers, Prince William County Public Schools, Virginia



Company. (p. 143)

Figure 6.2 Analytic Scoring Rubric for Writing

Domain

Score *

Composing Style Sentence

Formation

Usage Mechanics

4 Focuses on

central ideas

with an

organized

and

elaborated

text

Purposefully

chosen

vocabulary,

sentence variety,

information, and

voice to affect

reader

Standard word

order, no

enjambment (run-

on-sentences),

completeness (no

sentence

fragments),

standard modifiers

and coordinators,

and effective

transitions

Standard

inflections (e.g.,

plurals,

possessives, -ed,

-ing, with verbs,

and –ly with

adverbs),

subject-verb

agreement (we

were vs. we

was), standard

word meaning

Effective use of

capitalization,

punctuation,

spelling, and

formatting

(paragraphs

noted by

indenting)

3 Central idea,

but not as

evenly

elaborated

and some

digressions

Vocabulary less

precise and

information

chosen less

purposeful

Mostly standard

word order, some

enjambment or

sentence

fragments

Mostly standard

inflections,

agreement, and

word meaning

Mostly effective

use of

mechanics;

errors do not

detract from

meaning

2 Not a

focused idea

or more than

one idea,

sketchy

elaboration,

and many

digressions

Vocabulary basic

and not

purposefully

selected; tone flat

or inconsistent

Some non-

standard word

order,

enjambment, and

word omissions

(e.g., verbs)

Some errors

with inflections,

agreement, and

word meaning

Some errors

with spelling

and punctuation

that detract from

meaning

1 No clear

idea, little or

no

elaboration,

many

digressions

Not controlled,

tone flat,

sentences halted

or choppy

Frequent non-

standard word

order,

enjambment, and

word omissions

Shifts from one

tense to another;

errors in

conventions

(them/those,

good/well,

doubts

negatives, etc.)

Misspells even

simple words;

little formatting

evident

*4 = Consistent control

3 = Reasonable control

2 = Inconsistent control

1 = Little or no control



Company. (p. 145)

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