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Performance assessment making a comeback in schools

It might take more time and effort, its advocates say—but when done right it can lead to a deeper analysis of students’ skills

Spurred by a federal directive to use “multiple measures” of student success, performance assessment is reemerging as a strategy to delve more deeply into students’ skills....

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  1. tom.grigglestone

    January 24, 2012 at 3:53 am

    Sir It was A point .4% for the dow and the interest rates correlation you must have heard me wrong.

    • cmcurrie2

      April 16, 2012 at 8:08 pm

      Hi Tom,
      I see where the text states 40%, which you are saying was 0.4%. That is based on the R2, yes? I will note your correction on my copy: several months after your post, no change in the online text. :-)

      Then, did you achieve 77% with your model? Has your model continued to perform at that level? Sometimes a model is saturated, and continued application is much less powerful.

      Good ideas, and good work!!

  2. curtisr

    February 15, 2012 at 1:57 pm

    This is good news for American education or any other jurisdiction, for that matter. Clearly the driver’s test analogy rings true and it does not require a big leap of faith to extend this to say, a phys ed class, a typing course or wood working. And while some might balk at the idea of applying this to a language class or even mathematics they shouldn’t. Here’s why: if our goal is truly one of acquiring knowledge then the reading, writing and reciting that accompanies a student’s efforts should leave us all confident that this will be a case of ‘mission accomplished’.

    But here’s what I really wanted to say. To my mind performance assessment means letting the mark reflect the ability to turn things in on time, work well with others or other similar ‘work habits’. As for a replacement name then, let me suggest ‘authentic assessment, ‘product-driven, performance-oriented’ assessment.

    Roger Curtis

  3. math756

    March 2, 2012 at 2:47 pm

    I love Performance Assessment. However; we need to be very clear about what is being assessed, and about what the assessment says about the student’s ability to demonstrate that outcome.

    Does the mark reflect the ability to turn things in on time (and other ‘work habits’ as has been suggeted above? Then say that. Does the mark relfect the student’s ability to perform a particular skill? Then say that. Does the mark reflect the student’s understanding of knowledge? Then say that.

    But does a mark tell you (or anyone else, including the student) that there is a deficiency in the necessary skill, an abundance of good work habits, and barely-adequate knowledge?

    As a Summative assessment, the results of a performance assessment need to be disaggregated to clearly speak to the student’s abilities; as a formative assessment, it is even MORE critical, as the needs of the student (as shown by the assessment) determine which areas need more attention.

    Lack of clarity is what got us into this mess in the first place.

    When a child knows his Physics cold, but doesn’t work well with others or hand things in on time, giving him a barely-passing mark in Physics is a grave injustice. The same can be said for a student who works hard, is pleasant, hands in all the homework Mom did for her, but doesn’t understand the Physics herself… a barely-passing mark does not adequately tell her story.

    Performance Assessment is wonderful, but in the wrong hands, used the wrong way, it will create as many problems as it solves.

    As always, handle with care.


      April 16, 2012 at 1:14 pm

      Excellent comment. Thank-You.


    April 16, 2012 at 1:11 pm

    As an educator I think this is a great way to include and reinforce learning styles. It’s creative and a way to demonstrate use of knowledge. As a parent, I have difficulty seeing how this will work time wise. I do not get return emails from educators unless I CC the principal.