Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list.
Students will be assessed on authentic tasks and are asked to demonstrate their understanding by applying their knowledge to a particular situation. They may be asked to create something just like in a real world situation to indicate their knowledge and understanding. You will have to have a strong rubric so that the students have a way to measure their success.
There are several different ways for teachers to assess students. Competency can be demonstrated by performance on an assessment or the creation of a digital artifact. The assessment can be teacher created which could be in the form of an online assessment. It can also be student created where students demonstrate their proficiency by creating an artifact.
1. In the table below are a number of teacher created and student created modes of assessment.
2. Choose at least one from each side of the table to explore the types of performance assessment.
Teacher Created - (Testing)
Student Created (Artifacts)
Edulastic - technology enhanced
GoFormative - students receive live
Google Forms - quiz creator
Learning Express Library - test preparation
Quizhub - 100's of interactive quizzes
Teachem - video and quiz
3. Using one of the tools from #2 above, choose an activity below to integrate in your classroom and demonstrate your proficiency in performance assessment.
Sample activities include:
Have your students search for a video on a topic that they are studying. Assign individuals or partners the task of creating a video demonstrating knowledge of the topic they are studying.
Create a quiz in Google Forms or FoFormative and have the students take the quiz.
Have your students create a multimedia presentation using TES Blendspace or Photopeach.
Have your students create an infographic.
Have your students explore Learning Express or Quizhub.
There are a myriad of real-world tasks for students to perform and complete for performance assessment. In the module Transforming Education-Maker Movement, students are encouraged to make/create and or perform. Check out the Maker Movement module if you would like to learn more about the Maker Movement for performance assessment.
Or one approved by your instructor
4. It is very important that you create a rubric to guide the student learning when they are creating artifacts. Below are two examples of online rubric creators that will make it much easier to create a rubric.
5. You now have access to some very dynamic and interactive resources to use with your students. You should have learned how to use at least one of the above tools and used it with your students.
6. Share with your instructor which tools you used by adding them to your TES Blendspace. Also include the link to your rubric if you had your students do a student created artifact.
Move on to Demographic
Addressing the ISTE Standards For Educators
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration,
evaluation, curation and adoption of
new digital resources and tools for learning.
5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
1. Setting Objectives/Providing Feedback;
2. Generating & Testing Hypotheses;
3. Identifying Similarities & Differences