To what extent was this student successful or unsuccessful on this Math Performance Assessment?
The student struggled to produce correct answers that fully answer the question within the format directions given. The answer given by the student shows lack of procedural knowledge, lack of calculation skills, and lack of written component for explanation of how he arrived at his final answer. The student displayed basic math reasoning skills in his choice to divide 122 by 8 and while his calculation was incorrect he was moving the right direction; however, the reasoning behind the next two steps is unclear and did not produce a correct final answer.
Can you always tell from a performance assessment what went wrong if the student is not successful?
No, you cannot always make clear conclusions about a student’s skill master through performance assessment. When students are assessed through perform tasks the results can be skewed by bias. Stiggins gives a clear example in his book An Introduction to Student-Involved Assessment FOR Learning that focuses on this exact issue. For example if a student is being assessed through an oral exam in a foreign language class that student will use verbs, vocabulary and constructions that he/she is very comfortable with, avoiding all areas that he/she is unsure of or unconfident. Because the student is the author of their response there response is “a self selected bias sample of their content mastery”.
No, you cannot always make clear conclusions about a student’s skill master through performance assessment. When students are assessed through perform tasks the results can be skewed by bias. Stiggins gives a clear example in his book An Introduction to Student-Involved Assessment FOR Learning that focuses on this exact issue. For example if a student is being assessed through an oral exam in a foreign language class that student will use verbs, vocabulary and constructions that he/she is very comfortable with, avoiding all areas that he/she is unsure of or unconfident. Because the student is the author of their response there response is “a self selected bias sample of their content mastery”.
Consider the other types of assessment Stiggins refers to in your text. Would it be of value to use any other types of assessments in a situation such as the one presented in this case study? Because students did not master the math performance assessment and because the assessment type did not clearly line up with the skills were assessing I would first start by going back to knowledge focused (student responses) assessments and then move up to reasoning activities with more explanation required.
How would you change the performance task to ensure that the assessment was valid and reliable?
I would make the directions very clear. I would model with a similar project and I would give the students prompts or hints as necessary (perhaps as a differentiation/accommodation strategy) I would make the assessment more real world and hands on by setting up a few simulations of a table of eight and ten. I would ask the student to create a product such as a drawing layout plan of the room.
No comments:
Post a Comment