The thought of performance based assessments sounded delightful to me until I saw the suggested rubric. I am definitely more of a hands-on, visual person, so I feel like my students would retain the information better that way as well. For instance, the theater boxes from the video we watched; the students were forced to be mentally and physically involved in the process. They learned everything about the segment they were performing from occupations to the furniture people had in their house during the era they were studying. I also think a great way for students to retain the information would be to have them act out the historical scene, compiling their own costumes and scenery.
In regards to rubrics, I understand there needs to be a guide that helps the students understand how they are going to be graded. But why does there need to be so MANY components/guidelines? It tends to take the fun out of performance based assessments.
I wonder how many performance based assessments are too many in a year? When is it best to assign them?
Hi Kelly, rubrics are a very important part of performance assessments. You are not alone when you see the idea of using rubrics a daunting task! However, it does not have to be if you use the process of beginning with the end in mind. Before creating any assessment you must begin with what it is students need to know and be able to do. That means you begin with the standards and the skills. Your rubric should be designed to align with the standards and skills. The examples in class were only examples of where to begin…not the final product. After you get student results from the rubric you have to wonder how you will use them to impact teaching and learning (instruction). I am so glad to see that you value performance assessments. They can be fun for students and teachers but the teacher has to keep her “eye on the prize.” Assessments drive instruction…even when the assessment is fun!