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MyNotes: Performance-Based Assessment: Engaging Students in Chemistry

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MyNotes on Performance-Based Assessment: Engaging Students in Chemistry:

  • Performance-based assessment is a way for students to demonstrate knowledge, skills, and material that they’ve learned.
  • Performance-based assessment measures how well students can apply or use what they know, often in real-world situations.
  • Performance-based assessment starts with the curriculum, instruction, or unit that you’re already teaching.
  • Since PBA requires students to demonstrate knowledge, skills, and concepts, they are usually asked to create a product or response, or to perform a specific task or set of tasks.
  • When designing assessments, teachers ask, “What is the level of performance?
  • Do we want short-term memory and fragmented applications from kids, or do we want comprehensive understanding of big ideas?
  • For example, a performance task in writing would require students to produce a piece of writing rather than answering multiple-choice questions about grammar or the structure of a paragraph.
  • Performance assessment is authentic when it mimics the work done in real-world contexts.
  • Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of information sources, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem.
  • Performance tasks may require students to make an argument with supporting evidence, conduct a controlled experiment, solve a complex problem, or build a model.
  • These tasks often have more than one acceptable solution or answer, and teachers use rubrics as a key part of assessing student work.

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By Miguel Guhlin