An Alternative Approach to AssessmentAn Alternative Approach An Alternative Approach to to AssessmentAssessmentPerformance AssessmentPerformance AssessmentByByYelenaYelenaNovakovskiyNovakovskiyCynthia Quintero Cynthia Quintero WaniWaniBhattiBhattiTraditional Method • A child’s performance on a standardized test is compared with the typical performance of other children of same age and gender utilizing the discrepancy model.•Discrepancy model: A significant discrepancy between actual and expected performance can result in a diagnosis of a developmental disabilityIndividual with Disabilities Education and Improvement Act (IDEIA)• In addition to use of the discrepancy model, IDEIA also encourages alternative methods of assessment when identifying children with a Learning Disability• IDEIA requests to consider one’s culture and primary language, prior opportunities to acquire skills and motivation to perform.What is Performance Assessment?• An alternative form of assessment that requires students to construct rather than select responses; it measures students’ higher order thinking skill, deep understanding of concepts, and general inquiry strategies. • Involve authentic, real world problems that help students demonstrate their ability to apply academic knowledge (theory) to practical situations. (Ryan, 2006)Theoretical FrameworkSocial Constructivist Approach: – Emphasizes the social and cultural nature of mental activity.– Children actively construct their own development and learning within culturally defined activities– Performance assessment requires student to construct knowledge rather then select a response. It also focuses on tasks that have meaning within the child’s daily life experience.Theoretical FrameworkEcological Approach: - Stresses the interconnection among diverse environments- Home influences school; school influences home- Performance assessments use documentation to connect what happens at home and schoolSix Key Components 1. Basic knowledge: determine what facts and detail the students already knows2. Inquiry:observe how the students obtaining information and then applying it to form hypothesis and interpretations3. Explanation:The student demonstrate understanding beyond basic knowledge by using factual knowledge to explain concepts and principlesSix Key Components cont.4. Problem Solving: the student solves the problem and is able to explaining how he/she solved it 5. Representation of knowledge:the student’s ability to choose the most important ideas and communicate understanding effectively6. Metcognition: the student’s ability to sets challenging yet attainable goals and evaluate their own progressVignette: JamiePerformance-based assessments allow for accommodations and adaptations, such as:• assistive technology or • augmentative and alternative communication (AAC) systems for children with significant impairments. This is shown in the following vignette about Jamie:Vignette: Jamie • Jamie, a 6-year old child with severe cerebral palsy, had just received a new wheelchair. His parents said it was important that Jamie learn to move around in it during community outings and wanted that to be one of Jamie’s IEP goals. • How could the team and the parents collect data on progress? • The traditional check-lists were of no use because they did not address wheelchair use.Vignette cont.Ms. Nagasawa, Jamie’s teacher, used:• anecdotal notes to record how Jamie performed getting on and off the bus and going to the playground. Because the observations would take place outside the classroom, she used:• a small notebook that would fit in her pocket and• a larger notebook affixed to a clipboard for more extensive observations.Vignette cont.Jamie’s family was willing to be involved. • His parents had a camcorder and could videotape Jamie during visits to the grocery store and to his grandmother’s house on Sundays.Models/ApplicationsProject ApproachA project is an in-depth study, conducted over an extended period of time by small group of students. Assessments conducted by:using checklistsanecdotal noteswork samplesTeacher documents skills and concepts learned while student participates in project.At end of project, work samples are collected.(Katz & Chard, 1989)Models/Approaches cont.Documentation Web Approach• Includes 5 types of documentation:• 1. project narratives • 2. observations of child development• 3. individual portfolios• 4. products by individuals or group• 5. child self-reflectionsApproaches and Methods • Observation• Anecdotal Records•Videotapes• Audiotapes• Photographs• Transcriptions of children’s comments and discussions• Work samples (various media)• Documentation (comments from teacher, family, child explaining reason, process, and meaning for each work sample)IEP Objectives • Performance assessment be can easily linked to classroom curriculum by designing assessment tasks that incorporate a student’s IEP objectives by using a point-based holistic scoring system to evaluate student progress.IEP Objectives cont.Six-point scoring rubric for evaluating writing sample:• Scores determined according to criteria• Score of 6 – well-developed responses; elaborate with specific details; strong organization and sequence• Score of 1 – very brief responses; few descriptive details, lack of organizational sequence and awkwardness.(Day & Skidmore, 1996)IEP goals & objectivesSome Assessment forms used are :• Performance Assessment: IEP/IFSP Objectives Individual Observation Form• Performance Assessment: IEP/IFSP Objectives Data Collection Form• Performance Assessment: Things My Child Can Do at Homehttp://textbooks.brookespublishing.com/losardo/forms/datasheets.pdfPerformance Assessment: IEP/IFSP Objectives Individual Observation FormPhotograph of constructionBuilt five-piece tower with LegoM.L.12/5/00Necklace for displayStrung 8 large beads & 5 small beadsR.N.12/20/00Strung 5 large beadsR.N.11/28/00Product/work samplesObservationsObserverDatesImplementation•Start slowly. • Focus on one area, one IEP goal, or one activity.• Identify developmental goals.• Use different types of performance methods:• Children’s work • Photographs•Checklists• When recording notes, provide a clear description of specific events.• Generate hypothesis for further observations. • Set aside time to meet with team.Advantages • Focuses on a child’s