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Performance-Based Assessment: Reviewing The Basics
Performance-Based Assessment: Reviewing The Basics
Although performance-based assessments vary, the majority of them share key characteristics. First and
foremost, the assessment accurately measures one or more specific course standards. Additionally, it is:
Complex
Authentic
Process/product-oriented
Open-ended
Time-bound
Normally, students are presented with an open-ended question that may produce several different
correct answers (Chun, 2010; McTighe, 2015). In the higher-level tasks, there is a sense of urgency for
the product to be developed or the process to be determined, as in most real-world situations.
In this instance, the teacher wanted to challenge her students to use critical thinking and problem-
solving skills. She also wanted them to exhibit less codependence and more individuality while
completing this assessment. The teacher did not want students to rely on her direction about how to
complete each step of the assessment.
Once the goals were identified, she selected the Common Core standards to be addressed with this
performance assessment. She decided that the assessment should measure students' understanding of
conditional probability and rules of probability.
This was a very important step. We looked at the current worksheets that students were completing for
the unit. Two-way frequency tables were a large part of the assignments. Next, we looked at what was
missing and noted that there was very little relevant real-world application. As a result, we decided to
create a performance-based assessment that was also reality-based. Moreover, this task would require
students to analyze two-way frequency tables along with other charts and graphs.
After brainstorming a few different scenarios, we settled on a situation where the students would decide
if an inmate should be granted parole or remain in prison. This scenario included five key components:
Setting
Role
Audience
Time frame
Product
Depending on the scenario, this step may or may not be needed. For this particular assessment, we
wanted students to calculate the probability of the inmate returning to prison. For their review, I
created seven different documents that included pie charts, bar graphs, and two-way frequency tables.
All of the information was based on statistics from government agencies, such as the Federal Bureau of
Prisons and Bureau of Justice Statistics.
Scenario
Ashley, an inmate at Texahoma State Women's Correctional Institution, is serving three to five years for
embezzlement and assault. After three years, this inmate is up for parole. Once a month, the Inmate
Review Board offers Public Comment Sessions. The sessions are open to all interested parties who want
to voice their support or opposition to an inmate's release from prison.
Task
You are Ashley's former probation officer, and the warden requested that you attend the Public
Comment Session. You have been asked to review the following documents and present your
opinion: Should Ashley be released from prison early or stay for the remainder of her sentence? You
have been granted three to five minutes to speak to the review board. Your speech must be short, but
detailed with strong evidence to support your decision.
Documents