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Before constructing performance assessments, think about what students will need to become proficient in the domain or discipline you are teaching. Consider these questions before constructing the task: What essential questions are guiding your instruction and assessment? How much time will you allow students to complete the task, knowing that all students do not work or learn at the same pace? What scenario from the real world will be meaningful and engaging for students?

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1. https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-brief#:~:text=Performance%20Assessment%3A%20An%20approach%20to,project%2C%20or%20performing%20an%20activity.
2. https://pdo.ascd.org/lmscourses/PD11OC108/media/Designing_Performance_Assessment_M2_Reading_Assessment.pdf

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Although there are many pros to summative assessments (SA), some cons need to be considered.

Pros +++

SA gauge student understanding.

SA results can be used in academic records.

SA help identify weak areas in students' achievement.

SA accelerate students who already mastered the material.

SA help assess how well you teach (how you present, type of instruction, etc.)

Cons ---

SA can potentially demote individuals (students who don’t perform well.)

SA can be disruptive for the class (stressful for students.)

SA are not always the perfect gauge of student understanding (students don’t always test well.)

Students could underperform due to a poorly made SA.

In most schools, there isn’t time to address students’ weaknesses found by SA (contraproductive).

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Researchers have indicated that standardized testing protocols may present challenges in adapted physical education. For example, Block (2016) noted that outcomes from standardized tests have been misused in determining IEP goals and objectives. In addition, some standardized tests do not provide an instructional link to the PE curriculum (Good, 2014), and some items are not functional in relation to PE goals and objectives. For example, although the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (Bruininks &amp; Bruininks, 2005), is considered a blue-ribbon standardized test for determining the need for special education services (such as adapted physical education), components of this test bear little relation to typical PE curriculum content (e.g., stringing beads [fine motor skill] , stopping a falling ruler [reaction time] ). Their value should not be minimized, however, because these tasks are used to develop an overall picture of the child's motor proficiency. Although standardized tests are useful, other forms of assessment need to be used to provide content-specific data. Authentic assessment fills this gap.

Authentic assessment is an ongoing feedback system that monitors and records student learning and outcomes under authentic conditions. Authentic assessment is conducted in real-life situations, and it gives students opportunities to demonstrate skills, knowledge, and competencies in age-appropriate, functional activities. It is a performance-based approach to testing, which means that students are evaluated on skills that are directly related to outcomes of the program. The results provide unparalleled information about students' learning and achievement. Many in the teaching field agree that this assessment technique should be infused into the teaching process (Lund &amp; Veal, 2013).

The benefits of authentic assessment include the following:

Authentic assessment can be used in the current curriculum.

It is created specifically for the goals and objectives of each unit.

It can be created in a way that includes every level of ability in the class.

Students know what is expected ahead of time.

Students are held accountable for their own learning.

It is motivating and challenging, and it keeps students interested in learning.

Authentic assessment is a clear, concise, measurable, and motivating way of assessing student learning, improvement, and achievement. Authentic assessment uses tasks that are based on content and situational criteria; as a result, students must rely on higher-level thinking and concept application to complete tasks. In addition, because the assessed skills are directly tied to the curriculum, students are informed in advance and have time to practice the skills. This advance knowledge gives students ownership of the process. They can prepare mentally and physically for testing and thus perform at the highest competency level (Mitchell &amp; Walton-Fisette, 2016). The following sections describe several kinds of authentic assessment.

A rubric is a form of assessment used to measure the attainment of skills, knowledge, or performance against a consistent set of criteria. Rubrics are designed to be explicit, observable, and measurable. Scoring relies heavily on the qualitative aspects of a task and generally assigns a numbering system or checklist that yields quantitative data. In some cases, rubrics may be scored based on the levels of physical assistance students with disabilities need to perform the task.

You can develop rubrics for each unit of instruction, and they can easily be individualized based on the learners and the intended objectives. The rubric can cover a wide range of abilities and accommodate heterogeneous classes by including multiple levels of achievement. Rubrics are also useful in developing a progressive curriculum in which students must attain prerequisite levels of a skill before they move on to more advanced forms of the skill. This process can help ensure the safety of the learners. Rubrics allow students to become more independent learners because they are given the rubric at the start of the unit, which allows them to know what is expected. This system enhances motivation in learning because students strive to reach the highest level possible for each given skill set. Rubrics also promote the use of self-assessment and peer assessment, which encourage students to work together to improve performance.

Rubrics should be created with all students in mind. Every rubric should be universally designed and developed with the heterogeneity of the class in mind. For rubrics, universal design is a process whereby consideration is given to all learners before creating a task rather than having to change something that has already been created. (See chapter 6 for a more thorough explanation of universal design.) Students with the highest and the lowest skills should be able to achieve and improve using the class rubric. In order to do this, there must be small variations between rubric levels and a wide range of options for all students. Figures 2.1 and 2.2 are sample rubrics that are universally designed.

Students with disabilities should be included in a GPE class and assessed on their individual skill levels.

Ecological Task Analysis

Another form of authentic assessment that has been used with students with disabilities is ecological task analysis (ETA) (Horvat, Block, &amp; Kelly, 2007). ETA provides students with choices for executing skills. You set the parameters or objectives, and students make choices on how best to meet the objectives based on their abilities. Some choices from which students choose include equipment, distance, time, with or without a partner, and individually or in a group, to name a few. Teachers observe and maintain data about these behaviors, and use the data to continually challenge students within their comfort levels. The following is an example of ETA for striking a ball:

1. Present the task goal: striking or propelling a ball.

2. Provide options such as size, color, and weight of the ball; size and weight of the bat; and use of batting tee, a thrown pitch, or a hanging ball.

3. Document student choices (e.g., red ball off a tee with Wiffle bat).

4. Manipulate task variables to further challenge the student (e.g., to a partner, to a location, or change the striking implement).

This system offers several advantages: You learn what movement forms and equipment are most comfortable for the student, the student starts out with success, and you know that the student is being realistically challenged because you set the task goal. There are no right or wrong choices for equipment or execution of performance; however, the type of equipment made available limits the student's choices (Carson, Bulger, &amp; Townsend, 2007). ETA is used to determine preferences and skill level and is a starting point in deciding how to further challenge the student (Mitchell &amp; Oslin, 2007).

Consider this example that illustrates the concept. Felicia is a middle school student with mild intellectual disability, and her class is participating in a volleyball unit. Felicia is being taught the underhand serve and is given a choice between a beach ball, a volleyball trainer, and a regulation volleyball. She is also given a choice about how far from the net she will be when she serves; tape marks are placed on the floor in 1-foot (0.3-meter) increments from the net to the serving line. She chooses a beach ball and serves from a line located 2 feet (0.6 meters) from the net. Based on these choices, the teacher now knows that Felicia is a beginner. The teacher can further refine Felicia's skills and slowly work toward using smaller and harder balls until Felicia feels comfortable making an underhand serve from the service line with a regulation volleyball.

Portfolios

A portfolio is a compilation of a student's best work; as such, it reflects a student's progress toward physical literacy (Kowalski &amp; Lieberman, 2011; Melograno, 2006). Portfolios are also the most promising method of exhibiting and recording student performances. Because they reflect the outcomes of performance in each domain (psychomotor, cognitive, and affective), they provide a broad overview that gives teachers, parents, and learners a genuine picture of achievement. The visual presentation of student performance can be used as a motivational tool, a method of communication with the family, a means for grading, and a vehicle for program promotion. Portfolios can be used to chart progress in all domains over the course of a unit, a semester, a year, or a period of multiple years (Melograno, 2006). Following are examples of items that can be included in a portfolio:

Journals

Self-reflections or self-assessments

Rubrics, checklists, or rating scales

Peer evaluations

Fitness, cognitive, or affective tests

Articles, article critiques, or collages

Videos

Skill analyses

Game statistics

Special individual and group projects

Teacher comments

Interest surveys

Portfolio entries can be made to reflect progress each day, or specific achievements can be added when they occur. Students can be evaluated on portfolio contents in various ways depending on the age of the student and the content and purpose of the portfolio. If the portfolio is used as an evaluation or grading tool, you can give an objective point or percentage value to contents in each domain to produce a composite score. For example, the portfolio can be divided into sections such as psychomotor, cognitive, affective, and physical fitness. Within each section, point values can be attached to each item. Portfolio scores can then be generated based on the portfolio contents.

Learn more about Strategies for Inclusion With Web Resource, Third Edition.

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Researchers have indicated that standardized testing protocols may present challenges in adapted physical education. For example, Block (2016) noted that outcomes from standardized tests have been misused in determining IEP goals and objectives. In addition, some standardized tests do not provide an instructional link to the PE curriculum (Good, 2014), and some items are not functional in relation to PE goals and objectives.

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More information about Authentic Assessments

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More information about Authentic Assessments

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Observation.

Interviews.

Performance tasks.

Exhibitions and demonstrations.

Portfolios.

Journals.

Teacher-created tests.

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Authentic assessment is the idea of using creative learning experiences to test students' skills and knowledge in realistic situations. Authentic assessment measures students' success in a way that's relevant to the skills required of them once they've finished your course or degree program.

Why is it used?

It’s realistic.

It requires judgement and innovation.

It asks the student to “do” the subject.

It replicates or simulates the contexts in which adults are “tested” in the workplace, in civic life, and in personal life.

It assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task.

It allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.

Authentic assessment in the online classroom. (2020, September 1). Center for Teaching and Learning | Wiley Education Services. https://ctl.wiley.com/authentic-assessment-in-the-online-classroom/

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Keeping Assessment Relevant and "Authentic"

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Keeping Assessment Relevant and "Authentic"

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https://youtu.be/HfwGqH9w-64?t=106

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Keeping Assessment Relevant and "Authentic"

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https://youtu.be/b-85QM_DYBY?t=96

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Here are some websites I found interesting:

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

https://curriculum.gov.mt/en/Assessment/Assessment-of-Learning/Documents/assessment_of_for_as_learning.pdf

https://assessment.tki.org.nz/Assessment-for-learning/Assessment-for-learning-in-practice/Self-and-peer-assessment/(tab)/Readings-and-resources

https://www.institute4learning.com/2020/03/05/10-things-educators-should-know-about-ipsative-assessments/

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In education, ipsative assessments are used to gauge students' progress over time and foster a growth mindset. In contrast to other types of assessment, students are not compared to a norm or given grades for achieving certain metrics. Instead, students are compared to themselves, and their achievement is measured by growth relative to their past performance. This type of feedback is best suited to oral feedback with visual support.

An example would be to record a video of a student reading a selected book out loud and then discussing it with their classmates. At the end of the semester, record another video of the student doing the same activity and provide a side-by-side comparison to show the student's progress.

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Peer assessment is a type of formative assessment that allows students to assess their classmates based on established criteria, such as exemplars and rubrics. A common example of peer assessment is "Two Stars and a Wish", where students are tasked to note two things their peer did well and one area that could be improved. The above example provides sentence starters to encourage students to give constructive feedback with appropriate language.

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Self-assessment is a type of formative assessment in which students reflect on their work and learning process, and compare their work to an established standard, such as an exemplar or rubric. A common example of self-assessment is traffic lights, where students are asked to gauge their understanding based on three criteria. This information is catalogued by the teacher and used to troubleshoot and assess students' progress.

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There are three types of assessment as learning: self-assessment, peer assessment, and ipsative assessment.

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Assessment as learning is characterized by student involvement in the learning process. Through direct and guided involvement in the learning process, students learn about their own thinking, how to set achievable goals, and how to objectively evaluate their growth. This allows students to take ownership of their learning, critically assess their own learning process, and become independent learners.

In assessment as learning, the role of the teacher is to model and teach self-assessment skills. Students are taught various mechanisms for self-assessment and receive regular guidance and feedback from the teacher. Exemplars of high-quality work are often used to provide models of good practice, and students are given many practice opportunities in order to hone their self-assessment skills.

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SUMMATIVE ASSESSMENT IN DISTANCE LEARNING

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SUMMATIVE ASSESSMENT IN DISTANCE LEARNING

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Stop assessing everything: By everything, I mean every single content standard. In order to make a “guaranteed and viable curriculum,” we need to make strategic decisions about what is “need to know” and what is “nice to know.”

Assigning performance tasks and performance items:  in these times of distance learning, it’s important that the assessments we design for students demand that they apply their knowledge to new and novel situations. Performance tasks do that, and they create engaging multistep opportunities for students to show what they know. Performance items are similar, appearing in many traditional exams. Both require students to perform by applying their thinking; performance items are more limited in scope and often assess a single standard or skill.

Moving from one big event to a series of smaller events: Performance tasks are a research-based practice to assess student learning. However, the tasks we give students may be too much for them during this time of uncertainty and anxiety. If students are required to complete multiple performance tasks, across multiple disciplines or classes, that can create stress that is detrimental to student wellness.

Depending on what is being assessed, teachers may be able to take these tasks and split them into shorter tasks or performance items to be completed over a longer term rather than in one sitting. As a performance task often assesses multiple standards, it can be broken apart into discrete mini-tasks that each assess an individual standard or learning target.

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Summative Assessment in Distance Learning

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Whether schools are using regular grades or not, teachers need to accurately assess learning while their students are at home. These are some helpful ideas to consider.

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End-of-term or midterm exams

Cumulative work over an extended period such as a final project or creative portfolio

End-of-unit or chapter tests

Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels

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Summative assessments are given to students at the end of an instructional period. They are evaluative rather than diagnostic and are used to measure whether a course’s learning objectives were met. They are undertaken to determine student achievement for grading purposes. Not only student achievement is being evaluated but also the effectiveness of the teacher and the curriculum.

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Summative assessment is an assessment administered at the end of an instructional unit in a course. These assessments are intended to evaluate student learning by comparing performance to a standard or benchmark. They are often high-stakes, meaning they have a high point value. Examples of summative assessments include midterm exams, a final exam or a final project.

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Summative Assessment (Strategic Assessment System, Part 3)

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To know more about the Diagnostic Assessment you can watch the video, and read in the links:

- https://harappa.education/harappa-diaries/diagnostic-assessment/

-https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/3_Learning-Assessments/5_assessment_diagnostic.html

- https://www.prolearningservices.com/blog/diagnosticplacementassessments

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In a Psychology class the instructor surveys students’ assumptions about the concepts that will be taught in the course (e.g. the nature of mind or behavior).
In Introductory physics the instructor uses a set of conceptual questions to assess students understanding of fundamental concepts at the start of the course.
some disciplines like physics, have developed a set of diagnostic tests such as Force Concept Inventory

opens in new window that can be used by instructors.
Other examples of this assessment in different fields could be:

Journals.

Quiz/test.

Conference/interview.

Posters.

Performance tasks.

Mind maps.

Gap-closing.

Student surveys.

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Diagnostic assessment is another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic. Student knowledge about the topic is assessed with this assessment. The diagnostic assessment consists of written questions (multiple choice or short answer) that assess a learner's current understanding of the topic/issue that is to be discussed in the course. It allows the instructor to make a sound decision on how to deliver the new course content and what teaching method to use based on where the students currently stand intellectually, emotionally, or ideologically.

Diagnostic tests are often used pre- and post-instruction, where identical tests are completed before and after the course. Students and instructors can chart their learning progress by comparing pre- and post-test results.

As a summary, the diagnostic assessment is
* Happens Pre- instruction
- At the end of the previous school year
- At the beginning of the new school year.
* Identifies a student's "problems"
*Reveals student's strengths and weaknesses in relation to the material that will be covered in the upcoming new school yea/unit.

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Image: Iowa State University Center of Learning and Excellence 

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Formative assessments are planned, ongoing and continuous form of assessments that help both educators and students evaluate comprehension, measure learning and  determine future practices.
Formative assessments are used to inform the next steps in the classroom, that is, instructional and learning strategies, and help to create student-led learning spaces wherein students self assess as well as share feedback with their peers. They help us understand whether our plans and responses are working, within the learning time frame.
Examples of formative assessment include:
1. Testing student on prior knowledge: when a student progresses to a new grade or a new unit, the teacher can create an activity like a mind map/concept map to understand where to place the student. This is a good way to guide the teacher's next steps in the student's learning.
2. In class discussion, for example: Fish bowl method. This gives spectators and those actively participating in the discussion to chime in with their thoughts.
3. Exit tickets in the form of a one minute oral or written reflection.

I found this link interesting too:

https://www.edutopia.org/topic/formative-assessment
https://files.eric.ed.gov/fulltext/ED567811.pdf

References:

What is formative assessment? (2021, July 19). Teach. Learn. Grow. https://www.nwea.org/blog/2021/what-is-formative-assessment/

Formative and summative assessments | Poorvu Center for teaching and learning. (n.d.). Poorvu Center for Teaching and Learning |. https://poorvucenter.yale.edu/Formative-Summative-Assessments

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Performance Assessment: An approach to educational assessment that requires students to directly demonstrate what they know and are able to do through open-ended tasks such as constructing an answer, producing a project, or performing an activity.
Performance Assessment Defined:
Performance assessment involves the demonstration and application of knowledge, skills, and work habits through what is known as a performance task. It is important that the task be meaningful and engaging to students. Tasks built around student interests engage students and help them make connections to their personal lives. To make tasks meaningful to students, provide an authentic audience to whom they will present their knowledge. This gives them a purpose to apply effort to the task. When students perform tasks that are meaningful and engaging to them, they are able to take ownership of their learning and effectively work, either independently or in collaboration, depending on the requirement of the task. The core purpose of performance assessment is not to render an evaluation, but to improve student learning (Performance Assessment Series, Middle School Edition, 2001). This learning is accomplished when a student demonstrates his or her understanding AND communicates that understanding through written or oral presentations. Performance assessment can be used as either a formative or summative tool. For example, a performance assessment built around a complex reasoning task, such as problem solving or decision making, requires the synthesis of information from multiple sources. As students sort through the information and draw conclusions, a teacher can observe students’ reasoning skills in action and, if necessary, provide support to those who are struggling. This would be a type of formative assessment. The students’ final presentations, on the other hand, may be judged based on a rubric and given a score. That would be an example of using a performance task as a summative assessment.

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Formative Assessments - Aakanksha & Dacia 

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Formative Assessments - Aakanksha & Dacia 