The educator uses performance assessment to provide formative feedback to students to improve student learning of standards and competencies.
The Advanced Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.
Performance assessments are often used as summative, end-of-unit assessments, attempting to capture the terminal demonstrations of proficiency from students. It’s important to recognize, though, that performance assessments are equally (if not more) powerful if used formatively, i.e., to provide feedback to students so that they might improve. This is performance assessment for learning.
Formative assessments and feedback are best blended with instruction. They are an integral part of the scaffolding required within every PA. Formative activities could involve something formal—a quiz with feedback and not just a score—or they could be observations or conversations that allow you to understand the student’s learning. They could involve self-review by the student or peer review. In all cases, formative assessments should provide feedback on the student’s performance in relation to the competencies and the performance assessment’s rubric.
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Got it” for Part 2.
(200-word limit for each response)
To earn the micro-credential for Using PAs Formatively to Provide Feedback, the educator must submit the following:
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