The educator creates original, fair, and authentic performance assessments, which allow for student voice and choice and provide multiple ways for diverse learners to demonstrate their mastery of academic discipline-specific content at high levels of cognitive rigor.
The Basic 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, building a fuller appreciation of performance assessment and its implications.
Use the Common Performance Assessment Curriculum Planning Template (QPA Tool 8 – see resources), to guide a design that is tightly aligned to the learning target. In addition, in order to analyze your PA for validity, you will use the Assessment Validation Checklist (Tool 1 – see resources) and the Assessment Validation Protocol (Tool 3). A performance assessment comprises, at a minimum,
Of course, you can include whatever supplemental materials you think will help students to complete the PA.
“Authentic” performance assessments allow students to demonstrate their achievement of a learning target by applying their new learning in a real-world setting or with a real-world audience. They emphasize student voice and choice by providing opportunities for ownership and decision-making, and by offering a variety of modalities for students to engage in content and demonstrate discipline-specific knowledge and skills. Options for demonstration can include oral presentations, written products, performances, debates, and others. The performance assessment (PA) tasks must be tightly aligned to the learning target (standard or competency).
Performance assessments must support a wide range of learners, including Special Education students, English Language Learners, and learners from diverse socio-economic and cultural backgrounds. As such, assessments should use fair and unbiased language, design that is free of stereotypes, equitable access to resources, accessibility features, and accommodations for students with IEPs and 504 plans (see Resources).
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Got it” for Part 2.
(200-word limit for each response)
To earn the micro-credential for Performance Assessment Design, the educator must submit the following:
Write a reflective essay (1,000-word limit) OR record a five- to ten-minute video or audio addressing the following topics (be sure to use specificsthat illustrate why you come to the conclusions you do):
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