The educator analyzes a performance assessment and rubric for qualities of validity (alignment, fairness, clarity, engagement, and scoring criteria). This micro-credential will focus on 1) giving feedback based on task quality criteria and 2) receiving feedback and making revisions.
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, allowing a fuller appreciation of performance assessment and its implications.
Conduct a Validation Protocol meeting with at least two other educators.
When we ask whether a task is valid, we are asking whether it actually measures the learning target we intend it to measure, as well as giving all students the opportunity to demonstrate achievement.
We ask the following: Is the PA tightly aligned to the learning target? Is the PA fair? Do all students have equal opportunity to demonstrate achievement of the learning target(s)? Is the PA engaging? Does it allow multiple modalities for learning and demonstrating achievement? Does it allow student voice and choice? These and other questions that raise issues around validity can be found in the Assessment Validation Checklist (see Resources).
Assuring the validity of PAs is a complicated and subtle process—far more complicated than looking at a list of traits and checking them off. As much as this micro-credential is about validity, it is about the process of assuring validity, which is necessarily a collaborative one.
The required protocol to use is the Assessment Validation Checklist and the Assessment Validation Protocol (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 Validation, the educator must submit the following:
For Giving Feedback:
For Receiving Feedback:
Demonstrating the Process:
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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