PERFORMANCE ASSESSMENT

TRADITIONAL ASSESSMENT V. PERFORMANCE ASSESSMENT

Both traditional assessments and performance assessments serve distinct purposes in evaluating learning. To determine which assessment type is most appropriate for a given learning objective or outcome, it is essential to consider the desired cognitive skills and the level of complexity required to meet the objectives. When aiming to assess foundational knowledge, comprehension, or application at lower cognitive levels, traditional assessments are typically more appropriate. On the other hand, if the goal is to measure higher-order thinking skills, such as analysis, synthesis, or evaluation, performance assessments will likely offer a more suitable option.

Additionally, the nature of the subject matter and the learning context should be taken into account. Traditional assessments can be valuable when assessing factual knowledge, terminology, or understanding of foundational concepts. In contrast, performance assessments are ideal when real-world application, problem-solving, or creativity is central to the learning objectives. They are also ideal when seeking to measure learners' abilities to perform complex skills such as artistic abilities, athletic prowess, or design and development processes.

This chapter is meant to help you determine whether a traditional assessment or performance assessment is most appropriate for the standards and outcomes you are seeking to measure. If you determine that a traditional assessment is needed, you will want to refer to the Item Creation chapter of this book for designing your assessment. If you otherwise determine that a performance assessment is needed, you will want to review this chapter to understand which demonstrations of learning you will be measuring with your assessment and the Rubrics chapter for how to objectively measure these demonstrations objectively.

TRADITIONAL ASSESSMENTS

Traditional assessments, also known as paper-and-pencil assessments, fixed-response assessments, or knowledge assessments, are the more conventional form of testing. These assessments typically consist of selected-response items, such as multiple choice, true/false, matching, or fill-in-the-blank questions. They can also include constructed response test items such as short-answer questions and shorter essays.

Traditional assessments are frequently employed in situations primarily associated with the lower levels of Bloom's Taxonomy, including knowledge, comprehension, and application. They provide a systematic approach to evaluating learners' understanding of specific subject matter and can be utilized across a range of disciplines. These assessments are effective for learning objectives that focus on information recall, understanding of basic concepts, and the ability to apply learned facts to specific situations. Guidelines for creating test items related to traditional assessments are presented in the Item Creation chapter.

PERFORMANCE ASSESSMENTS

Performance assessments require learners to demonstrate their understanding by completing tasks or projects. As such, performance assessments will result in either the demonstration of learning through the use of performance or the creation of a product. Rather than relying solely on traditional test items such as selected-response questions, matching questions, or basic constructed response questions, performance assessments require the use of higher-order thinking skills to produce novel representations of learning or ability. As a result, these assessments are often hands-on, engaging learners in problem-solving, critical thinking, and creativity.

Performance assessments are particularly beneficial for assessing higher-order thinking skills and complex learning objectives. Considering Bloom's taxonomy, performance assessments align most closely with the upper levels of cognitive processes, including analysis, synthesis, and evaluation. They provide opportunities for learners to demonstrate their ability to apply knowledge, evaluate evidence, create original work, perform complex tasks, and present their findings. These assessments are well-suited for subjects related to science, mathematics, the arts, physical education, and language learning, where practical application is vital. In fact, nearly all content areas and instructional objectives can be measured through some kind of performance assessment. Examples of performance assessments are presented in Table 1.

DECIDING WHAT TO MEASURE

Performance assessments are often used to measure at least one of five distinct demonstrations of learning.

1. Demonstration of Knowledge
2. Demonstration of Reasoning
3. Demonstration of Performance Skills
4. Demonstration of Products
5. Demonstration of Dispositions/Attitudes
   

These five demonstrations are detailed below. It is worth noting that performance assessments will almost always measure performance or product and will almost always measure knowledge or reasoning. It is also common for performance assessments to measure dispositions if the performance assessment is also a group assessment.

DEMONSTRATION OF KNOWLEDGE

A demonstration of knowledge will focus on measuring learners' abilities to remember and understand information that is essential to their learning.

When the goal of your performance assessment is to measure mastery of learning outcomes related to knowledge, using performance-based assessments may not always be the best choice. While you can measure knowledge through such assessments, other methods are typically more effective because they will have greater utility. Evaluating performance assessments for a demonstration of knowledge is much more time consuming and complex than checking traditional test items.

One barrier to using performance assessments to measure knowledge is the risk of assessment bias. For example, it may seem like asking learners to engage in a group discussion to assess their grasp of specific vocabulary is an authentic way to gauge their knowledge of these terms. However, learner might only choose to use the vocabulary that they are familiar with, avoiding more challenging terms. This selective use of language can skew the results, leading to an incomplete picture of their overall language proficiency.

Additionally, the focus that unfolds during the discussion could limit the opportunities to use various terms, thereby narrowing the scope of assessment and the conclusions that can be drawn. To address this barrier, multiple discussions on various content-specific topics could provide a broader sample, but this approach can be time-consuming and difficult to manage. In such cases, using more structured and traditional methods of assessment, like quizzes or tests, will be more efficient for evaluating vocabulary knowledge.

This time constraint is generally true for all performance assessments. If you are assessing a large group of learners through performance tasks, managing and evaluating such assessments may require multiple opportunities for observation. Conversely, you can have learners record their performance assessment, but then you will need time to watch all of their recordings. Therefore, assessing knowledge with performance assessments can become impractical due to the great amount of time required for implementing the assessment.

Additionally, when using performance assessments to measure knowledge, diagnosing the reasons behind learners' difficulties becomes more complex. For example, if a learner struggles during a slide presentation, it may be unclear whether the issue stems from limited knowledge, pronunciation challenges, or anxiety about speaking in public. These factors often overlap, making it difficult to identify the specific areas that need improvement and to offer targeted support. Likewise, learners who are well-spoken and do well with public speaking may be able to hide their lack of understanding behind their presentation skills.

For these reasons, learners' knowledge is often most effectively measured via multiple-choice test items or constructed response items. Essays (long-response constructed response test items) are particularly useful for evaluating deeper conceptual understanding. In smaller, more interactive settings, oral examination instead of written essays can allow for a mix of performance assessment and constructed response test items. These approaches will provide better control over the scope and focus of the assessment, allowing for a more valid measure of learners' knowledge.

DEMONSTRATION OF REASONING

Performance assessments can be highly effective for evaluating learners' reasoning and problem-solving abilities. When faced with complex challenges, learners need to think through a series of steps. Although their thought processes are not directly observable, you can infer their reasoning patterns through performance assessment.

For instance, in an earth science class, learners might be tasked with identifying unknown substances. Observing how they set up their equipment and conduct the analysis can reveal their reasoning abilities. The assessment criteria for their performance assessment, in this case some kind of lab, should include measuring their ability to apply the correct sequence of steps needed for the experiment. Those who demonstrate strong reasoning skills will follow this sequence accurately, making the process itself as significant as the final outcome.

Performance assessments that focus on products over performance tend to also highlight reasoning skills over knowledge. For example, if learners are assigned a novel to read in an English language arts class and must write a critical analysis of the book, their essays can be judged against established standards of quality. Such standards in this case would likely include both demonstration of reasoning and demonstration of product. Measurements of reasoning would include (a) how well they understand the elements of the novel (demonstration of knowledge), (b) how well they communicate their ideas (demonstration of reasoning), and (c) how well they connect evidence to their critical analysis (demonstration of reasoning). This essay can also provide insights into the reasoning they used during the writing process. To assess this effectively, two sets of criteria are needed—one for the reasoning that went into their analysis and another for the reasoning applied during the construction of their critical analysis essay. For this reason, writing in an English language arts class could focus on two different sets of standards -- reading standards and writing standards -- assessing the reasoning that is essential to each area of literacy. We will discuss how this functions as an assessment of product below.

Another example of a performance assessment that measures demonstration of reasoning is a product-based performance assessment where learners build a bridge from craft sticks with the goal of getting their bridge to hold a heavy weight. While the primary measure might be the weight the structure can support (demonstration of product), a deeper assessment would examine how learners applied principles of stress distribution throughout their design (demonstration of reasoning).

DEMONSTRATION OF PERFORMANCE SKILLS

This assessment approach is particularly effective because it allows learners to demonstrate skills through specific tasks and offers a reliable way to evaluate their performance. It is especially suited for assessing communication abilities, as well as psychomotor skills in performing, visual, and industrial arts. Many real-world applications of knowledge, understanding, and reasoning manifest as practical skills that can only be measured through an observation of learner performance. Watching learners as they perform these tasks can provide valuable insights into their mastery of these essential skills. Creating valid measurements of these performance skills will be covered in the Rubrics chapter.

DEMONSTRATION OF PRODUCTS

Another key advantage of performance assessment is its ability to evaluate complex products that created by learners. The quality of these products can reveal the learner's level of achievement. By establishing well-defined criteria that capture the essential qualities of these products and applying them effectively, performance assessment becomes a powerful and efficient measurement tool. This approach can be used to assess a wide range of products, including written works like essays and research papers, as well as various artistic and craft creations.

DEMONSTRATION OF DISPOSITIONS

Dispositions are the consistent attitudes, values, and tendencies that influence how an individual behaves or responds to different situations. We have previously referred to these traits as a learner's affective characteristics.

Performance assessment can allow us to make inferences about learners' affective characteristics through their actions or the products they create. However, it’s important to proceed with caution when using performance assessments to make inferences about affective characteristics. Measuring the affective domain can be quite difficult, and using performance assessments to make inferences about affective characteristics can lack validity due to analyzing behaviors incorrectly or too heavily emphasizing what you think a performance might mean. Like any assessment method, performance assessment must follow a rigorous set of evidence-based guidelines, and these guidelines may not provide valid measurements of a learner's dispositions.

However, some performance assessments may require skills that are of a dispositional nature -- skills like teamwork, collaboration, or communication. In such cases, it is appropriate to create criteria to measure how effectively learners meet the expectations required for these skills. If learners fail to meet appropriate expectations, then it may be important to follow up with some kind of conversation, assessment, or discussion that focuses more directly on learners' affective characteristics.

Observing learners or analyzing their work can help us infer their dispositions, but only if we have a clear understanding of what we are looking for and why the assessment is necessary.

CONCLUSION

Both traditional and performance assessments have distinct roles in measuring learning, and selecting the right method depends on the learning objectives and skills being targeted. Traditional assessments are often suitable for evaluating foundational knowledge and basic comprehension, while performance assessments excel at measuring complex cognitive processes and practical application. Understanding when to use each approach ensures that assessments are aligned with desired outcomes and that learners have the opportunity to demonstrate their knowledge and skills effectively.

To further illustrate how performance assessments can be applied across different contexts, the following table offers examples of performance assessments that align with various learning goals and content areas. These examples provide insight into how educators can design performance assessments that accurately measure learners’ abilities and achievements in real-world scenarios.