Figure 7: A Rubric for performance assessment in an English class
Level
Goal Above-high, high Middle Low, Below-low
To summarize the
story- Completed 5
steps of the plot
graphic organizer
without errors. - No grammatical
errors were found.- Completed
more than 3
steps of the
plot graphic
organizer
without errors. - A few
grammatical
errors were
found.- Completed more
than 2 steps of
the plot graphic
organizer with
minor errors, or
less than 2 steps
without errors. - Incomplete
sentences or
grammatical errors
were often found.
To write the main
idea.
- Completed more
- Completed
- Identified the
correct main idea. - No grammatical
errors were found. - Identified the
correct or similar
main idea. - A few
grammatical
errors were
found. - Identified the
wrong main idea. - Incomplete
sentences or
grammatical errors
were often found.
Total : 10 points
FeedbackSource: Kim et al., 2014, p. 219.
Other types of performance assessment methods that schools are using
include observations, experiments, discussions, oral tests, interviews,
performances, self-assessment, essays, report writing, and portfolios. The
teacher chooses the most appropriate approach to assess the learning
activities given.
In schools that use process-oriented performance assessment, teachers must
agree on how the performance assessment is integrated with the paper and
pencil test. It is commonly observed that more weight is given to paper and
pencil tests with multiple choice questions than to performance assessments.
Multiple choice is used in the national-level tests such as the National
Assessment of Educational Achievement (NAEA), which aims to measure
levels of achievement with regard to the national curriculum, and the College
Scholastic Ability Test (CSAT ). The following is an example of a test question in
the NAEA. The question aims to measure whether the test takers (high school