Chapter 5 Blog

Kenneth Miller

EDM 517

Dr. Walsh-Moorman

11-19-23

Blog #5

In chapter 5 of Rigor by Design, Not Chance, Karen Hess discusses the importance of  Performance-Based Assessments (PBAs) and their role in designing complex tasks. Performance-based assessments are a type of evaluation that goes beyond traditional tests. They assess people's ability to apply their knowledge and skills in practical situations or projects. Instead of just answering questions, individuals are asked to demonstrate their abilities through tasks, projects, or simulations. These assessments provide a more comprehensive understanding of a person's capabilities and can be used to evaluate various skills, such as problem-solving, critical thinking, communication, and creativity. Hess goes on to share an eight-step process for designing performance-based assessments:

I. Identify what you want the assessment to measure. Figure out how you’d like your students to use their knowledge to perform a task or create something of their own. 

II. Identify one or more authentic contexts for applying these skills, concepts, and dispositions in the assessment. Provide the students an avenue to express their knowledge and skills practically. This procedure will vary depending on the subject matter of the project. 

III. Identify appropriate formats for students to apply their knowledge, skills, and dispositions. Students will showcase their expertise via podcasts, short films, comedy sketches, case studies, etc…

IV. Identify which choices, input, or decisions students will make. Allow students to choose from various topics and activities, such as the ones listed in the previous step. Inform your students about their accessible resources and how they should be used. 

V. Describe the task. Provide your students with a detailed description of the study and how you want students to complete it. Be open to answering questions and covering additional information that will assist your students in completing this task. 

VI. Develop an overview of the PBA with directions and general teacher instructions. Create a diagram or text that details and gives the students some direction. Describe the purpose of the task and what steps are needed to complete it. 

VII. Finalize success criteria. Make sure the content and purpose of the assigned task/project apply to real-world skills. Clarify any mistakes and clear up any misunderstandings.

VIII. Develop a scoring guide or rubric. Design a header that gives students clear directions about what is expected of them and how it will be graded. Divide the grading into tiers with examples for each one so students can get an idea of what type of work they should be turning in. 

Developing PBAs is a long and arduous process. Still, it is rewarding because it allows students to show off their skills in a relevant and meaningful way. I wanted to learn more about PBAs and their role in differing learning environments, and I found a fascinating article about PBAs and the medical industry. In the medical field, instructors rely on PBAs to train their students. The article goes on to list eight lessons that can be learned from the use of PBAs in the industry. Still, the consensus is that they benefit medical students because they allow them to act out the duties they hope to be performing someday. “Because performance-based tests in the health professions typically consist of a series of fairly high-fidelity simulations of clinical encounters, an intuitively appealing approach to test design is to impose classification schemes on real-world situations…” (Linn, Norman & Swanson, 1995). This learning approach is beneficial in a  multitude of different subjects and is something that I will take with me as I go forward in both my coaching and teaching career. 

In conclusion, designing PBAs and complex educational tasks allows students to participate in learning experiences that challenge them to think critically, problem-solve, and apply their knowledge and skills meaningfully. These tasks are designed to be multifaceted, requiring students to analyze information, make connections, and create original solutions. Simulating real-world scenarios, these complex tasks allow students to engage in authentic and relevant learning experiences. They encourage collaboration, creativity, and independent thinking, fostering more profound understanding and higher-order thinking skills. By designing complex tasks, educators can promote student engagement, motivation, and the development of essential skills for success in the modern world.

References: 

Hess, K. (2023). Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction      and Assessment. ASCD.

Swanson, D. B., Norman, G. R., & Linn, R. L. (1995). Performance-based assessment: Lessons from the health professions. Educational researcher, 24(5), 5-11