Performance Assessment Tasks

Performance assessment tasks are specific tasks or assignments designed to measured outcomes (such as competencies or program outcomes).  Since performance assessment tasks usually don’t have a single, correct answer, you can’t machine score them.  Instead you need to use judgment.  To make sure you evaluate performance consistently, accurately, and fairly, include a scoring guide with your performance assessment.  

Performance assessment tasks include several components: directions; a checklist or rubric; a rating scale and a scoring standard.

Directions to the Learner 

A performance assessment task includes narrative directions for the learner. The directions may include:

• A description of the nature and format of the task.
• Steps for completing the task.
• Information on how the scoring guide will be used.

Scoring Guides

Scoring guides are tools used to focus your judgment as you assess performance: particularly for assessments which invite a broad range of responses.  Scoring guides are the key to validity, reliability, and fairness in assessment. They provide a uniform set of criteria and a rating scale. As a result, you can evaluate all learners on the same basis, and give learners specific feedback and documentation on their performance.

A scoring guide can include several components:

• Criteria                                              
• Descriptor columns (for complex rubrics)
• Rating scale                                      
• Scoring standard

Scoring Criteria

Scoring criteria are the established specifications by which performance of a target outcome is judged. They are the heart of a scoring guide. Scoring criteria usually come from the performance standards for the targeted outcome (such as a program outcome or core ability).   If you have already written those in WIDS, you can link your scoring guide to the criteria.

Descriptor Columns (optional)

Some complex performance assessment tasks use descriptor columns.  Descriptors spell out what is expected of students at each level of performance for each criterion.   These are phrases or sentences that describe the qualitative or quantitative differences of the performance along a continuum of performance levels. Levels of performance are used to designate the quality, or how well, the student performed each criterion.  

Each column is labeled or given a point value (or both).  Commonly used labels include:

• Sophisticated, competent, partly competent, not yet competent
• Exemplary, proficient, marginal, unacceptable
• Distinguished, proficient, intermediate, novice
• Accomplished, developing, beginning

Descriptor columns are optional in a performance assessment task.

Rating Scales

A rating scale is a pre-established, fixed value used to differentiate among levels of performance. Rating scales might be numeric, letter assignments, or qualitative words.

 Sample Rating Scale 

4: Demonstrates mastery, performs with confidence

3: Demonstrates skill in meeting criterion

2: Demonstrates moderate skill in meeting criterion

1: Does not meet criterion, makes a number of critical errors

Scoring Standard

A scoring standard establishes the expectations for acceptable performance and can also help you tie performance to grades. 

Sample Scoring Standards 

• Sample 1: You must achieve a rating of at least “2” on each criterion to demonstrate competence. 
• Sample 2: You must achieve a rating of at least “3” on criteria 1, 3, and 5 to demonstrate competence. (Noting those criteria that are essential.) 
• Sample 3: You must achieve a “yes” rating on all asterisked criteria to demonstrate competence.