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This article explores the use of Performance Assessments in online learning.

Table of Contents

Table of Contents
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Exploring Performance Assessments

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PLEASE CHOOSE: Depending on your learning style, visit one of the following resources to learn more about performance assessment, also known broadly as alternative assessment or authentic assessment:

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OPTIONAL: If you wish, read this brief page by Jon Mueller (professor at North Central College) that explores the benefits of using performance assessment:

Best Ways to Use Them?

By nature, performance assessments tend to be summative because they typically measure the achievement of intended outcomes. They are best used when you have particular standards that students need to meet, which can range from standards set by an accrediting body for a discipline to standards set by a university or program to standards determined simply by the instructor acting as a subject-matter expert. The performance assessment must be designed in such a way as to directly measure whether students are meeting the standards.

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PLEASE READ: Before you explore the four tools, we’d like for you to have an idea of how to go about designing authentic assessments. Jon Mueller offers practical tips:

Group Projects

Often involving research projects, case studies, and problem-based learning, group work offers the opportunity to assess students both in terms of their individual performance and knowledge and their contribution to the group effort.

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OPTIONAL: The following optional resources can help you decide whether to use wikis and plan for them:

Portfolios

An idea borrowed from the arts, portfolios can take a variety of forms but are essentially collections of student work that demonstrate learning and development over time. Portfolios can include a self-assessment component that builds students’ reflective skills as well as provide faculty with valuable insight into student learning. Sometimes, an “e” is placed in front of the word portfolio to indicate it is a digital repository (as opposed to paper).

A portfolio would be an appropriate capstone project for a course or program and is therefore summative in nature.

OPTIONAL: The following resources provide details about portfolios that you may explore if you wish:

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- Examples from higher ed customers of Digication, a portfolio tool available through Google

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ePortfolio Gallery

- Examples from San Francisco State University

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Overview of ePortfolios

- A page from San Francisco State that identifies the characteristics of portfolios and explains some of the benefits to students

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Designing ePortfolios 

- Planning and designing strategies from San Francisco State

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Authentic Assessment Toolbox: Portfolios 

- What, why, and how from Jon Mueller, professor at North Central College

Self-Assessment

This type of assessment involves reflection on learning and growth and may be linked to criteria that you develop or that you negotiate with the student. Self-assessment involves students in a process of self-discovery and analysis that has educational benefits beyond the individual course.

OPTIONAL: The following resource offers several good ideas for designing self-assessments that you may read if you wish:

Effectively Using Self-Assessments in Online Learning

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References