What is a Performance-Based Test?
In a recent post I discussed performance-based testing and some of the positive and negative points of changing the way you test. Today I want to talk about what performance-based testing looks like in the ASL classroom or online.
Communication Focused, Not Grammar Focused
Like any language, ASL education is changing. The focus from grammar-based instruction towards communicative language has seen a big push in the past decade. This shift has been to not directly teach grammar. Don’t get me wrong. I do believe grammar is important. It is important for students to be able to make grammar connections between their first language and the new language they are learning. Grammar fits into that. However, completely disregarding one component of language generally equals a weakness in language development.
Still, I don’t think grammar should be the end all for communication. After all, if you can understand what is being said, even if there are errors, communication is still happening. If you are having a difficult time wrapping your mind around that last statement, this is where performance-based assessments come in for me.
What is Performance?
Performance means to “do something.” In language, that generally means to communicate or use the language for a purpose. The purpose should be an actual situation or task that is performed in the target language and is level appropriate for students. Assessments should be teacher generated to allow the opportunity for students to show what they have learned and know by completing the task. Most importantly, the assessment should include authentic, real-life situations.
For those thinking, shut up already and show me what you are talking about – here you go.
Sample Performance-Based Assessments
If you are teaching a unit on clothing for a level 2 class, assessments for the different modalities might be:
|
Presentational |
Interpretive |
Interpersonal |
|
|
|
All of the tasks ask students to show what they know about clothing in different real-world situations. Students should be able to use the vocabulary and grammar learned in the current unit and demonstrate what they have learned. Notice that there are no check list of grammar or vocabulary students should include in any of the topics.
The problem we have in the world of ASL education is the lack of authentic videos. For the interpretive tasks, I have to have a friend or deaf student make the videos for me. As a result, this makes the job a bit complicated but not impossible.
Multiple choice tests are great for quick checks during the unit but they are more robotic memorization than skill based, in my humble opinion. These type of tests also allow for cheating. Performance assessments feel more ethical in approach by showing care for the students’ development and not just ranking learners by grades. This approach encourages students to think and activate their brains and not just mindlessly tick along.
Performance-based testing also allows you to assess students skills even if they are not in your clasroom. This type of testing can be used for students who are on home hospital, critically ill and unable to come to school temporarily, or during a natural disaster or national health crisis.
Integrated Performance Assessment
For the end of the unit exam, I do an Integrated Performance Assessment (IPA). Staying on the theme of clothing, I place students in groups of 4 – 5. I do this at random so there is no arguing about who was where for testing. I have students watch a video on the topic of fashion, clothing, etc. or read an article about clothing like this one on 80’s fashion. The group would read the article (or watch a video) and then have a conversation about the article. I do not give this article in advance and do not allow time for students to rehearse or practice together. Generally, I give a talking point to start the conversation. In the case of the article, I would say “Have a conversation about the return of the 80’s fanny pack.” or “Compare slogan Ts from the 80’s to today’s fashion.” Both of these questions are appropriate for a level 2 class.
Higher performing, more advanced classes would need a bigger question for deeper thought. The last part of the exam (after the conversation) would be a presentational assignment (rehearsed language, individual) showing what they understood from the group discussion. In this case, I might ask them to make a video explaining how student A persuaded them to change their thoughts about the fanny pack.
I would love to hear your thoughts about this type of testing. Post any questions you have in the comments. I hope you try to integrate this type of assessment into your classes.
Get Social
I know I can’t cover this topic in one post. If you have questions, let’s talk in the Creative ASL Teaching Facebook group.
Join the conversation in our Facebook group.
Don’t miss out on a sale, FREEBIE, or new product. Follow Creative ASL Teaching on TpT.
