CASE STUDY 2

Case Study

Ms. Ruiz provides several options of performance-based assessment, among them;
writing, performing, and directing a play or skit and sharing an original piece of writing. These
two options meet the criteria for effective assessment. Both demonstrate a high level of
reliability, content validity, fairness, student engagement, and motivation as well as
consequential relevance. In both, students demonstrate content mastery as they can demonstrate
what they have learned through creating their own original pieces and presenting them to the rest
of the classroom. Also, students are actively engaged, there is fairness, as every student is given
an opportunity to learn, and the content is relevant to the grade level of students. The options
meet the rational goals of learning, as explained in chapter six.
I remember when I was in eighth grade, and my teacher asked me to write an original
piece of a poem and present it to class. It was an authentic activity as the poem ad to be my own
composition. I wrote it and recited it, and this impacted on my personal learning. It not only
boosted my self-confidence but also made me believe in myself as the students and my teacher
were equally intrigued at how well I presented the piece.
When it comes to the professional development of teachers, I think that educators would
benefit more from a performance-based assessment. Primarily, this is because teachers focus on
content areas that are relevant. They teach with a goal to impart learners with knowledge in areas
that will enhance their college-readiness as opposed to teaching with the goal to cover the
curriculum content. Teaching and learning are focused, and learners are not overwhelmed with
content that is not applicable in any way.