The effects of performance assessments on student success and science perception in a middle school classroom

Abstract

Authentic assessment strategies are a key component to implementing the Next Generation Science Standards with fidelity. Through the use of performance assessments, this action research project aimed to increase student confidence on authentic assessments, support content knowledge retention, and encourage students to understand science as a process instead of a product. Through the course of two instructional units, students were administered performance assessments in place of traditional tests. Instructional scaffolding was provided throughout the study, starting with a high level of support and instruction on performance assessments and incrementally moving toward independence. Performance assessments were scored with a rubric and students were given three surveys to assess confidence levels and perception of science. Two interview sessions were conducted to further support the research. Traditional multiple-choice tests were administered in tandem with the performance assessments to gauge content knowledge retention. The data suggests that performance assessments played a valuable role in shifting student perception of science from product to process and student confidence in the assessments increased throughout the study. Student feedback indicated that students valued the experience and appreciated the opportunity to be assessed through application of their science knowledge to real-world scenarios.