Implementing Authentic and Performance Assessments

The authentic performance assessment implemented in this unit was a Community Helper Show & Tell, where Pre-K students demonstrated their understanding through play, communication, and interaction using developmentally appropriate modalities. A structured analytic rubric was used to assess five key areas: engagement, identification, communication, demonstration/play, and attention/regulation. This rubric allowed for individualized evaluation while still maintaining consistent criteria across students.

Design and Implementation

The rubric-based assessment was successfully implemented during the culminating activity. Evidence of student work included observational notes, photos of students engaging in dramatic play, and documentation of student communication attempts (verbal, AAC, gestures). Students showed strengths particularly in engagement and demonstration through play, as many were able to act out roles such as doctors or firefighters. Challenges emerged in expressive communication, especially for students with language delays, which impacted their ability to verbally explain their understanding.

To improve the rubric, I would (1) add clearer performance descriptors with examples (e.g., what AAC use looks like at each level), and (2) include a flexibility column for individualized IEP alignment, ensuring growth is measured relative to each child’s baseline.

Guiding Students to Self and Peer Assessment

Students were guided to participate in self- and peer-assessment through developmentally appropriate strategies such as thumbs up/down, choice boards, and modeling feedback language (e.g., “I like how you helped people”). Peer interactions were scaffolded during practice sessions, allowing students to observe and respond to others’ performances.

Personalized formative feedback was provided during practice (e.g., prompting expanded language like “Doctor helps people feel better”), while summative feedback included specific strengths (e.g., strong engagement in role-play) and next steps (e.g., increasing independent communication attempts).

Analysis of Student Achievement

Student learning was evident across all domains. For example, students who scored higher in Identification consistently matched helpers to tools, while those with higher Communication scores used phrases, signs, or AAC to express ideas. Students who struggled often demonstrated understanding through play rather than verbal expression, indicating a gap between receptive knowledge and expressive output.

Data analysis suggests that variability in performance was influenced by language development levels, familiarity with the content, and access to supports such as visuals or AAC devices. Students with consistent exposure to modeled language and structured supports showed stronger outcomes.

Planning for Improvements

Two key improvements to the assessment include:

1. Embedding more structured practice opportunities with explicit modeling of communication prior to assessment to support expressive language development.
2. Incorporating family input and practice at home, allowing students to generalize skills across environments.

Additionally, rubric revisions will include more explicit criteria differentiation and examples tied to developmental levels, ensuring clarity and alignment with Pre-K special education needs.

Overall, this authentic assessment effectively captured student learning in a meaningful, real-world context while honoring diverse communication styles. It provided valuable insight into both student strengths and instructional next steps, supporting ongoing, data-driven instruction.