Assessment Of Learning 2 / Chapter 2 Process Oriented Performance Based Assessment

PROCESSPROCESSORIENTED ORIENTED PERFORMANCEPERFORMANCEBASED BASED ASSESSMENT ASSESSMENT BY: BY: ELLAINE ELLAINE LIMOSINERO LIMOSINERO

PERFORMANCE BASED ASSESSMENT 

Assesses the demonstration of their learning

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An alternative assessment that is designed to encompass a better overall representation of student progress.

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Assessment is MOST effective when it reflects an understanding of learning as MULTIDIMENTIONAL, INTEGRATED, and revealed through PERFOMANCE overtime.

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Learning is a complex process. It entails not only what students know but what they can do with what they know.

PROCESS-PERFORMANCE BASED ASSESSMENT 

Concerned with the actual task performance rather than the output or product of the activity.

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The learning objectives in process oriented performance based assessment are stated in directly observable behaviors ( Learning Competencies)

PROCESS-PERFORMANCE BASED ASSESSMENT 

These learning competencies should start from general statement, and then breaks down to easily observable behaviors. example: TASK: Recite a poem by Edgar Allan Poe OBJECTIVES: This activity aims to enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe. 1. Recite the poem from memory without referring to notes. 2. Use appropriate hand and body gestures in delivering the piece. 3. Maintain eye contact with the audience while reciting the poem. 4. Create the ambiance of the poem through appropriate rising and falling intonation. 5. Pronounce the words clearly and with proper diction.

PROCESS-PERFORMANCE BASED ASSESSMENT SIMPLE COMPETENCIES

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Recite a poem with a feeling using appropriate voice quality, facial expression and hand gestures

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Construct an equilateral triangle given three non collinear points

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Draw and color a leaf with green crayon

Speak with a well-modulated voice

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COMPLEX COMPETENCIES

Draw a straight line from one point to another

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Color a leaf with a green crayon.

TASK DESIGNING (WHY AND HOW) 

HOW TO DESIGN TASKS?

1. Identify the activity that would highlight the competencies to be evaluated (reciting a poem, writing an essay, manipulating a microscope) 2. Identify an activity that entails more or less the same set of competencies. 3. Finding interesting and enjoyable tasks.

TASK DESIGNING (WHY AND HOW) 

Example: 

The topic is on Understanding biological diversity

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Possible Task Design: Bring the students to a pond or creek and ask them to find all living organisms as they can find. Bring them to a school playground too.

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How to assess: Observe how the students will develop a system on finding organisms, classifying and concluding the differences between them the bio diversity of the two sites.

PROPER ASSESSMENT TOOL (Scoring Rubrics)  Rubric A

scoring scale used to assess student performance along a task-specific set of criteria.

RECITATION RUBRIC CRITERIA

Weigh t

Level of Performance

Number of appropriate hand gestures

x1

1-4

5-9

10-12

Appropriate facial expression

x1

Lots of inappropriate facial expression

Few inappropriate facial expression

No apparent inappropriate facial expression

Voice inflection

x2

Monotone voice used

Can vary voice inflection with difficulty

Can easily vary voice inflection

Incorporate proper ambiance through feelings in the voice

x3

Recitation contains very little feelings

Recitation has come feelings

Recitation fully captures ambiance through feelings in the voice

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CRITERIA 

A characteristics of a good performance task 

Parts of a SCORING RUBRIC

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LEVEL OF PERFORMANCE 

the degree the students have met the criterion 

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e.g. Number of appropriate hand gestures” in full criteria would be “Includes a sufficient number of hand gestures”

Descriptors – spell out what is expected of students at each level of performance for each criterion (lots of inappropriate, monotone voice)

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Tells the student what a performance looks like at each level.

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Helps distinguish student’s work.

WEIGHT 

Mechanism for assigning scores to each project.

WHY INCLUDE LEVELS OF PERFORMANCE? 

CLEARER EXPECTATION 

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MORE CONSISTENT AND OBJECTIVE ASSESSMENT 

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Students know what is expected on them and teachers know what to look for in student’s performance

Teachers objectively distinguish between good and a bad performance.

BETTER FEEDBACK 

Allows teachers to provide better feedback to students.

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ANALYTIC RUBRIC  Articulates

levels of performance for each criterion so the teacher can assess student performance on each criterion

TYPES OF RURIC

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HOLISTIC RUBRIC  Does

not list separate levels o performance for each criterion. Instead, a holistic rubric assigns level of performance by assessing performance across multiple criteria as a whole. A more global picture of the student’s performance in the entire task.

ANALYTIC RUBRIC

HOLISTIC RUBRIC

WHEN TO USE A RUBRIC?

ANALYTIC RUBRIC

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Is more common and assesses tasks that involve a larger number of criteria. 

HOLISTIC RUBRIC

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Is used when a quick or gross judgment needs to be made.

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Is used for judging minor assessment.

It better handles weight on criteria

HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY RUBRIC? •

There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs.

•

It can have as few as two levels of performance or as many as you decide is appropriate.

Make eye contact with audience

Make eye contact with audience

Neve r

Make eye contact with audience

Never Sometime alway s s

Rarel Sometime y s

Neve r

Usual ly

Rarel Sometime y s

alway s

Usual ly

RECOMMENDATIONS

Fewer levels of performance should be included because: 

It’s easier and quicker to administer

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Easier to explain to students

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Easier to expand

THE END THANK YOU!