Top Banner
PERFORMANCE ASSESSMENT Performance Tasks & Contexts •Restricted •Extended •Description •Question or prompt •Suggestions Essential Authentic Engaging Feasible Open constrainsts Learning Targets •Deep understanding •Reasoning •Skills Communication & presentation psychomotor •Products Papers Reports Projects presentations Characteristics •Strengths Authentic Integrated with instruction Engaging No single correct answer Specific criteria •Limitations Reliability Sampling Time Rubrics •Characteristics •Rating scales Holistic analytic •Developing criteria rubrics
29

Process Oriented Performance Based Assessment

Aug 29, 2014

Download

Documents

Kristel Uy
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Process Oriented Performance Based Assessment

PERFORMANCE ASSESSMENT

Performance Tasks & Contexts

•Restricted•Extended•Description•Question or prompt•SuggestionsEssentialAuthenticEngagingFeasibleOpenconstrainsts

Learning Targets•Deep understanding•Reasoning•SkillsCommunication & presentationpsychomotor•ProductsPapersReportsProjectspresentations

Characteristics•StrengthsAuthenticIntegrated with instructionEngagingNo single correct answerSpecific criteria

•LimitationsReliabilitySampling Time

Rubrics•Characteristics•Rating scalesHolisticanalytic•Developing criteria rubrics

Page 2: Process Oriented Performance Based Assessment

What is Performance Assessment?• One in which a teacher observes and

makes a judgment about the student’s demonstration of a skill or competency in creating a product, constructing a response, or making a presentation.

• Emphasis on student’s ability to perform tasks by producing their own work with their knowledge and skills.

• Examples: singing, playing a piano, performing gymnastics or completed paper, project

Page 3: Process Oriented Performance Based Assessment

Characteristics of Performance Assessment

• Students perform, create, construct, produce, or do something

• Deep understanding and/or reasoning skills are needed and assessed

• Involves sustained work, often days• Calls on students to explain, justify and defend• Involves engaging ideas of importance and substance• Relies on trained assessor’s judgments for scoring• Multiple criteria and standards are prespecified• No single “correct” answer

Page 4: Process Oriented Performance Based Assessment

Strengths & Weaknesses of Performance Assessments

Strengths WeaknessesIntegrates assessment with instructionLearning occurs during assessmentProvides opportunity for formative assessmentMore authenticMore engaging, active involvement of studentsEmphasis on reasoning skillsTeachers establish criteria to identify successful performanceEmphasis on application of knowledgeEncourages student self-assessment

Reliability may be difficult to establishMeasurement error due to subjective nature of the scoringInconsistent student performance across time may result in inaccurate conclusionsRequires considerable teacher time to prepare and student time to completeDifficult to plan for amount of time needed

Page 5: Process Oriented Performance Based Assessment

PROCESS-ORIENTED PERFORMANCE-BASED

ASSESSMENT

Page 6: Process Oriented Performance Based Assessment

It is important to assess students’ learning not only through their outputs or products but also the processes which the students underwent in order to arrive at these products or outputs.

Page 7: Process Oriented Performance Based Assessment

• Learning entails not only what students know but what they can do with what they know.

• It involves knowledge, abilities, values, attitudes and habits of mind that affect academic success and performance beyond the classroom.

Page 8: Process Oriented Performance Based Assessment

Process-Oriented Learning Competencies

• Information about outcomes is important. To improve outcomes, we need to know about student experience along the way - about the curricula, teaching, and kind of students that lead to particular outcomes.

Page 9: Process Oriented Performance Based Assessment

• Assessment can help us understand which students learn best under what conditions; which such knowledge comes the capacity to improve the whole of their learning.

• Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity.

Page 10: Process Oriented Performance Based Assessment

Learning Competencies

• Competencies are defined as groups or clusters of skills and abilities needed for a particular task.

• The objectives focus on the behaviors which exemplify “best practice” for the particular task.

• Such behavior range from a “beginner” or novice level up to the level of expert.

Page 11: Process Oriented Performance Based Assessment

Example

• Task: Recite a Poem by Edgar Allan Poe, “The Raven”

• Objectives: to enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe.

Page 12: Process Oriented Performance Based Assessment

Specifically:

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 ambiance of the poem through appropriate rising and falling intonation;

5. Pronounce the words clearly and with proper diction.

Page 13: Process Oriented Performance Based Assessment

• The specific objectives identified constitute the learning competencies for this particular task.

• Examples of simple competencies:– Speak with a well-modulated voice– Draw a straight line from one point to

another point– Color a leaf with a green crayon

Page 14: Process Oriented Performance Based Assessment

Examples of complex competencies

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

• Construct an equilateral triangle given three non-collinear points

• Draw and color a leaf with green crayon

Page 15: Process Oriented Performance Based Assessment

Task DesigningStandards for designing a task1. Identifying an activity that would

highlight the competencies to be evaluated.

2. Identifying an activity that would entail more or less the same sets of competencies.

3. Finding a task that would be interesting and enjoyable for the students.

Page 16: Process Oriented Performance Based Assessment

Example• Topic: Understanding biological diversity• Possible Task Design

– bring the students to the pond or creek– Ask them to find all living organisms near the

pond or creek– Bring them to school playground to find as

may living organisms they can find

Observe how the students will develop a system for finding such organisms, classifying the organisms and concluding the differences in biological diversity of the two sites.

Page 17: Process Oriented Performance Based Assessment

Scoring Rubrics

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

• Authentic assessment are criterion-referenced measures;– A student’s aptitude on a task is determined

by matching the student’s performance against a set of criteria to determine the degree to which the student’s performance meets the criteria for the task.

Page 18: Process Oriented Performance Based Assessment

Example Criteria 1 2 3

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 some feelings

Recitation fully captures ambiance through feelings in the voice

Page 19: Process Oriented Performance Based Assessment

Descriptors

Descriptors spell out what is expected of students at each level of performance for each criterion.

It tells students what performance looks like at each level and how their work may be distinguished from the work of others for each criterion.

Page 20: Process Oriented Performance Based Assessment

Why include levels of performance?

1. Clearer expectations• Students know what is expected of

them and teachers know what to look for in student’s performance.

• Students better understand what good performance on the task looks like if levels of performance are identified.

Page 21: Process Oriented Performance Based Assessment

2. More consistent and objective assessment

3. Better feedback

4. Analytic versus holistic rubricsAn analytic rubric articulates levels of performance for each criterion so that teacher can assess students performance on each criterion.

Holistic rubric does not list separate levels of performance for each criterion. Instead, it assigns a level of performance across multiple criteria as a whole.

Page 22: Process Oriented Performance Based Assessment

3 – Excellent Speaker–Included 10 – 12 changes in hand gestures–No apparent inappropriate facial expressions–Utilizes proper voice inflection–Can create proper ambiance for the poem

2 – Good Speaker–Included 5 – 9 changes in hand gestures–Few inappropriate facial expressions–Have some inappropriate voice inflection changes–Almost creating proper ambiance

1 – Poor Speaker–Included 1 – 4 changes in hand gestures–Lots of inappropriate facial expressions–Uses monotone voice –Cannot create proper ambiance

Page 23: Process Oriented Performance Based Assessment

Example of Analytic Scoring Rubric

(for a Writing Sample)Objective: Write a character study Scoring Rubric Ideas 20 points Creative presentation 5 Variety of character traits presented 10 Vivid mental pictures 5

Organizations 10 points Logical presentation of topics 2 Definite pattern discernible 5 Conclusion follows from details 3

Development 20 points All details relevant 10 Use of a variety of literary devices 5 Variety in sentence structure 5

Conventions 10 points Grammatical constructions 3 Spelling 2 Punctuation 3 Handwriting 2

Page 24: Process Oriented Performance Based Assessment

Example of Holistic RubricObjective: Write a paper to persuade the reader to accept clearly

defined point of view and course of action

Holistic Scoring Rubric (a paper on “persuading the reader …)1 Little or no evidence of the skill Inappropriate language for the intended audience Few or no supporting arguments Details lacking or irrelevant

2. Competent performance Clear and appropriate language for the intended audience Most supporting arguments are plausible and relevant Most details are relevant Evidence of some innovative thinking

3. Outstanding performance Clear, interesting, and appropriate language Many plausible and relevant supporting arguments Ideas are creative and well-expressed

Page 25: Process Oriented Performance Based Assessment

• When to choose an analytic rubric– For assignments that involve a larger

number of criteria• When to use holistic rubric?

– When a quick or gross judgment needs to be made

– If the assignment is a minor one such as brief assignment (e.g. check, check-plus, or no check) to quickly review student work.

Page 26: Process Oriented Performance Based Assessment

How many levels of performance should I include in my Rubric?

• No specific number of levels• Will vary depending on the task and your

needs• Start with at least three levels and then

expand if necessary.Example:Makes eye contact with audience

never sometimes

always

Page 27: Process Oriented Performance Based Assessment

Makes eye contact never rarely sometimes usually always

Page 28: Process Oriented Performance Based Assessment

ExercisesA. For each of the following tasks, identify at

least three process-oriented learning competencies.1. Constructing an angle using a straight edge and a

compass

2. Writing an essay about EDSA I

3. Performing a play on the importance of national language

4. Role to illustrate the concept of Filipino family values

5. Constructing three-dimensional models of solids from card boards

Page 29: Process Oriented Performance Based Assessment

Choose any 5 activities and construct your own scoring rubrics1. Devise a game2. Participate in a debate3. Write a research paper4. Design a museum exhibit5. Evaluate the quality of a writer’s

argument6. Write a summary of an article7. Compare and contrast two stories or

articles8. Draw conclusion from a text