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Process-Oriented Performance-Based Assessment

The document discusses process-oriented performance-based assessment. [1] It focuses on the actual task performance rather than just the output. [2] Learning objectives are directly observable student behaviors. [3] Rubrics are used to assess student performance on specific criteria and can be either analytic or holistic.

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Chelsea Madiclom
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
63 views

Process-Oriented Performance-Based Assessment

The document discusses process-oriented performance-based assessment. [1] It focuses on the actual task performance rather than just the output. [2] Learning objectives are directly observable student behaviors. [3] Rubrics are used to assess student performance on specific criteria and can be either analytic or holistic.

Uploaded by

Chelsea Madiclom
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Assessment in Learning II

Chapter 3

Process-oriented Performance-based
Assessment

Target Outcomes
At the end of the lesson, you are expected to
✔ Construct process-oriented learning competencies based on the given tasks
✔ Create rubric (analytic and holistic) for the given set of activities
Process-oriented Performance-based Assessment
• It is concerned with the actual task performance rather than the output or
product of the activity.
o Examples
• Reciting a poem
• Dance presentation
• Demonstration of a learning competency
Process-oriented Performance-based Assessment
• Learning objectives in process-oriented performance-based assessment
are stated in directly observable behaviors of the students.

• Competencies are defined as group or cluster of skills and abilities need for
a particular task.
Process-oriented Performance-based Assessment
Sample Task: Recite a poem by Edgar Allan Poe, “The Raven”
Objectives: The activity aims to enable the students to recite a poem entitled
“The Raven” by Edgar Allan Poe specifically:
• Recite the poem from memory without referring to notes
• Use appropriate hand and body gestures in delivering the poem
• Maintain eye contact with the audience while reciting the poem
• Create the ambiance of the poem through appropriate rising and falling
intonation
• Pronounce the words clearly and with proper diction
Process-oriented Performance-based Assessment
The following competencies are simple competencies:
• Speak with a well-modulated voice.
• Draw a straight line from one point to another.
• Color a leaf with a green crayon.

The following competencies are more complex competencies:


• Recite a poem with feelings using appropriate voice quality, facial expression and
hand gesture.
• Construct an equilateral triangle given three non-collinear points
• Draw and color leaf with green crayon.
Process-oriented Performance-based Assessment

Task Designing
• Some generally accepted standards for designing a task
1. Identifying an activity that would highlight the competencies to be evaluated i.e.
reciting a poem, writing an essay, manipulating the microscope.
2. Identifying an activity that would entail more or less the same sets of competencies.
If an activity would result in too many possible competencies, then the teacher
would have difficulty assessing the student’s competency on the task.
3. Finding task that would be interesting and enjoyable for the students. Task such as
writing an essay are often boring and cumbersome for the students.
Process-oriented Performance-based Assessment

Task Designing
Example: The topic is on understanding biological diversity.
Possible task design:
Bring the students to a pond or creek. Ask them to find all living
organism as they can find living near the pond or creek. Also bring them to the
school playground to find as many living organisms as they can. Observe how
the students will develop a system for finding organisms, classifying the
organisms and concluding the differences in biological diversity of the two sites.
RUBRICS
Process-oriented Performance-based Assessment

Rubrics
• A rubric is a scoring scale used to assess
student performance along a task-
specific set of criteria.
Recitation Rubric
Process-oriented Performance-based Assessment

Why include levels of performance?

✔ Clearer expectation
✔ More consistent and objective assessment
✔ Better feedback
Variety of Assessment Methods, Tools, and Tasks

Types of Rubrics
Analytic Holistic
• Breaks out criteria for • Provides comprehensive
distinguishing between levels descriptions of each level of
of performance on each performance.
criterion. • Useful for quick and general
• Useful for detailed assessment assessment and feedback.
and feedback. • Descriptions may be organized
• Descriptions are organized in in columns or rows.
a matrix.
Recitation Rubric

Holistic
Process-oriented Performance-based Assessment

What to choose?
Analytic Holistic
• want to assess each criterion • when a quick or gross
separately judgement needs to be made
⮚ What are the two types of performance-based assessment?
⮚ What assessment method is concerned with the actual task
performance?
⮚ What is the scoring scale used to assess student performance along a
task-specific set of criteria?
⮚ What are the two types of rubric?
⮚ Give one advantage of using an analytic rubric.
⮚ Give one advantage of using a holistic rubric.
-End

Reference

Navarro, Rosita et. al. (2013). Authentic Assessment of


Student Learning Outcomes. Second edition. Lorimar
Publishing Inc.

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