Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 3K views

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

    Uploaded by

    Ellaine Limosinero
    This document discusses process-oriented performance-based assessment. It explains that this type of assessment focuses on observable student behaviors and competencies rather than just outputs or products. Scoring rubrics are used to assess students along criteria at different performance levels. Analytic rubrics articulate separate performance levels for each criterion, while holistic rubrics assess overall performance across criteria together. The document provides examples of well-designed tasks and scoring rubrics to effectively gauge student learning through demonstrated skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

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

    Uploaded by

    Ellaine Limosinero
    3K views18 pages
    This document discusses process-oriented performance-based assessment. It explains that this type of assessment focuses on observable student behaviors and competencies rather than just outputs or products. Scoring rubrics are used to assess students along criteria at different performance levels. Analytic rubrics articulate separate performance levels for each criterion, while holistic rubrics assess overall performance across criteria together. The document provides examples of well-designed tasks and scoring rubrics to effectively gauge student learning through demonstrated skills.

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses process-oriented performance-based assessment. It explains that this type of assessment focuses on observable student behaviors and competencies rather than just outputs or products. Scoring rubrics are used to assess students along criteria at different performance levels. Analytic rubrics articulate separate performance levels for each criterion, while holistic rubrics assess overall performance across criteria together. The document provides examples of well-designed tasks and scoring rubrics to effectively gauge student learning through demonstrated skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    3K views18 pages

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

    Uploaded by

    Ellaine Limosinero
    This document discusses process-oriented performance-based assessment. It explains that this type of assessment focuses on observable student behaviors and competencies rather than just outputs or products. Scoring rubrics are used to assess students along criteria at different performance levels. Analytic rubrics articulate separate performance levels for each criterion, while holistic rubrics assess overall performance across criteria together. The document provides examples of well-designed tasks and scoring rubrics to effectively gauge student learning through demonstrated skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 18
    At a glance
    Powered by AI
    The key takeaways are that performance-based assessment assesses student learning through demonstration and performance over time, rather than through tests. It provides a more well-rounded representation of student progress.

    Performance-based assessment assesses student learning through demonstration of skills and competencies. It focuses on what students can do, not just what they know. The assessment is most effective when it reflects multidimensional and integrated learning revealed through performance over time.

    An analytic rubric articulates separate levels of performance for each individual criterion, allowing assessment of each criterion separately. A holistic rubric assesses performance across multiple criteria as a whole, providing a more global view of performance. Analytic rubrics are generally more common.

    PROCESSPROCESSORIENTED

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

    PERFORMANCE BASED ASSESSMENT

    Assesses the demonstration of their learning

    An alternative assessment that is designed to encompass a


    better overall representation of student progress.

    Assessment is MOST effective when it reflects an


    understanding of learning as MULTIDIMENTIONAL,
    INTEGRATED, and revealed through PERFOMANCE overtime.

    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.

    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

    Recite a poem with a 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

    Speak with a well-modulated voice

    COMPLEX COMPETENCIES

    Draw a straight line from one point to another

    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

    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.

    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

    CRITERIA

    A characteristics of a good performance task

    Parts of
    a
    SCORING
    RUBRIC

    LEVEL OF PERFORMANCE

    the degree the students have met the criterion

    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)

    Tells the student what a performance looks like


    at each level.

    Helps distinguish students work.

    WEIGHT

    Mechanism for assigning scores to each project.

    WHY INCLUDE LEVELS OF


    PERFORMANCE?

    CLEARER EXPECTATION

    MORE CONSISTENT AND OBJECTIVE ASSESSMENT

    Students know what is expected on them and teachers know what to look for in students
    performance

    Teachers objectively distinguish between good and a bad performance.

    BETTER FEEDBACK

    Allows teachers to provide better feedback to students.

    ANALYTIC RUBRIC
    Articulates

    levels of performance for


    each criterion so the teacher can assess
    student performance on each criterion

    TYPES
    OF
    RURIC

    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 students
    performance in the entire task.

    ANALYTIC
    RUBRIC

    HOLISTIC
    RUBRIC

    WHEN TO USE A RUBRIC?

    ANALYTIC RUBRIC

    Is more common and assesses tasks that involve a larger


    number of criteria.

    HOLISTIC RUBRIC

    Is used when a quick or gross


    judgment needs to be made.

    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:

    Its easier and quicker to administer

    Easier to explain to students

    Easier to expand

    THE END
    THANK YOU!

    You might also like