4/19/2012

Xavier University-Ateneo de Cagayan

Outline
Introduction of Objectives/Topics Activity: A taste of performance-based assessments Presentation Processing Formal Discussion Application Short Presentation

Performance-based Assessment of Learning

by Dr Amparo Vedua-Dinagsao

Definition: Assessment
Assessment is

Assessing Student Learning

Essential Question: What purposes do assessments serve and how can we most effectively utilize assessments to achieve our goals?

the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Objectives: You will be able to Design a performance-based assessment

(Education Queensland 2001, Years 1-10 Curriculum Framework for Education Qld Schools, Department of Education, p.13)

Topics: Authentic Assessment Performance-based Assessment Rubrics

Science : Circulatory System

Your father, a cardiologist has asked you to help out in his medical mission. He has asked you to prepare a SIMPLE brochure IN YOUR OWN WORDS about how the heart works, its importance, some diseases of the heart that are prevalent today and their causes, how one can care for the heart. You will be using this brochure to teach children in the outreach community about the heart so that they can teach them what kind of measurement the blood pressure is and then demonstrate how to take the blood pressure of some adults in the community.
Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

Biomes
NASA is calling! The task is to create a model of an imaginary plant or animal that is capable of surviving in a given planetary environment, to support the astronauts going there to live. Students will need to justify various structures and how they aid in the function and survival of their organism.
Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

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English (Point of view, Narrative Writing)

You are a well-known writer of childrens books. A publisher comes to you and says, We really liked the 3 Little Pigs and the REAL story of the 3 Little Pigs, by A. Wolf. Would you please take a familiar story and write another version of it from another point of view, like that one? We think it is wonderful idea, and you are a great writerso it should be very successful You agree to start work on a story and present the editors with a draft. When you submit the draft, write a cover page to convince your publisher that this is a great story and explain why you came up with this particular version and what message, if any, you would like to relay to children who read it.
Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

English: Biographies (vivid details)

You have written to Jose Rizal asking, How did you become who you are? 1) Now, put yourself in Rizals shoes and answer this question, explaining which events and experiences in his childhood or life resulted in big decisions or important events in his life. 2) Then, write a letter back to Rizal explaining how his life was like and unlike your real life.
Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

Math: Hoops
Hoops McGinty wants to donate millions of dollars from his salary and sports-drink earnings toward a special exhibit in the new Rose Planetarium area of the Museum of Natural History. Hoops wants there to be a 3-D scale model of our planetary system. There is a catch, however. The size of the planets and the distance of each planet from the sun must be exactly to scale- where the sun is represented by a regular NBA basketball. The nervous folks in the souvenirs and gifts department of the Museum call you up to their office because of your expertise in astronomy. What will you advise them about the feasibility of the plan? What approach toward a scale model will work best to ensure a basketball related design?
Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

Its time to present . . . . Tadang!

wide variety of assessment options instructional objectives, content, and necessary skills and behaviors. right kinds of information, (if used effectively) students -> thinkers and learners

assessment --to all kinds of methods and strategies that provide information about a students learning categories: alternative and traditional

Just 1 !

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Assessment Purposes
Promote, assist

What is Authentic Assessments?

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

and improve students learning Inform teaching and learning Provide data that can be communicated to a range of people about the progress and achievements of individual students or groups of students.
(Education Queensland 2001, Years 1-10 Curriculum Framework for Education Qld Schools, Department of Education, p.13)

What is Performance Assessments?

Performance and Authentic Assessments (Chapter 13, p.212 by E. Raagas)

When is it called a Performance Assessment?

"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

1. specific behaviors or outcomes of behaviors are to be observed 2. appropriateness of students actions 3. cannot be directly measured using a paper-and-pencil test.

Categories of Performance Assessments:

1. Process versus Product Measures process a procedure that a student uses to complete a task product a tangible outcome that may be a result of completing a process 2. Simulated versus Real Settings 3. Natural versus Structured Stimuli

Why use?

evaluation of complex skills which are difficult to assess by written tests. good effect on instruction and learning. used to evaluate the process as well as the product.

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Drawbacks? amount of time they require to administer student responses often cannot be scored later scoring is susceptible to rater error. inconsistencies in performance on alternative skills within the same domain.

What is does Authentic Assessment look like?

An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.

Difference between TA and AA Traditional

Selecting a Response Contrived Recall/Recognition Teacher-structured Indirect Evidence

Authentic Assessments Examples

Observations Rubrics Portfolios Projects Presentations Constructed

Authentic
Performing a Task Real-life Construction/Application Student-structured Direct Evidence

response questions Essays Student self-assessment

Alternative name for Authentic Assessment

Why Use Authentic Assessments?

Direct

Measures Nature of Learning

Performance Assessment (or Performance-based) -- so-called because students are asked to perform meaningful tasks.

Captures Constructive Integrates Teaching,

Learning and

Assessment
Provides Multiple

Paths to Demonstration

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How do you create Authentic Assessments?

How do you create Authentic Assessments?

Questions to Ask: 1) What should students know and be able to do? This list of knowledge and skills becomes your . . . STANDARDS

Students are asked to perform realworld tasks that demonstrate meaningful application of essential knowledge and skills

2) What indicates students have met these standards? To determine if students have met these standards, you will design or select relevant . . . AUTHENTIC TASKS

How do you create Authentic Assessments?

STANDARDS AUTHENTIC TASKS

How do you create Authentic Assessments?

STANDARDS AUTHENTIC TASKS

3) What does good performance on this task look like? To determine if students have performed well on the task, you will identify and look for characteristics of good performance called . . . CRITERIA

CRITERIA
4) How well did the students perform? To discriminate among student performance across criteria, you will create a . . . RUBRIC

Scoring Performance Assessments:

Three issues should be considered when establishing a scoring plan. 1. Is each quality to be measured directly observable? 2. Does the scoring plan delineate essential qualities of a satisfactory performance? 3. Will the scoring plan result in different observers assigning similar scores to a students performance?

How do you create Authentic Assessments?

STANDARDS
AUTHENTIC TASKS

CRITERIA

RUBRIC

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Sample of Authentic Tasks:

COIN GAME (Math)

CONTENT STANDARDS: Students will be able to compute simple probabilities. Students will be able to determine if and when a game is fair. Students will be able to communicate mathematical ideas. PROCESS STANDARDS: Students will be able to use a model to solve problems. TASK: Make up a game that involves tossing three coins. Describe the rules of your game and explain why your game is fair. CRITERIA: You must describe the rules for a two-person fair game involving three coins. Make sure to including a point system for scoring. You must prove that your game is fair using a tree diagram. You must show the probabilities of winning for each player.

Geometry Poster (Math) Your job is to create a poster to help illustrate the meaning of parallel, perpendicular, and intersecting lines. The poster should include definitions, illustrated examples, and real-life clips or pictures of each one of the lines. Keep in mind every poster will either be displayed in the classroom or in the hallway during our geometry unit.
Refer to the rubric: Definitions, appearance, illustrations, real-life problems

English (Persuasion Unit) Standards Students will use writing styles that appeal to a variety of audiences for a variety of purposes. Students will use appropriate word choice when producing persuasive documents. Students will produce documents that exhibit a range of persuasive writing techniques that contain topic sentences, position statements, support for position statements, and proposals using formats suitable for submission. Students will apply the rules of grammar in writing. Task: Letter of Complaint

Task: Letter of Complaint Have you or has someone you know, ever bought an item, used it once, and found out it didnt work the way you expected, or that it broke entirely? Choose a time when this happened to you and write a complaint letter to the manufacturer to express your disappointment. In order for you to completely tell your story, your letter must contain at least 3 paragraphs with a minimum of 6-8 sentences each. Your letter should be in correct letter format and apply the rules of grammar, spelling and punctuation.
Keep in Mind: State the problem, explain what happened and propose a reasonable solution. Use language that will persuade, not anger. Make sure your argument is clear. Explain how it happened. (6-8 meaningful sentences per paragraph.) Remember to use words that persuade.

English (Focus Skill Unit: Sequencing) Content Standards: Apply reading strategies to improve understanding and fluency. Comprehend a broad range of reading materials. Arrange events in chronological order. Task: Using events and details from the story Pyramids, create a timeline on white construction paper that places the events of the pyramids in chronological order. Since the exact dates are not given for the events, create your timeline based on the estimated dates that were given in the story. After you have finished your timeline, trace your writing with a black marker. Remember that neatness and quality counts!

English (Focus Skill Unit: Sequencing) Rubric:

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Science: Hurricanes vs. Tsunami Article

You have been given some information about hurricanes and tsunami through class. What I want you to do is write an article about the differences between hurricanes and typhoons. You will be given 1 day in the library and 1 day in the computer lab. In your article you should cover the following topics: 1.Where do hurricanes and a tsunami occur? 2.What kind of damage do they cause? 3.What are the warning signs of them? 4.Are the warning times long enough? 5.How many lives do they affect each year? Please note that there are two sides to every question; a hurricane and a tsunami are different in nature. So please make sure that you are treating them differently when you are answering the questions! PLEASE DO NOT LUMP A HURRICANE AND A TSUNAMI TOGETHER!!!!!! Your article must be written properly. Make sure that you use paragraphs, complete sentences, organize your ideas, and use your punctuation properly. Your articles are going to be evaluated by your peers. There will be four people evaluating your article, and the four scores will be averaged. The average will be your final grade.

BACTERIA WANTED POSTER

(Science: Viruse, Bacteria, Immunology Unit)

TASK: Students will research a bacterial infection and create a poster displaying information about their bacteria. Students will also have to present their poster to the class. A peer assessment of both the poster and the oral presentation will be conducted. CRITERIA: Description: Your poster should be no smaller than a 8 X 11 piece of poster board Your poster should be colorful Your poster should be organized and free from errors! and CREATIVE

BACTERIA WANTED POSTER

(Science: Viruse, Bacteria, Immunology Unit)

Activity: GRASPS
I. Choose a unit or topic from your field or subject you are teaching. II. Write the instructional objective/s. Instructional objectives are statements of what the students will be doing at the end of the instruction able to demonstrate as an application of what they have learned III. List the content or sub topics you will include in your class discussion. IV. Design or select relevant tasks What indicates that students have met these competencies? Think of a requirement/project/ assignment given to students designed to assess their ability to apply competencies-driven knowledge and skills to real-world challenges. Consider the tasks where you will ask students to construct their own responses rather than to select from set of responses; or tasks which replicate challenges faced in the real world. V. Identify and determine the characteristics of a good performance on the task What does good performance on this task look like? identify the criteria, that, if present in your students work, will indicate that they have performed well on the task, i.e., they have met the competencies.

Specific Requirements (what you should include!): Photo of your pathogen (microscopic picture or a diagram) Description of pathogen (What it look like, how it originated, etc.) Organisms mode of operation (how it attacks and spreads, vectors) Most common victim it preys on (adults, kids, males, females) Hideout of culprit (where it is found across the worldgeographically) Injury done to its victims symptoms of disease Is it armed and dangerous? (rate the degree of damage caused) Number of victims to date Most effective weapon against the bacteria (treatments, cures?) Include documentation of sources (at least 2!)

Reflection: Lets get back to our Activity

Xavier University-Ateneo de Cagayan

Is Authentic Assessment a consideration in our design for the evaluation of learning with our students?

Assessment of Learning
by Dr Amparo Vedua-Dinagsao