Indonesian Teachers’ Program

Designing Performance Based Assessment

Task:

 Teachers to organise themselves into pairs – videoing partner

 Divide each group into 2 so we now have 4 teams
 Explain we are going to play for 5 mins and your partner needs to video the wider game, but be sure to focus
on your partner.
 Swap roles

Go through assessment task:

 Go through overview of assessment task on the big screen

Discuss and Actively Complete the Process - Slideshow:

 How we determine what to assess?

o Linking to achievement standards
o Designing general criteria that aligns with achievement standards
o Designing specific assessment criteria (success criteria) that aligns with standards, but makes it clear
to the students ‘what success looks like’ in each section for each skill
 First teaching session – let the students play the actual game/activity (partner videos)
o This is important as a form of diagnostic testing and to establish students’ strengths and weaknesses
o Handout criteria sheet
o As a teacher, show the students what success looks like in each category (with a ball in an authentic
setting)
o Preferably, use a video of a previous student (not known to students) to display to the class and
agree on the assessment of this student in a particular category – establish consistency/moderation
of assessment – I will show one video and we will assess together
o Get students to self-assess on the criteria sheet, but with a partner (creates assessment dialogue
and moderation) – each individual element of criteria sheet
o Important that students set specific goals (e.g. not just get better at dribbling, but ‘need to look up
more when dribbling with the ball’)
 Collect the criteria sheets from the students
 This can form your baseline assessment (diagnostic assessment) of the student
 From here, you can then design the unit accordingly
o Time can be allocated in small groups where students then work on specific skills relating to their
goal/specific needs – provide an example
 Each week or regularly, go through the same game play/video process and get the partners to self-assess.
This should be done on the same criteria sheet (but in a different coloured pen), so any improvements can
be identified.
 This can continue throughout the unit
o This helps for the students to identify progress in specific areas (can be very motivating)
o This improves the students’ understanding of the game and evaluation of performances
o This helps to provide information to the teacher as to what areas need to be improved in future
lessons (address the needs of the students)
o This makes the final assessment process easier as students already know where they are at. Rather
than only assessing them right at the end of the unit (this result is often a surprise to them) and they
haven’t had an opportunity to improve during the teaching and learning process, because they don’t
know what areas they need to improve
o Assessment focus is more self-referenced, as they are comparing their performance at the beginning
of the unit to their performance at the end (e.g. moved from a D to a B-, rather than you scored a C
at the end without knowing how much improvement you made in the unit)