Process oriented performance-based assessment

1. 1. PERFORMANCEASSESSMENT
2. 2. 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
3. 3. 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
4. 4. Strengths & Weaknesses of Performance AssessmentsStrengths
WeaknessesIntegrates assessment with instruction Reliability may be difficult
toLearning occurs during assessment establish Measurement error due toProvides
opportunity for formative subjective nature of the scoringassessment Inconsistent
student performanceMore authentic across time may result in inaccurateMore
engaging, active involvement of conclusionsstudents Requires considerable teacher
timeEmphasis on reasoning skills to prepare and student time toTeachers establish
criteria to identify completesuccessful performance Difficult to plan for amount of
timeEmphasis on application of knowledge neededEncourages student self-
assessment
5. 5. PROCESS-ORIENTEDPERFORMANCE-BASED ASSESSMENT
6. 6. 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.
7. 7. • 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.
8. 8. 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.
9. 9. • 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.
10. 10. 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.
11. 11. 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.
12. 12. 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.
13. 13. • 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
14. 14. 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
15. 15. 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.
16. 16. 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.
17. 17. 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.
18. 18. ExampleCriteria 1 2 3Number of Appropriate 1-4 5-9 10 - 12hand gestures
X1Appropriate facial Lots of inappropriate Few No apparentexpression X1 facial
expression inappropriate inappropriate facial expression facial expressionVoice inflection
X2 Monotone voice used Can vary voice Can easily vary inflection with voice inflection
difficultyIncorporate proper Recitation contains Recitation has Recitation fullyambiance
through feelings X3 very little feelings some feelings capturesin the voice ambiance
through feelings in the voice
19. 19. DescriptorsDescriptors 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.
20. 20. 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.
21. 21. 2. More consistent and objective assessment3. Better feedback4. Analytic versus
holistic rubrics An 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.
22. 22. 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 poem2 – Good Speaker –Included 5 – 9 changes in hand gestures –Few
inappropriate facial expressions –Have some inappropriate voice inflection changes –
Almost creating proper ambiance1 – Poor Speaker –Included 1 – 4 changes in hand
gestures –Lots of inappropriate facial expressions –Uses monotone voice –Cannot create
proper ambiance
23. 23. Example of Analytic Scoring Rubric (for a Writing Sample) Objective: Write a character
studyScoring 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
24. 24. Example of Holistic Rubric Objective: Write a paper to persuade the reader to accept
clearly defined point of view and course of actionHolistic 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 irrelevant2.
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 thinking3. Outstanding performance Clear, interesting, and appropriate
language Many plausible and relevant supporting arguments Ideas are creative and well-
expressed
25. 25. • 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.
26. 26. 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
27. 27. Makes eyecontact never rarely sometimes usually always
28. 28. 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
29. 29. Choose any 5 activities and construct yourown 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