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Module 3 (AoL2)

This 3-hour module discusses process-oriented performance-based assessment. It aims to define process-oriented competencies, explain performance-based assessment, design rubrics for process-oriented tasks, and determine when analytic or holistic rubrics are appropriate. The document discusses the characteristics of performance-based assessment and different types of performance tasks, including problem-solving, inquiries, demonstrations, exhibits, and presentations. It outlines the strengths of performance-based assessment, such as clearly defining learning targets, allowing students to exhibit skills, advocating constructivism, using varied evaluation approaches, and exploring teaching and learning goals and processes.

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Cristobal Cantor
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© © All Rights Reserved
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0% found this document useful (0 votes)
1K views

Module 3 (AoL2)

This 3-hour module discusses process-oriented performance-based assessment. It aims to define process-oriented competencies, explain performance-based assessment, design rubrics for process-oriented tasks, and determine when analytic or holistic rubrics are appropriate. The document discusses the characteristics of performance-based assessment and different types of performance tasks, including problem-solving, inquiries, demonstrations, exhibits, and presentations. It outlines the strengths of performance-based assessment, such as clearly defining learning targets, allowing students to exhibit skills, advocating constructivism, using varied evaluation approaches, and exploring teaching and learning goals and processes.

Uploaded by

Cristobal Cantor
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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College of Teacher Education

Second Semester, A.Y. 2020-2021


MODULE 3
Process-Oriented Performance-Based Assessment

Introduction

This module entitled ‘Process-Oriented Performance-Based Assessment’ would discuss on the


characteristics of performance-based assessment and the creation of a holistic and analytic rubric for
process-oriented activities.

Date and Time Allotment

Feb. 1 (3 hours)

I. Objectives

At the end of the end of this module, students should be able to:
1. Define process-oriented learning competencies.
2. Explain the nature of performance-based assessment.
3. Set simple and complex process-oriented learning competencies for a given task.
4. Design their own holistic and analytic rubric for process-oriented performances.
5. Determine the appropriate scenarios for the use of either an analytic or holistic rubric.

II. Lecture
Assessing learners relies heavily on how reliable and valid the assessment tools are. Another part
of performing an effective assessment is properly determining which task the learners are supposed to
demonstrate during the process. One of the ways to address these two issues is to use performance-based
assessment.
Performance-Based Assessment, according to McMillan (2007, cited from Cajigal and Mantuano,
2014), is the type of assessment where the teacher gathers observational data and uses these data to
evaluate the learner based on their demonstration of a skill or competency in a particular task such as creating
a product, constructing a response, or making a presentation. Furthermore, Ferman (2005, cited from Cajigal
and Mantuano, 2014) also emphasized that performance-based assessment (PBA) utilizes the ability on the
learners by forcing them to produce their own products, whether it be made individually or in group in the
form of oral or written performance. This product exhibits the concepts that they have learned, Ferman added.
PBA also enhances the creative prowess of learners by applying what their ideas, thoughts, and
skills are in the project that is assigned to them. This experience of creating their own product makes the
learners more motivated and involved in doing their best, which then makes the performance more
meaningful and significant according to Cajigal and Mantuano (2014).
While PBA allows learners to translate their learnings into skills and into products, it also allows the
teachers to determine the effectivity of the process or procedure used and the product created due to the
performance tasks that they have set (Linn, 1995, cited from Cajigal and Mantuano, 2014). This continuous
process of determining the appropriateness of the assessment tools goes away from the traditional tests for
factual knowledge since using PBA results in a diverse set of products and performances where there is no
single correct answer but rather a plethora of criteria and standards that is used to determine the proficiency
and degree of these projects.
According to Popham (2011, as cited from Cajigal and Mantuano, 2014), performance assessment
should have three features:
• Multiple evaluation criteria – The performance of learners should be evaluated on more than one
standard or criteria with each having an appropriate connection to the task that the learners will
perform.
• Pre-specified quality standards – The criteria of the assessment upon which the learner’s
performance would be judged should be conveyed to the learners in a clear and understandable
manner before the actual performance.
• Judgmental appraisal – The assessment of performance is done manually by teachers and
cannot be left to computing technology tools. The human judgement allows us to discern whether
a performance of the learner is acceptable or needs remediation.
Cajigal and Mantuano (2014) added that performance assessment tasks should be based on real-
world contexts in order to increase the authenticity of the performance. Teachers must note that
contextualized tasks allow some characteristics of the assessment, particularly student performance,
creation, construction, and production of product, to be observable in a classroom setting and can also be
used to assess deep understanding and reasoning skills of the learners, Cajigal and Mantuano added.

Types of Performance Tasks


The main goal of performance tasks is to capture the learning targets aligned with the teaching and
learning objectives, activities, and assessment (Cajigal and Mantuano, 2014). What this statement implies is
that the focus of performance-based assessment is the final student output that is to be passed,
demonstrated, or performed. As such performance tasks take on many forms, some of which are listed by
Musial (2009, retrieved from Cajigal and Mantuano, 2014).
a) Solving a problem.
Problem-solving skills and critical thinking are integral skills in the cognitive
development of leaners. With this in mind, teachers may use complex authentic
problems or issues or topics that needs to be solved by the learners. This task helps
leaners establish independent thinking and lifelong learning that could be used to
overcome the challenges of the modern society.
b) Completing an inquiry.
An inquiry task is one in which the students are asked to collect data in order to develop
their understanding about a topic or issue. Examples of inquiries are science
investigations, research-based activities, surveys and interviews, or independent studies.
Students determine what data are needed and under what conditions that data should
be collected, present data, and develop conclusions.
c) Determining a position.
This task requires students to make decisions or clarify position. Case analysis and issue
related activities or debate are some examples of this task.
d) Demonstration Task.
This task shows how the students use knowledge and skills to complete well-defined
complex tasks. Students explain or describe how something works or how to do
something when they perform these tasks. Examples include demonstrating steps and
procedures in cooking, setting up a microscope, explaining how rain occurs, or using a
computer software. The aim of these tasks is to accurately show the steps of a given
process as well as to justify the rationale for each step of the process.
e) Developing Exhibits.
Exhibits are visual presentations or displays that need little or no explanation from the
creators. An exhibit is offered to explain, demonstrate, or show something. Classroom
applications include exhibit of best works, pictures or paintings, projects, or portfolios.
f) Presentation Task.
This is a work or task performed in front of an audience. Storytelling, singing, dancing,
musical plays, or theatrical acting are some presentations which demonstrate this type
of task.
g) Capstone Performance
These are tasks that occur at the end of a program of study and enable students to show
knowledge and skills in the context that matches the world of practicing professionals.
These tasks include research paper, practice teaching, internship or on-the-job training.
With the diversity of usable performance task, the teachers can freely set appropriate activities for
the learners that could help them prepare and achieve a given objective.

Strengths of Performance-Based Assessment


Among the types of assessments that could be used in the classroom, PBA presents a series of
distinct characteristics and advantages over other types of assessment. Cajigal and Mantuano (2014) has
listed several of these characteristics which include:
1. Performance assessment clearly defines and clarifies learning targets.
Authentic performance tasks such as real-world challenges and situations can closely
match with the various complex learning targets. This offers a direct way to assess what
the students know and can do within a variety of realistic contexts.
2. Performance assessment allows students to exhibit their own skills, talents, and
expertise.
Tasks show integration of the student's skills, knowledge and abilities, provide challenge
and opportunities to exhibit their best creation. This also assesses the ability “to do" of
the students.
3. Performance assessment advocates constructivist principle of learning.
Students are more engaged in active learning and give more opportunities to demonstrate
their learning in different ways in complex tasks. Students use their previous knowledge
to build a new knowledge structures and be actively involved in exploration and inquiry
through different tasks.
4. Performance assessment uses a variety of approaches to student evaluation.
This offers students a variety of way of expressing their learning and increases the
validity of student's evaluation. Teachers may share criteria of assessment before the
actual evaluation so that students can use these criteria as well.
5. Performance assessment allows the teachers to explore the main goal and processes of
teaching and learning process.
Teachers may reflect and revisit learning targets, curriculum and instructional practices,
and standards as they utilize performance-based assessment. They may use a variety of
teaching strategies and techniques, and explore how students will use the instructional
material and resources given to them.
Teachers may find some of the characteristics of PBA to be useful for a diverse set of learning
objectives that are made in context with real-life situations. Always remember that PBA encapsulates the
ability of the teacher to set appropriate ways to assess the learners and to continually improve these
procedures through consistent applications of the said procedures.

Limitations of Problem-Based Assessment


Each assessment method possesses their own set of limitations which makes other types of
assessment favorable in some situations. PBA is not an exception to having these limitations. Cajigal and
Mantuano (2014) has also listed several of what they have perceived to be the weaknesses of PBA. These
include:
1. Development of high-quality performance assessment is a tedious process.
Performance assessment needs careful planning and implementation. It is very time
consuming to construct good tasks. Teachers have to make sure that the performance
tasks expected from the students are authentic and match the outcome to be assessed
and not with other qualities that are not part of the outcomes to be assessed. Quality
scoring rubrics are difficult to create as well.
2. Performance assessment requires a considerable amount of time to administer.
Paper-and-pencil takes 15 to 20 minutes per tasks to complete depending on the
number of items. Most authentic tasks take a number of days to complete. Most of the
time, performance assessment is administered to small groups of students unlike
traditional testing which is simultaneously administered to an entire class.
3. Performance assessment takes a great deal of time to score.
The more complex the process and performance, the more time you can expect to spend
on scoring. To reduce the scoring time, crafting a high-quality rubric is recommended.
4. Performance task score may have lower reliability.
This resulted to inconsistency of scoring by teachers who interpret observation quite
differently. With complex tasks, multiple correct answers, and fast-paced performances,
scoring depends on teachers own scoring competence.
5. Performance task completion may be discouraging to less able students.
Some tasks that require students to sustain their interest for a longer time may
discourage disadvantaged students. They may have partial knowledge of the learning
target but may fail to complete the task because it does not allow them to utilize this
partial knowledge effectively and efficiently.
While there are ways to alleviate the limitations of PBA, these methods could also jeopardize the
latent characteristics of PBA. Further, teachers in our field tend to have overcrowded class sizes and diverse
academic loads that could lead to a lack of time to properly administer PBA. Furthermore, Cajigal and
Mantuano (2014) added that using PBA results to fewer samples of student performance and a less
implication on the generality of the student’s knowledge since this assessment are inclined towards skills
rather than factual knowledge. Teachers’ bias also worsens the reliability in student performance under this
assessment.
Designing Performance-Based Assessment
Assessments cannot begin without a particular purpose or objective. This purpose provides the
assessment the information on the skills or products needed to be performed or created. Additionally, this
information provides teachers the standards and tools in which they will grade their learners and later be
used to identify the achievements and shortcomings of their set of learners. Herman (1992, retrieved from
Cajigal and Mantuano, 2014) has listed key questions is setting the competencies in PBA.

Table 1. Five Questions to Consider in Determining Competencies (Herman, 1992, retrieved from Cajigal
and Mantuano, 2014)

Five Questions Examples


What important cognitive skills or attributes do I Communicate effectively in writing, employ algebra
want my students to develop? to solve real-life problems, Utilize properties of
elements in feasibility studies
What social and affective skills or attributes do I Work independently, appreciate individual
want my students to develop? differences, Show empathy
What metacognitive skills do I want my students to Reflect on the writing process, self-monitor progress
develop? while working on an independent project, Determine
the flaws in their previous works
What concepts and principles do I want my students Understand cause-and-effect relationships, use
to be able to apply? principles of ecology and conservation, create a
system for verifying valid arguments

Note that a single learning competency cannot encompass all of these questions. Some skills are
better utilized in the cognitive domain of learning and vice versa. The teachers need to select these
competencies and, at the same time, devise an assessment tool to measure these competencies.

Learning Targets
In setting the purpose of the assessment, the learning targets first needs to be identified. These
targets are diverse in nature. However, according to McMillan (2007, retrieved from Cajigal and Mantuano,
2014), there are four primary learning targets in PBA which are:
1. Deep Understanding
The essence of performance assessment includes the development of students’ deep
understanding. The idea is to involve students meaningfully in hands-on activities for
extended periods of time so that their understanding is rich and more extensive than
what can be attained by more conventional instruction and traditional paper-and-pencil
assessments. This focuses on the use of knowledge and skills.

2. Reasoning
Reasoning is essential with performance assessment as the students demonstrate skills
and construct products. Typically, students are given a problem to solve or are asked to
make a decision or other outcome, such as a letter to the editor or school newsletter,
based on information that is provided.

3. Skills
In addition to logical and reasoning skills, students are required to demonstrate
communication, presentation, and psychomotor skills. These targets are ideally suited
to performance assessment.
Psychomotor skills describe clearly the physical action required for a given task. These
may be developmentally appropriate skills or skills that are needed for specific tasks:
fine motor skills (holding a pen, focusing a microscope, and using scissors) gross motor
actions (jumping and lifting), more complex athletic skills (shooting a basketball or
playing soccer), some visual skills, and verbal / auditory skills for young children. These
skills also identify the level at which the skill is to be performed.
Generally, deep understanding and reasoning involve in-depth, complex thinking about
what is known and application of knowledge and skills in novel and more sophisticated
ways. Skills include student proficiency in reasoning, communication, and psychomotor
tasks.
4. Products
This learning target is the set of completed works, such as term papers, projects, and
other assignments in which students use their knowledge and skills.

The learning targets mentioned above does not necessarily need to be observed in a single PBA
session because these targets have separate sets of standards and criteria. Hence, a single PBA usually
tests no more than 2 of these learning targets.

Process-Oriented Performance-Based Assessment


PBA can be divided into two different types, process-oriented and product-oriented, based on what
the teacher wants to assess.
For this module, let us talk about the process-oriented PBA first. This type of PBA focuses on the
processes or skills shown during the actual evaluation period instead of the product created by the learners.
In other words, process-oriented PBA is after the actual performance of tasks. This implies that tasks and
competencies that are to be assessed using this technique should latently be observable and measurable.
Some examples of competencies or tasks are: a) Solve a problem on linear algebra, b) Read the poem “Sa
Aking Kaba”, c) Explain the advantages and disadvantages of using nuclear energy.
In designing process-oriented PBA, one starts with having a general competency which is then broke
down into more specific and observable learning tasks.
For example, we have the competency: “Solve contextualized mathematical problems regarding
linear equations in two unknowns”, then we could have the objective “Students should be able to solve
contextualized mathematical problems regarding linear equations in two unknowns, specifically to:
a. Identify and state the given on each problem within 1 minute;
b. Formulate and explain one possible solution to the given problem;
c. Create correct abstract representations of the given;
d. Perform mathematical operations on the equations without using calculating tools;
e. Label each theorem or mathematical concept used in the solution for the given problem.

Another example could be found in Navarro and Santos (2013) where:


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 to:
a. Recite the poem from memory without referring to notes;
b. Use appropriate hand and body gestures in delivering the piece;
c. Maintain eye contact with the audience while reciting the poem;
d. Create the ambiance of the poem through appropriate falling and rising intonation;
e. Pronounce the words clearly and with proper diction.

Navarro and Santos (2013) have further implied the use of the Bloom’s Taxonomy of Learning in
setting the objectives of the task, which evidently ranges from simple tasks to more complex processes.
Furthermore, they stated that simple competencies usually only involve one particular skill while more
complex competencies involve more than a single skill.
Some examples of simple competencies, according to Navarro and Santos (2013), are:
• Speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.
While some examples of complex competencies are:
• Recite a poem with feeling using appropriate voice quality, facial expressions, and hand
gestures;
• Construct an equilateral triangle given three non-collinear points;
• Draw and color a leaf with green crayon.
A teacher must meticulously prepare each objective for the general task as these objectives will be
the basis for creating the assessment tool for PBA. Navarro and Santos (2013) have divulged three standards
in designing tasks which are:
• Identifying an activity that would highlight the competencies to be evaluated, e.g.,
reciting a poem, writing an essay, manipulating the microscope etc.
• 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.
• Finding a task that would be interesting and enjoyable for the students. Tasks such
as writing an essay are often boring and cumbersome for the students.
Additionally, they provided an example for following such standards. Say we have the task
“Understanding biological diversity”. The possible action could be to bring the learners to a pond or creek
and task them to find all the living organisms that they could see in the area. Afterwards, the teacher could
bring the learners to another area and ask them to do the same task. The teacher then observes if the
students have created a system for collecting, classifying, and differentiating the organisms that they have
found in the two areas of study.

Scoring Rubrics
A rubric, as defined by Navarro and Santos (2013), is a scoring scale used to assess student
performance along a task-specific set of criteria. The student performance is matched against the set criteria
and is evaluated whether they have successfully achieved a level of proficiency. The teacher chooses the
criteria for the rubric along with the descriptors (which describe a level of performance) for the criteria. An
example of a rubric for an oral recitation in English was supplied below by Navarro and Santos (2013):

Table 2. Recitation Rubric (Retrieved from Navarro and Santos, 2013)


Criteria Score 1 2 3
Number of x1 1-4 5-9 10-12
Appropriate Hand
Gestures
Appropriate Facial x1 Lots of Few inappropriate No apparent
Expression inappropriate facial facial expression inappropriate facial
expression expression
Voice Inflection x2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty
Incorporate proper x3 Recitation contains Recitation has Recitation fully
ambiance through very little feelings some feelings captures ambiance
feelings in the through feelings in
voice the voice.

The criteria in the given table, represented by the first column on Table 2, shows the different
competencies or tasks that students are required to show during the performance itself. The 3rd to 5th column
represents the performance level which are called descriptors. For example, the criteria “Number of Hand
Gestures” has three performance levels which are “1-4 (hand gestures)”, “5-9”, and “10-12”. Each of these
levels shows the proficiency of the learner in the given criteria with 1 being the lowest and 3 being the highest.
Meanwhile, the 2nd column shows the weight of each criterion since each criterion could have different
bearings to the assessment of the learners especially when a criterion is closely related or more vital to the
performance task compared to the others. In the given rubric, the teacher implies that having proper
ambiance is more important than having appropriate facial expression, for example.
What this system implies, in the given rubric, is that each row begins with the criterion followed by
the lowest level of proficiency in the said criterion which gradually rises as it goes to the right.
The presence of descriptors in a rubric aids the evaluators and students in determining what
techniques they would employ in the assessment process. Additionally, the descriptors provide an ease of
use to the teachers since observable performances could be placed under one of the descriptors in a given
criterion.

Analytic and Holistic Rubric


There are two types of rubric used for performance tasks; analytic and holistic. The main difference
between these two rubrics is the presence of descriptors in the analytic rubric and its absence on the holistic
rubrics.
An analytic rubric, like the one given in Table 2, is used to determine the level of performance of the
learner in each separate criterion. This is done to identify the competency of learners on specific parts of the
general task. Additionally, this type of rubric is used to grade performance tasks that are more complex in
nature such as reporting a research finding, thesis defense, solving a multi-step mathematical problem,
debates, and the like.
The holistic rubric is used to show a “general view” of the performance task. The absence of
descriptors on this kind of rubric means that the teacher would aim to evaluate the entirety of the performance
task based on several criteria instead of evaluating each criteria individually. This type of rubric is used for
less complex activities such as checking short essays. Furthermore, this rubric is easier to use when the
criteria are too entangled with one another. For example, in writing, the criteria of content, organization, and
cohesion may have overarching parts on one another which makes the creation and use of evaluators
difficult; thus, making a holistic rubric more viable. Of course, simply mixing these overlapping criteria into
one criterion would make using an analytic rubric easier.

Table 3. Holistic Rubric Example (Retrieved from Navarro and Santos, 2013)
3 – Excellent Speaker
• Included 10-12 changes in hand gestures.
• No apparent inappropriate facial expressions.
• Utilized proper voice inflection.
• Can create proper ambiance for the poem.
2 – Good Speaker
• Included 5-9 changes in hand gestures.
• Few inappropriate facial expressions.
• Had some inappropriate voice inflection changes.
• Almost creating proper ambiance.
1 – Poor Speaker
• Included 1-4 changes in hand gestures.
• Lots of inappropriate facial expressions.
• Used monotone voice.
• Did not create proper ambiance.

Navarro and Santos (2013) stated that there is no suggested number of performance levels
(descriptors) for an analytic rubric however they inferred that beginning teachers can have as few as two
descriptors. Increasing descriptors provide finer proficiency level differences between the performances but
also increase the level of error or unreliability for the evaluators. Among the other reasons why the duo
suggests using lesser number of descriptors are:
• Ease in administering the rubric.
• Requires less effort in explaining the descriptors to the students.
• Smaller rubrics can easily be expanded while large rubrics are hard to compress.
Additionally, Navarro and Santos (2013) have also stated several reasons why using descriptors is
beneficial in the assessment process. These reasons are:
1. Clearer Expectations
It is very useful for the students and the teachers if the criteria are identified and
communicated prior to the completion of the task. Students know what is expected
of them and teachers know what to look for in student performance, Similarly,
students better understand what good (or bad) performance on a task looks like if
levels of performance are identified, particularly if descriptors for each level are
included.

2. More Consistent and Objective Assessment*


In addition to better communicating teacher expectations, levels of performance
permit the teacher to more consistently and objectively distinguish between good
and bad performance, or between superior, mediocre and poor performance, when
evaluating student work.
*
This reason has been offset due to the fact that teachers may sometimes possess certain biases or
limitations that decreases reliability, with or without performance levels.

3. Better Feedback
Furthermore, identifying specific levels of student performance allows the teacher
to provide more detailed feedback to students. The teacher and the students can
more clearly recognize areas that need improvement.
While other assessment tools do exist in evaluating performance task, the usual go-to of teachers
would be rubrics as some criteria does not need to be justified to be included in a given rubric. The abundance
of rubric templates and researches regarding performance task also serve as a good source of setting criteria
should an individual teacher encounter difficulty in creating their own.

III. Activity (Part 1 and 2)


For the first part of the activity, I will upload a set of Google Forms in our Google Classroom for you
to answer. This form has to be answered INDIVIDUALLY.
For the second part of the activity, your group of 4 will look for the curriculum guide set by DepEd in
your Major of Specialization. In the curriculum guide, you are to find 5 general tasks and set at least 5 specific
tasks under each of your selected general tasks. You may select a general task from any Grade level.

IV. Assessment
You will do your assessment in groups of 4. Your task is to make a sample analytic and holistic rubric
based on two process-oriented competencies/tasks found in your selected curriculum guide. Select two
topics and for each you will make one analytic and one holistic rubric; totaling to four rubrics. Note that you
cannot choose similar tasks (for example, if one task is to create an essay, then the other task should NOT
be to create an essay or similar compositions).
The performance levels (descriptors) should be at least 3 per criteria and there should be at least 4
criteria per rubric.
Encode your work in a single document and upload it in our Google Classroom. Do not forget to put
your name and the name of your groupmates, course, section, and date on the upper part of the document.
Only one member of the group has to upload their work. Put your name and your group mates name on the
private comment (description box) when you upload the file.

V. Other References
• Navarro, Rosita L. and De Guzman-Santos, Rosita (2013) Authentic Assessment of
Student Learning Outcomes 2 (2nd Edition). Lorimar Publishing, Inc. Quezon City, Manila
• Jazmin-Hena, Lilia (2015) Classroom Assessment 2. Great Books Trading. Quezon City,
Manila
• Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014) Assessment of Learning 2.
Adriana Publishing Co., Inc. Quezon City, Manila

Prepared by:

ALLEN CHRISTIAN V. TORRES, MSEd


Instructor, CTE

Checked by:

GLORIA C. NEMEDEZ, MAEd


Program Head, CTE

Approved by:

EVELYN ABALOS-TOMBOC, DBA


President, University of Eastern Pangasinan

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