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Process-Oriented Performance-Based Assessment Part 1

The document discusses process-oriented performance-based assessment. It emphasizes that assessment should evaluate not just products or outputs, but the complex learning process. Assessment needs to be multidimensional and reveal growth over time through diverse methods like actual performance tasks. Well-designed assessments identify observable learning competencies and evaluate students' ability to perform tasks over multiple criteria. Scoring rubrics are important assessment tools that clearly define expectations and provide consistent, objective evaluations through descriptive performance levels for each criterion.

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Carla Arce
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858 views44 pages

Process-Oriented Performance-Based Assessment Part 1

The document discusses process-oriented performance-based assessment. It emphasizes that assessment should evaluate not just products or outputs, but the complex learning process. Assessment needs to be multidimensional and reveal growth over time through diverse methods like actual performance tasks. Well-designed assessments identify observable learning competencies and evaluate students' ability to perform tasks over multiple criteria. Scoring rubrics are important assessment tools that clearly define expectations and provide consistent, objective evaluations through descriptive performance levels for each criterion.

Uploaded by

Carla Arce
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PROCESSORIENTED PERFORMANCEBASED ASSESSMENT

OUTPUTS

PRODUCTS

STUDENTS LEARNING

TRADITIONAL TESTING

PROCESS

EXPLAIN

STUDENTS LEARNING

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice begins with and enacts a vision of the kinds of learning we most value for students.

Assessment is most effective when it reflects an understanding of learning as:


- multidimensional

- integrated
- revealed in performance over time.

Learning is complex process.

It entails not only what students know but what they can do with what they know.

It involves not only knowledge and abilities but: - values - attitudes

- habits of the minds that affect academic and performance beyond the classroom

Assessment should reflect these understandings by employing a diverse array of methods including those that call for actual performance.

These must be used over time so as to reveal change, growth, and increasing degrees of integration.

ProcessOriented Learning Competencies

It is concerned with the actual task performance rather than the output or product of the activity.

The learning competencies in processoriented performancebased assessment are stated in directly observable behaviors of the students

These learning competencies should start from a general statement, and then breaks down to easily observable behaviors

Example: Task: Recite a Poem by Edgar Allan Poe

The activity aims to enable the students to recite apoem entitled The Raven by Edgar Allan Poe

1.Recite the poem from memory without referring to notes

appropriate hand and body gestures in delivering thepiece


2.Use

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

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 sameset of competencies

3.Finding interesting and enjoyable tasks (writing an essay is boring)

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 the bio diversity of the two sites.

TASK:
1. Think of an activity in your field of specialization.
2. Formulate the learning competencies.

Proper Assessment Tool (Scoring Rubrics)

- a scoring scale used to assess student performance along a task-specific set of criteria

Authentic assessments
- are typically criterionreferenced measures
- a students aptitude on a task is determined by matching the students performance against a set of criteria to determine the degree to which the students performance meets the criteria for the task.

Parts of a Scoring Rubric 1.Criteria

characteristics of a good performance task

2.Level of Performance
degree the students have met the criterion

Descriptors
- spell out what is expected of students at each level of performance for each criterion

it tells the student what a performance looks like at each level


- it helps distinguish student work

Weight
mechanism for assigning scores to each project

WHY INCLUDE LEVELS OF PERFORMANCE?

1. Clearer expectations Student know what is expected on them and teachers know what to look for in students performance

2. More consistent and objective assessment teachers objectively distinguish between a good and a bad performance

3. Better Feedback

allows teachers to provide better feedback to students.

Types of Rubric

1.Analytic Rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion

2.Holistic Rubric does not list separate levels of 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 is more common and assesses tasks that involve a larger number of criteria.

Analytic rubric better handles weight on criteria

Holistic rubric are used when a quick judgment need to be made

Holistic rubrics are used for judging MINOR assessment.

- There is no specific number of levels a rubric should possess. Start small then expand.

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