PROCESS-ORIENTED

PERFORMANCE-BASED

ASSESSMENT

STUDENTS’ LEARNING

OUTPUTS

PRODUCTS

TRADITIONAL TESTING

STUDENTS’ LEARNING

PROCESS

EXPLAIN

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 a 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.

Process-Oriented Learning

Competencies

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

The learning competencies in process-oriented performance-based 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

2.Use appropriate hand and body gestures in delivering thepiece

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

TASK DESIGNIN

G

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 competencies3.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)

Rubric

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

Authentic assessments

- are typically 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.

Parts of a Scoring Rubric

1.Criteria

– characteristics of a good performance task

2.Level of Performance

– degree the students have met the criterion

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

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

- 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 student’s performance

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

3. Better Feedback  – allows teacher’s to provide better feedback to students.

Types of Rubric

1. analytic

2. holistic

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 student’s performance in the entire task.

When to use a

rubric?

–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.

How many levels of performance

should be included?

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

Task # 1

1. Find 5 different examples of rubric from the internet

2. Print them and place them in your portfolio.

3. It will be checked next meeting.

Task # 21. Prepare process-oriented

learning competencies for the task: story telling

2. Prepare a rubric with 5 criteria and 3 levels of

performance with descriptors.

3. Send it to me through my email ad:

pastranomelissa@yahoo.com not later than Nov. 30