Educ5.pptx*_Lesson5_processOriented_assessment!
- 2. LEARNING OBJECTIVES: At the end of the lesson the student well able to; a. Identify what is Process - Oriented Assessment b. Describe what is Process -Oriented Assessment all about C. Apply what is Process -Oriented Assessment importance in making a criteria.
- 3. PERFORMANCE BASED ASSESSMENT Assesses the demonstration of their learning An alternative assessment that is designed to encompass a better overall representation of student progress. Assessment is MOST effective when it reflects an understanding of learning as MULTIDIMENTIONAL, INTEGRATED, and revealed through PERFOMANCE overtime. Learning is a complex process. It entails not only what students know but what they can do with what they know.
- 4. PROCESS-PERFORMANCE BASED ASSESSMENT Concerned with the actual task performance rather than the output or product of the activity. The learning objectives in process oriented performance based assessment are stated in directly observable behaviors ( Learning Competencies)
- 5. PROCESS-PERFORMANCE BASED ASSESSMENT These learning competencies should start from general statement, and then breaks down to easily observable behaviors. example: TASK: Recite a poem by Edgar Allan Poe OBJECTIVES: This activity aims to enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe. 1. Recite the poem from memory without referring to notes.
- 6. 2. Use appropriate hand and body gestures in delivering the piece. 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.
- 7. SIMPLE COMPETENCIES Speak with a well-modulated voice Draw a straight line from one point to another Color a leaf with a green crayon. COMPLEX COMPETENCIES Recite a poem with a 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 PROCESS-PERFORMANCE BASED ASSESSMENT
- 8. TASK DESIGNING (WHY AND HOW) HOW TO DESIGN TASKS? 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 same set of competencies. 3. Finding interesting and enjoyable tasks.
- 9. 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 them the bio diversity of the two sites. TASK DESIGNING (WHY AND HOW)
- 10. PROPER ASSESSMENT TOOL (Scoring Rubrics) Rubric A scoring scale used to assess student performance along a task-specific set of criteria.
- 11. RECITATION RUBRIC CRITERIA Weight Level of Performance Number of appropriate hand gestures x1 1-4 5-9 10-12 Appropriate facial expression x1 Lots of inappropriate facial expression Few inappropriate facial expression No apparent inappropriate facial expression Voice inflection x2 Monotone voice used Can vary voice inflection with difficulty Can easily vary voice inflection Incorporate proper ambiance through feelings in the voice x3 Recitation contains very little feelings Recitation has come feelings Recitation fully captures ambiance through feelings in the voice
- 12. Parts of a SCORING RUBRIC CRITERIA A characteristics of a good performance task e.g. Number of appropriate hand gestures” in full criteria would be “Includes a sufficient number of hand gestures” LEVEL OF PERFORMANCE the degree the students have met the criterion Descriptors – spell out what is expected of students at each level of performance for each criterion (lots of inappropriate, monotone voice) Tells the student what a performance looks like at each level. Helps distinguish student’s work. WEIGHT Mechanism for assigning scores to each
- 13. WHY INCLUDE LEVELS OF PERFORMANCE? CLEARER EXPECTATION Students know what is expected on them and teachers know what to look for in student’s performance MORE CONSISTENT AND OBJECTIVE ASSESSMENT Teachers objectively distinguish between good and a bad performance. BETTER FEEDBACK
- 14. TYPES OF RURIC ANALYTIC RUBRIC Articulates levels of performance for each criterion so the teacher can assess student performance on each criterion HOLISTIC RUBRIC Does not list separate levels o 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.
- 15. ANALYTIC RUBRIC
- 16. HOLISTIC RUBRIC
- 17. WHEN TO USE A RUBRIC? ANALYTIC RUBRIC Is more common and assesses tasks that involve a larger number of criteria. It better handles weight on criteria HOLISTIC RUBRIC Is used when a quick or gross judgment needs to be made. Is used for judging minor assessment.
- 18. HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY RUBRIC? • There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. • It can have as few as two levels of performance or as many as you decide is appropriate. Make eye contact with audience Never Sometimes always Make eye contact with audience Never Rarely Sometimes Usually always Make eye contact with audience Never Rarely Sometimes Usually
- 19. RECOMMENDATIONS Fewer levels of performance should be included because: It’s easier and quicker to administer Easier to explain to students Easier to expand