How to enhance Deeper Learning using Performance Based Assessments
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Performance-based assessment requires students to demonstrate knowledge and skills through tasks or products, providing insight into their understanding and application. Assessments can be process-oriented, focusing on students' thinking and reasoning, or product-oriented, showcasing completed works like projects and writing samples. When designing such assessments, educators must consider objectives, cognitive levels, and appropriate methodologies to evaluate student performance effectively.
How to enhance Deeper Learning using Performance Based Assessments
- 2. WHAT IS PERFORMANCE BASED ASSESSMENT? • Assessment strategies require students to demonstrate their knowledge and skills by performing a task or producing a product. • Provides teachers information with how students understand and apply knowledge.
- 3. TRADITIONAL VS PERFORMANCE Do you know it? • Recall • Identify • Match • List Can you use/apply it? • Compare • Classify • Analyze • Apply
- 4. PBAS CAN BE PROCESS ORIENTED OR PRODUCT ORIENTED • Product Oriented Work produced by students, depicts the application of their knowledge. Examples: projects, art, portfolio, photo, writing samples (newspaper articles, essays) • Process Oriented Insight to students’ thinking, reasoning, motivation. Examples: Individual or pair conferences, presentations, surgeries, course designing,
- 5. COMPLEXITY OF A TASK • Restricted-type task • Narrowly defined and require brief responses • Task is structured and specific • Examples: • Construct a bar graph from a provided survey data.
- 6. • Demonstrate a shorter conversation with a waiter about what is on a menu • Listen to the evening news on television and explain if you believe the stories are biased.
- 7. • Flip a coin ten times. Predict what the next ten flips of the coin will be, and explain why. • Climbing a bar competition
- 8. • (In view of the class, place 10 caterpillars in a box. Place a flashlight at one end, while darkening the other by folding over the box top.) “Do caterpillars move more to the light or more to the dark? Make a graph that shows how many caterpillars move to the light and how many move to the dark part of the box”.
- 9. EXTENDED-TYPE TASK • Complex, elaborate, and time-consuming. • Often include collaborative work with small group of students. • Requires the use of a variety of information Examples: Design a playhouse and estimate cost of materials and labor
- 10. Plan a trip to another country: Include the budget, places and justify why you want to visit certain places
- 11. TURN YOUR STREET GREEN USING LOW-COST NO- COST MATERIAL
- 12. CONSTRUCTING PERFORMANCE BASED ASSESSMENT TASKS 1. Define the purpose and take account of some factors; • What am I assessing • What do my students need to know. Am I asking some trivial information • What prerequisite skills do my students need to know • What level my students need to perform (foundation, intermediate or proficiency) • Will the performance level be the same for all the students in the class?/ performing the task? • What level of cognition should I assess?
- 13. How can I survive in a desert? 1. To take decisions in a team 2. To develop necessary skills for survival in a desert 3. To learn the characteristics of a desert e.g. Critical thinking, collaboration, communication 2. Integrated or single subject? 3. Write driving question 4. Identify learning outcomes 5. Identify the content and thinking skills to be assessed
- 14. 6. Create task “Imagine that your class is going on an expedition into the Sahara desert. What means of transport would you use? What kind of clothing would you need? How much food and water would you have to take with you? Think and explore the ways in which you have to adapt to be able to survive for a month in a desert” 7. Design the scenario/ write methodology i. Processes to follow in carrying out the project/ performing task ii. Essential Worksheets iii. Assessment checklists/rubrics (Self-assessment and Peer-Assessment) 8. Submission guidelines
- 16. Example: Methodology Divide the whole class in the 3 group Task-1: Group-1 collect the information about following things in the schools: Number of the chairs Number of tables Number of cupboards Number of doors Number of trees Task-2: Group-2 collect the information about following things in the school: Number of windows Number of black/white boards Number of class rooms Number of play ground Number of plants Group-3 Perform the below task 3-5: Task-3: Gather all information at one place Task-4: Make a frequency table Task-5: Demonstrate the frequency table in front of the class Marking scheme 1. Collection of the information 2marks 2.Making the frequency table 1mark 3.Demonstration 2marks Total 5
- 17. WHILE DESIGNING THE PROJECT • Language shall be appropriate to the age and experience and grade level of the students. • Time bound • Be sure that words, images, symbols, etc. provide evidence of understanding. • The content is ethically appropriate and contextually relevant • Integrate Technology (when necessary) but orient students with authentic and useful sites.
- 18. • Personalize the situation • Provide clear directions • Keep your students developmental level in mind • Plan well and discuss the project with peers
- 19. INSTRUMENTS TO ASSESS TASK • Rubrics • Checklists Instruments.doc
- 20. I hear and I FORGET I see and I REMEMBER I do and I UNDERSTAND Take Away