M2 PERFORMANCE BASED ASSESSMENT.pdf
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The document discusses performance-based assessment, including defining it, describing its characteristics and types, how to develop and score it, and differentiating tasks for diverse learners. Performance-based assessment evaluates student skills through authentic tasks and products/presentations. It aims to simulate real-world application of skills and provide feedback. Scoring rubrics are used to evaluate student performance on set criteria. Developing high-quality performance tasks and differentiating instructions can help address diverse student needs.
M2 PERFORMANCE BASED ASSESSMENT.pdf
- 2. At the end of this module, you are expected to: 1. Define performance-based assessment and the related terms; 2. Describe the nature of performance-based assessment; 3. Describe the methods of scoring essay and performance tasks; 4. List suggestions for preparing performance tasks for assessment; 5. Identify the necessary skills in assessing process, product and performance; 6. Develop scoring rubrics to assess process, product, and performance; and 7. Discuss the steps in developing performance-based assessment. LEARNING OUTCOMES
- 4. Performance-based assessment is a process-based evaluation of student skills based on how they learn. It fits in with formative and benchmark assessments and can also be used as a summative assessment. Performance-based assessment engages students, simulates the authentic application of skills, and provides opportunities for failure and learning from specific feedback.
- 5. Performance-based assessment is a direct and systematic observation of the actual performance of students on predetermined performance criteria (zimmaro, 2003). It is an alternative form of assessing the performance of students that represents a set of strategies for the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to them (hibbard, 1996).
- 7. 1. Students create, perform, or present their work The first main characteristic of performance-based assessment is the goal of this type of assessment. With “normal” assessments, students are having their ability to recall and reason tested. In performance-based assessment, your students are creating, performing, or presenting work that is wholly their own based on what they’ve learned.
- 8. 2. Simulation of real life skill The assessment should be related to how the skills and knowledge learned in class can be applied.
- 9. 3. Products may come in different forms The results of a performance-based assessment task come in many forms. It doesn’t have to be a performance, and it doesn’t have to be written.
- 10. 4. Time-limited The time spent on a performance-based assessment may be short or long term. Some projects may take several weeks or over the course of a semester.
- 11. 5. Inside, outside class, or both One of performance-based assessment’s unique qualities is the ability to be done in any combination of inside or outside of class time. Most assessments are tied to the classroom, but you have the freedom to encourage outside work as well. Some work is done in class (rehearsing) and some are done outside of class time (practice, sectionals).
- 12. 6. May work alone or with others Unlike most assessments which are tests of individual ability, performance-based assessments can be structured to allow for students to work together as well as alone.
- 13. 7. Standardized form for scoring For all the above characteristics, you are probably thinking: hey! I already do all of this! That’s awesome! But here is the most often forgotten part of performance-based assessments. There needs to be a clear rubric or set of expectations for all students. This rubric (not the only option, but the most common one) is to give students a clear idea of what they’re working towards. And the rubric must allow for a way to collect at least some individual data on students (even if they’re working in groups). Rubrics or expectations may be generated by you, the teacher, or in conjunction with the students.
- 15. 1. Performance assessment looks at higher- order thinking skills and problem-solving abilities. Other features like time management and clear communication are also tested in these kinds of assessments. Here are some benefits of performance assessment over standardized testing:
- 16. 2. High-stakes standardized testing evaluates whether students know enough about a subject. Performance assessments, on the other hand, measure whether students can apply the knowledge appropriately in various contexts.
- 17. 3. If interim goals are created and applied correctly, performance assessments allow students to monitor themselves. This type of metacognition, particularly in a test environment, is enormously beneficial to higher-level student learning.
- 18. 4. Any instructors who use performance assessments need to include the standards they expect and the steps that they must take in applying the knowledge in the curriculum. This makes “teaching to the test” a positive teaching and learning strategy.
- 19. 5. Performance assessments go hand-in-hand with modern teaching strategies like active learning and critical thinking. If a student undertakes collaboration and discussion in a classroom context (and in formative assessment), those learned skills will be more easily applied and evaluated in summative assessments, and eventually reflected in students’ performance.
- 21. 1. Greater realism of tasks 2. Greater complexity of the tasks 3. Greater time needed for assessment 4. Greater use of judgement in scoring According to Gronlund (1998), there are features of performance-based assessment that differ from other types of assessment.
- 23. Communication skills 1. Writing an essay 2. Delivering a speech The following shows the domains and examples where performance-based assessment is applicable.
- 24. PSYCHOMOTOR SKILLS 1. Holding a pencil properly 2. Following a procedure when dissecting a frog in the laboratory class 3. Focusing a microscope 4. Bisecting a line
- 25. Athletic skills 1. Shooting three points in a basketball game. 2. Pitching a strike ball in baseball game 3. Diving
- 26. CONCEPT ACQUISITION 1. Skills in acquiring, organizing, and using information
- 28. There are three types of performance-based assessment from which to choose: products, performances, or process-oriented assessments (McTighe & Ferrara, 1998)
- 29. A product refers to something produced by students providing concrete examples of the application of knowledge. Examples can include brochures, reports, web pages and audio or video clips. These are generally done outside of the classroom and based on specific assignments.
- 30. Performances allow students to show how they can apply knowledge and skills under the direct observation of the teacher. These are generally done in the classroom since they involve teacher observation at the time of performance. Much of the work may be prepared outside the classroom but the students “perform” in a situation where the teacher or others may observe the fruits of their preparation. Performances may also be based on in-class preparation. They include oral reports, skits and role-plays, demonstrations, and debates (McTighe & Ferrara, 1998).
- 31. Process-oriented assessments provide insight into student thinking, reasoning, and motivation. They can provide diagnostic information on how when students are asked to reflect on their learning and set goals to improve it. Examples are think-alouds, self/peer assessment checklists or surveys, learning logs, and individual or pair conferences (McTighe & Ferrara, 1998)
- 33. The educator sets a task for which there is more than one route to completion or a complex problem to tackle with considerable leeway for interpretation. Students must reach an answer—but the answer is not the most important part. Rather, the journey is the destination. Students must demonstrate competencies in production, communication and applying their content knowledge.
- 34. The most effective way of measuring this is by assigning a list of performance tasks, along with an achievement level for each. This list should be reasonably comprehensive and scoring for each task should take place on a scale. These tasks can reflect industry best practices. For example, on a computer science performance assessment, a task could be “Did the candidate effectively document their code?” That task could be measured on a grade of “not achieved,” “partly achieved” or “fully achieved.” An art or video project task could be “Did the student correctly gather requirements?” Final scores can then be calculated from this list.
- 35. WHAT YOU NEED TO MAKE PERFORMANCE ASSESSMENT SUCCESSFUL?
- 36. 1. Templates and scoring rubrics For students, performance assessments are a balancing act between the open-ended nature of the project, and the competencies and mastery they need to demonstrate to meet learning objectives. You can either share the full guidelines of how the project will be graded with your students.
- 37. 2. Examples/benchmarks: Good (or bad) Students who have set open-ended tasks for summative assessment will find previous examples crucial to success. These examples could be ‘ideal’ versions of work for them to follow. However, they could also be flawed or low-quality work that can be used as part of a teaching activity. For example, students can then try evaluating and discussing in class what they would improve, why and how in order to arrive at the correct answer.
- 38. 3. Help your students prepare and practice Although many of your students will have participated in performance assessments in the past, there will be others to whom the concept is completely new. Setting milestones, in the form of mini- performance assessments, in preparation for the final tally will help them get used to thinking in a new way. This may help reduce anxiety that might affect their overall performance.
- 40. Teachers are reluctant to use performance-based assessment in the classroom because they do not have the necessary training to implement such method. Hence, it is very important to know how to develop performance-based assessment.
- 41. 1. Define the purpose of the assessment 2. Determine the skills, learning outcomes, and taxonomy level. 3. Design and develop activity or performance task 4. Define the performance criteria 5. Creating the scoring rubrics 6. Assess the Performance 7. Specify the Constraints in testing Steps in Developing Performance-based Assessment
- 43. 1. Accountability 2. Performance-based Assessment 3. Evidence-based Assessment 4. Validity and Reliability in Assessment 5. Participation and Collaboration
- 44. PERFORMANCE TASK
- 45. Performance task provides a common means of assessment. As the term implies, the students will be asked to do something. The students will not just answer questions such as those questions asked in selected-response test format or essay writing, but they will present their work or create something.
- 46. Examples: Building a house using popsicle sticks Demonstrating the dissection of frog Drawing the map of the Philippines Writing a poem in iambic form Solving math problems Writing a sports story Translating English paragraph to Filipino Demonstrating a modern dance Presenting a Mathematics lesson to the class
- 48. 1. Focus on learning outcomes that require complex cognitive skills and student performances. 2. Select or develop tasks that represent both content and skills that are central to important learning outcomes It is very important to develop high quality performance assessment that effectively measures complex learning outcomes.
- 49. 3. Minimize the dependence of task performance on skills that are relevant to the intended purpose of the assessment task. 4. Provide the necessary scaffolding for the students to be able to understand the task and what is expected from their performance.
- 50. 5. Clearly communicate performance expectations in terms of the scoring rubrics by which the performance will be judged.
- 51. HOW TO DESIGN A PERFORMANCE TASK?
- 52. Step 1: Unpack the performance expectation Step 2: Identify a rich and authentic phenomenon Step 3: Develop prompts Step 4: Create scoring guides Step 5: Pilot, score, and revise
- 54. In order to address the range of skills and needs of students in today’s diverse classrooms, teachers need to develop and use varied teaching and assessment strategies. Differentiated instructions is one such technique that provides students with different avenues for acquiring and processing content.
- 55. Described on the next slides are some techniques for differentiated instruction methods. Try these techniques to reach every type of learner.
- 56. 1. Prior Knowledge Links This technique taps into students’ prior experiences and knowledge. Have students interview each other to learn about their own individual experiences in reference to a certain topic. You can also address pointed questions to the entire group, such as: • Have you ever visited a forest? What was it like? Did you like it? • Where does rain come from? Where do puddles go when they dry up?
- 57. 2. Paired and Cooperative Learning Combine students with varying learning abilities, interests, language proficiencies, or other skill strengths into groups of two or more to provide peer support throughout a lesson. You may want to alter the makeup of working groups according to the activity at hand, e.g. sometimes heterogeneous grouping is appropriate, where at other times, same language or more homogenous groups may work best.
- 58. 3. Nonlinguistic Representations Help students learn using modalities other than the printed word, such as singing, role-playing, sketching, taking photographs, etc. try teaching a few words using American sign language and challenge students to communicate their observation without words.
- 59. 4. Realia and Hands-on Learning Provide students with tangible objects to illustrate what is being discussed, and get students to participate through the use or creation of materials to engage multiple learning modalities. For example, have students collect leaves and create representations of animals and insects using the natural shapes they find.
- 60. 5. Curricular and Personal Connections Help students make connections with other content and discipline areas by relating new concepts to previously learned ones. This can be accomplished using group questioning, hands-on realia, or more formal assessment.
- 61. For example: • Have students describe animals or plants that they have seen with unusual characteristics, and discuss how these life forms benefit from them. • Have students make a model of a tree using common classroom objects, then label all the tree parts they have learned about.
- 62. 6. Oral, Reading, and Writing Skills Encourage students to integrate the three learning modalities of speaking, reading, and writing. For example, challenge students to visually depict a tree’s lifecycle and present their interpretation to the class.
- 63. SCORING RUBRICS
- 64. Scoring rubrics are descriptive scoring schemes that are developed by the teachers or other evaluators to guide the analysis of the products or process of students’ efforts. It is typically employed when a judgement of quality is required and maybe used to evaluate a broad range of projects activities.
- 66. Developmental Rubrics Developmental rubrics are a subset of analytic trait rubrics. The main distinction between developmental rubrics and other analytic trait rubrics is that the purpose of developmental rubrics is not to evaluate an end product or performance. Instead, developmental rubrics are designed to answer the question, “to what extent are students who engage in our programs/services developing this skill/ability/value/etc.?” Generally, this type of rubric would be based on a theory of development.
- 70. Checklists are a distinct type of rubric – where there are only two performance levels possible. Checklists tend to be longer than other types of rubrics since each aspect of performance you are looking for in students’ work/performances essentially becomes its own criterion. When you are using a checklist, every decision is binary (yes/no, present/absent, pass/fail, etc.). Most rubrics can be converted rather directly into a checklist.
- 72. Holistic Rubric A student’s performance or output is evaluated by applying all criteria simultaneously, thus providing a single score based on an overall judgment about the quality of the student’s work.
- 74. Analytic Rubric A student’s work is evaluated by using each criterion separately, thus providing specific feedback about a student’s performance along several dimensions.
- 78. 1. Identify the learning outcomes and performance task to be evaluated. 2. Identify the quality the attributes or indicators of the performance task. 3. Determine measure criteria. 4. Determine the benchmarks and point values. 5. Write the benchmark or performance descriptors for each criterion.
- 79. Prepared by: Adamero, Christelyn Adarayan, Sherwin Dula, James Dulay, Charlie Gabion, Aprel Giray, Melanie Galupo, Luz Pajaroja, Gino Vidas, Maricel Sua, Clarissa mae Teneripe, Jisan Boldero, Geny Ann