Performance based assesment
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This document discusses performance-based assessment. It defines performance-based assessment as measuring how well students can apply their knowledge in real-world situations. Some examples of performance-based assessments are products like essays or projects, performances like presentations, and constructed responses like short answers. Rubrics and checklists are common instruments used to evaluate performance-based assessments. The document also provides guidelines for creating good performance-based tasks and examples of performance-based assessment tasks.
Performance based assesment
- 1. Performance Based Assesment Group 9 : Rizka Oktaviani 201310100311165 Nurul Khatimah 201310100311169 Siti Farida 201310100311170 Widya Alfiani 201310100311181
- 2. Definition Performance-based assessment is a way for students to demonstrate knowledge, skills, and material that they've learned. Performance-based assessment measures how well students can apply or use what they know, often in real-world situations.
- 3. Types of Performance Based Assesment 1. Products Examples: essay, research paper, log/journal, lab report, portfolio, project, video/audio tape 2. Performances Examples: oral presentation, demonstrations, debates, discussion, dance/movement 3. Constructed Responses Examples: short answer sentences or paragraphs, concept map, flow chart, graph/table, illustration
- 4. Instruments of Performance Based Assesment RUBRICS Most rubrics consist of objectives, performance characteristics, and points or scores that indicate the degree to which the objectives were met CHECKLISTS Checklists contain a list of behaviors or specific steps, which can be marked as Present/Absent, Complete/Incomplete, Yes /No, etc
- 7. Characteristics a Good Performance Assessment task Has a meaningful context. Asks learners to create, perform, or produce something. Skills development, creativity and linguistic accuracy. It assesses practical use of authentic items. Involves tasks that are communicative, not mechanical. Create higher level thinking skills and problem-solving skills It explains the task, required elements and scoring criteria to the students before they begin the activity. provides meaningful feedback to learners.
- 8. Steps in Creating Authentic and Performance-Based Assessment Tasks Determine the purpose for the assessment. Select the objectives of the assessment. Design the task you want to use to have your students show their attainment of the skill(s) and appropriate content. Think about the materials. Establish the scoring criteria for assessing student achievement. Determine point values or your scoring criteria. Interpret the results of the assessment activity according to the purpose of the assessment.
- 9. The Advantages of Using Performance Task Good Instructional Alignment Interesting Assessments Instructional Feedback Active Student Learning Higher-Order Thinking Skills Multiple Chances to Get It Right Students’ Enjoyment
- 10. Projects Projects have always been part of the foreign language classroom. They enhance learning and are one way to accommodate the students’ various learning styles and preferences.
- 11. Guidelines for Projects 1. Students are given some choices on the projects. 2. Students can use their multiple intelligences. 3. Students are provided opportunities to engage in problem solving, decision making, and other high-order thinking skills. 4. Specific criteria for the assignment 5. Due dates 6. Students are given a chance to think about how they approach learning tasks 7. Specific indicators 8. Teachers feedback 9. Peer correction 10. The student has an opportunity for self evaluation.
- 13. 1. Students in groups of 4-5 are responsible for presenting a ten-minute news broadcast including the following: name of station, motto, logo, music, world news, local and regional news, commercials, weather, and sports. Newscast can be recorded or presented live 2. Given a series of commands, the student performs the appropriate actions 3. Given a map of a city (or of the subway), student A tells student B how to arrive at a specific location. Student B listens to the directions and indicates the directions by drawing arrows on the map
- 14. 4. Students are asked to show their comprehension of a reading passage 5. Students, alone or in pairs, create a graphic organizer to show important information 6. Students compare two concepts or two stories and draw graphic representations of the comparison. During a primary social studies unit, students learn about Japanese culture by comparing it with their own culture
- 15. 6. Students compare two concepts or two stories and draw graphic representations of the comparison. During a primary social studies unit, students learn about Japanese culture by comparing it with their own culture 7. To celebrate earth day, Spanish students in an elementary school devised a series of sentences describing that particular day. 8. Students are asked to draw conclusions about languages they have learned or they are familiar with. They use an induction matrix to display their conclusions