Performance-based Assessment 2023
- 1. PERFORMANCE BASED ASSESSMENT Trainees: Trainer: Centre Régional des Métiers de l'Education et de la Formation- Souss Massa Rkia IDJNANE Fatima Zahra AJRHAIDA Ayad CHRAA المركز الجهوي لمهن التربية والتكوين - سوس ماسة
- 2. OUTLINE 01 02 04 03 DEFINITION OF PBA Types of PBA NATURE OF PBA PBA SKILLS 05 VOCABULARY, FUNCTIONS AND STRUCTURES 06 FUNDAMENTAL CONSIDERATIONS
- 3. WHAT IS PBA ''Performance based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process'' (Chun, 2010)
- 4. NATURE OF PBA Performance based tasks 1 Auxiliary performance Continuous assessment Simulated real life situations Terminal performance Authentic and relevant Criterion-referenced 2 4 3 7 5 6 1
- 5. TYPES OF PBA PORTFOLIOS DEBATES A collection of a student’s work throughout the school year. A debating student will need to be competent in researching, reading comprehension, public speaking For example students can create a song or role play, etc Individually or in groups PERFORMANCES PROJECTS
- 6. READING The features of reading tests are: • Viewing reading as being a dynamic, interactive, and constructive process. • Using authentic texts (e.g. newspaper article, a brochure, etc). • Assessing learners' competence in reading a variety of text types/genres for a variety of purposes; • Asking learners to respond to open-ended questions that allow for a variety of interpretations. Process: • Select a text which is representative of a particular genre. • Provide prompts/questions • Use scoring rubrics
- 7. WRITING Purpose: an assessment of writing provides an indication of how well learners communicate in the written language. Testers can determine learners’ progress in writing through real-life tasks. Design: • Step 1: choose writing prompts that are developmentally appropriate. • Step 2: provide a choice of topics. • Step 3: ensure that the topics are not culturally biased. Administration: give clear, straightforward directions. Scoring: • Establish clear criteria and use holistic scoring to focus on communicative effectiveness. • Assign relative weights depending on the teaching goals.
- 8. SPEAKING The performance-based assessment for speaking skills can be carried out through two approaches: • The observational approach: involves observing and assessing a learner's behavior and communication patterns unobtrusively, without setting specific tasks or prompts. • The structured approach: involves setting specific oral communication tasks for learners to perform, which can be evaluated in a one-on-one or group setting using various rating systems such as holistic rating.
- 9. LISTENING • Listening tests involve answering questions or tasks that assess various levels of comprehension. • The text should be representative of spoken language learners may encounter. • Topics should be familiar to all learners. • To ensure fairness, the text should be appealing, relatively short, and tasks should be grounded in common exercise types.
- 10. VOCABULARY, FUNCTIONS AND STRUCTURES • Holistic and summative assessment of overall performance. • Assessing learners' use of appropriate structures, functions, and vocabulary in specific performance tasks. • Focuses on the appropriateness of language usage. • Can be designed analytically for formative feedback, targeting specific structures, functions, and vocabulary.
- 11. RELATE LANGUAGE TESTING TO LANGUAGE USE RECOGNIZE DILEMMAS IN DECISION-MAKING HUMANIZE THE TESTING PROCESS DEMAND ACCOUNTABILITY FOR LANGUAGE USE DESIGN TESTS TO SUPPORT OPTIMAL PERFORMANCE BUILD CONSIDERATIONS OF FAIRNESS INTO TEST DESIGN. FUNDAMENTAL CONSIDERATIONS FOR PBA
- 12. DIFFERENCE BETWEEN PBA AND TRADITIONAL TESTING Traditional assessment Performance based assessment Students select a response Students perform a task Contrived Knowledge and comprehension (Indirect) Examinee is tested on a single knowledge Emulates real life Tasks are multifaceted and ill-structured Both acquisition and application of knowledge Assessment activity Nature of activity Cognitive Level Testing Domain
- 13. • Continuous assessment. • Can assess complex learning outcomes. • Meaningful learning • Performance makes the students more motivated. • Encourages the application of learning to real-life situations. • Focused on what students are able to do. • Students are active participants. PROS AND CONS PROS CONS • Requires a lot of time and effort to implement. • Evaluation must be done individually. • Hard to sample the tasts for evaluation. • Demands a high dynamism from learners which is not always relieving for them
- 14. BIBLIOGRAPHY • Bachman and Palmer.1996. Language Testing in Practice. New York. Oxford University Press. • Buck, Gary. (2001). Assessing Listening. Cambridge: Cambridge University Press. • Douglas Brown. ( 2000). Language Assessment: Principles and Classroom Practices. White Plains, NY: Longman/Pearson Education. • Hughes, Arthur. (1989). Testing for Language Teachers. Cambridge: Cambridge University Press. • McNamara, Jim. (2000). Language Testing. Oxford: Oxford University Press.
- 15. THANK YOU