Process oriented performance-based assessment
- 1. Marivette Joy S. Martinez-Benedicto Assessment of Student Learning II Dr. Leo Jade Matalubos 1
- 2. • Clearer expectations • More consistent and objective assessment • Better feedback 2
- 3. • Criteria is identified and communicated. • Expectations are set. - Students know what are expected of them. - Teachers know what to look for in performance. Why include levels of performance? 3
- 4. • There is consistency in the evaluation of the performance. • Teacher can distinguish between good and bad performance. - Superior - Mediocre - Poor performance Why include levels of performance? 4
- 5. • More detailed feedback on the mastery of the skill or the performance. - Good and bad; superior, mediocre and poor. • Feedback on areas of improvement. Why include levels of performance? 5
- 6. •Two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows. •Allows you to assess participants' achievements based on multiple criteria using a single rubric. •You can assign different weights (value) to different criteria and include an overall achievement by totaling the criteria. •Written in a table form. Analytic versus Holistic Rubrics 6
- 7. •Single criteria rubrics (one-dimensional) used to assess participants' overall achievement on an activity or item based on predefined achievement levels. •Performance descriptions are written in paragraphs and usually in full sentences. Analytic versus Holistic Rubrics 7
- 8. Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess student work as a whole. 8 • For more information, click this: “Comparing analytic and holistic rubrics”.
- 9. Analytic versus Holistic Rubrics 9 • Several faculties are assessing student work. • Descriptions promote consistent scoring. • Outside audiences will be examining rubric scores. • Substantial feedback to students or faculty is desired. • Profiles of specific strength/weaknesses are desired. (Suskie, p. 129).
- 10. • There is no single correct answer or response to a task e.g. creative work. • The focus is overall quality, proficiency or understanding of a specific content or skills. • The assessment is summative e.g. at the end of the semester/period or major. • You are assessing significant numbers e.g. 150 Senior portfolios. Analytic versus Holistic Rubrics 10
- 11. Example of an ANALYTIC RUBRIC CRITERIA 1 2 3 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 some feelings Recitation fully captures ambiance through feelings in the voice 11For more examples, click here.
- 12. Example of a HOLISTIC RUBRIC 12 3 Excellent Speaker • included 10-12 in hand gestures • no apparent inappropriate facial expression • utilized proper voice inflection • can create proper ambience for the poem 2 Good Speaker • included 5-9 changes in hand gestures • few inappropriate facial expressions • had some inappropriate voice inflection changes • almost creating proper ambiance 1 Poor Speaker • included 1-4 changes in hand gestures • lots of inappropriate facial expressions • used monotone voice • did not create proper ambiance For more examples: click here
- 13. 13 Thank you.