Chapter 3: Process Oriented Performance Based Assessment Flashcards
Is concerned with the actual performance rather than the output or product of the activity
Process Oriented Performance Based Assessment
It is an evaluation that depends on teacher’s observation.
Process Oriented Performance Based Assessment
Who said this?
“It is concerned with the actual task performance rather than the output of the activity”
( Navarro, et.al, 2013)
This assessment aims to know what process a person undergoes when given a task.
Process Oriented Performance Based Assessment
Defined as groups or clusters of skills and abilities needed for a particular task.
Learning Competencies
The learning objectives in process oriented performance based assessment are stated indirectly observable behaviours of the students.
Learning Competencies
The objectives generally focus on behaviours which exemplify a “best practice” for a particular task.
Learning Competencies
It range from a “beginner” or novice level up to the level of an expert.
Learning Competencies
It isa manner of how a task plan and its workflow are organized.
Task Designing
Finding a task that would be interesting and enjoyable to students.
Task Designing
is a scoring scale used to assess students performance along the task-specific set of criteria.
Rubrics
are criterion-referenced measured.
Authentic assessment
Two Types of Rubrics
*Analytic Rubrics
*Holistic Rubrics
articulateslevelofperformance for eachcriterionsothe teachercanassessstudent performance oneachcriterion
Analytic Rubrics
a scoring procedure in which products or performance are evaluated for selected dimensions, with each dimension receiving a separate score.
Analytic Rubrics
resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags
Analytic Rubrics
*Provide useful feedback on areas of strength and weakness.
*Criterion can be weighted to reflect the relative importance of each dimension
Advantages of using Analytic Rubrics
*Takes more time to create and use than a holistic rubric.
*Unless each point for each criterion is well-defined raters may not arrive at the same score
Disadvantages of using Analytic Rubrics
- a single scale with all criteria to be included in the evaluation being
- With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work.
Holistic Rubric
- Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do.
- Saves time by minimizing the number of decisions raters make.
- applied consistently by trained raters increasing reliability
Advantages of Holistic Rubric
- Does not provide specific feedback for improvement.
- When student work is at varying levels spanning the criteria points it can be difficult to select the single best description.
- Criteria cannot be weighted.
Disadvantages of Holistic Rubrics
- Focuses on skill acquisition, not task completion
- Creates a common, consistent language to ensure comprehension and facilitate conferencing (student-teacher, parent-teacher, PLCs, etc.)
- Serves as a formative evaluation resource allowing teachers to plan lessons and tailor instruction around greatest areas of student need
Characteristics of Strong Rubric
- spells out what is expected of the student at each level of performance for each criterion
- what performance looks like at each level and how their work may be distinguished from the work of others for each criterion.
Descriptors
- direct and systematic observation of the actual performance of students based on the predetermined performance criteria.
Performance Based Assessment
- the teacher views and score the final product made and not on the actual performance of making that product
-more concern to the outcome or the performance of the learner
-focuses on achievement of the learner
Product Oriented Performance Based Assessment
the actual creation that can be viewed or touched by teachers
Product
-Learning competencies associated with products or outputs are linked with an assessment of the level of “expertise” manifested by the product.
-It targeted at least three(3) levels
What are the three levels?
a. Novice or Beginner’s level
b. Skilled Level
c. Expert Level
The following should be considered in making a Task Design.
Complexity
Appeal
Creativity
Goal-based
The level of complexity of the project needs to be within the range of the ability of the students.
COMPLEXITY
The project or activity must be appealing to the students and should lead to self-discovery of information by the students.
APPEAL
The project needs to encourage students to exercise creativity and divergent thinking.
CREATIVITY
The project is produced to attain a learning objective, thus reinforcing learning.
GOAL-BASED
A coherent set of criteria for students’ work that includes descriptions of level of performance quality on the criteria.
SCORING RUBRIC
“A descriptive scoring scheme developed by teachers or other educators to guide the analyses of the processes or products of students’ efforts”
Who said that?
(Brookhart, 1999)
Product Oriented – Criteria Settings
- Quality
- Creativity
- Comprehensiveness
- Accuracy
- Aesthetic
the totality of features and characteristics of a product that bears on its ability to satisfy given task.
Quality
the use of imagination of original ideas, especially on the production of artistic work.
Creativity
the completeness of the product, including everything that is necessary.
Comprehensiveness
quality of state of being correct or precise.
Accuracy
the artistic of beautiful qualities of a product.
Aesthetic
