Chapter 3: Process Oriented Performance Based Assessment

Question 1

Is concerned with the actual performance rather than the output or product of the activity

Answer 1

Process Oriented Performance Based Assessment

Question 2

It is an evaluation that depends on teacher’s observation.

Answer 2

Process Oriented Performance Based Assessment

Question 3

Who said this?
“It is concerned with the actual task performance rather than the output of the activity”

Answer 3

( Navarro, et.al, 2013)

Question 4

This assessment aims to know what process a person undergoes when given a task.

Answer 4

Process Oriented Performance Based Assessment

Question 5

Defined as groups or clusters of skills and abilities needed for a particular task.

Answer 5

Learning Competencies

Question 6

The learning objectives in process oriented performance based assessment are stated indirectly observable behaviours of the students.

Answer 6

Learning Competencies

Question 7

The objectives generally focus on behaviours which exemplify a “best practice” for a particular task.

Answer 7

Learning Competencies

Question 8

It range from a “beginner” or novice level up to the level of an expert.

Answer 8

Learning Competencies

Question 9

It isa manner of how a task plan and its workflow are organized.

Answer 9

Task Designing

Question 10

Finding a task that would be interesting and enjoyable to students.

Answer 10

Task Designing

Question 11

is a scoring scale used to assess students performance along the task-specific set of criteria.

Answer 11

Rubrics

Question 12

are criterion-referenced measured.

Answer 12

Authentic assessment

Question 13

Two Types of Rubrics

Answer 13

*Analytic Rubrics
*Holistic Rubrics

Question 14

articulateslevelofperformance for eachcriterionsothe teachercanassessstudent performance oneachcriterion

Answer 14

Analytic Rubrics

Question 15

a scoring procedure in which products or performance are evaluated for selected dimensions, with each dimension receiving a separate score.

Answer 15

Analytic Rubrics

Question 16

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

Answer 16

Analytic Rubrics

Question 17

*Provide useful feedback on areas of strength and weakness.
*Criterion can be weighted to reflect the relative importance of each dimension

Answer 17

Advantages of using Analytic Rubrics

Question 18

*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

Answer 18

Disadvantages of using Analytic Rubrics

Question 19

• 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.

Answer 19

Holistic Rubric

Question 20

• 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

Answer 20

Advantages of Holistic Rubric

Question 21

• 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.

Answer 21

Disadvantages of Holistic Rubrics

Question 22

• 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

Answer 22

Characteristics of Strong Rubric

Question 23

• 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.

Answer 23

Descriptors

Question 24

• direct and systematic observation of the actual performance of students based on the predetermined performance criteria.

Answer 24

Performance Based Assessment

Question 25

• 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

Answer 25

Product Oriented Performance Based Assessment

Question 26

the actual creation that can be viewed or touched by teachers

Answer 26

Product

Question 27

-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?

Answer 27

a. Novice or Beginner’s level
b. Skilled Level
c. Expert Level

Question 28

The following should be considered in making a Task Design.

Answer 28

Complexity
Appeal
Creativity
Goal-based

Question 29

The level of complexity of the project needs to be within the range of the ability of the students.

Answer 29

COMPLEXITY

Question 30

The project or activity must be appealing to the students and should lead to self-discovery of information by the students.

Answer 30

APPEAL

Question 31

The project needs to encourage students to exercise creativity and divergent thinking.

Answer 31

CREATIVITY

Question 32

The project is produced to attain a learning objective, thus reinforcing learning.

Answer 32

GOAL-BASED

Question 33

A coherent set of criteria for students’ work that includes descriptions of level of performance quality on the criteria.

Answer 33

SCORING RUBRIC

Question 34

“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?

Answer 34

(Brookhart, 1999)

Question 35

Product Oriented – Criteria Settings

Answer 35

1. Quality
2. Creativity
3. Comprehensiveness
4. Accuracy
5. Aesthetic

Question 36

the totality of features and characteristics of a product that bears on its ability to satisfy given task.

Answer 36

Quality

Question 37

the use of imagination of original ideas, especially on the production of artistic work.

Answer 37

Creativity

Question 38

the completeness of the product, including everything that is necessary.

Answer 38

Comprehensiveness

Question 39

quality of state of being correct or precise.

Answer 39

Accuracy

Question 40

the artistic of beautiful qualities of a product.

Answer 40

Aesthetic