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PERFORMANCE- PERFORMANCE- BASED BASED ASSESSMENT ASSESSMENT (Chapter 2) Assessment of Learning II
PERFORMANCE- PERFORMANCE- BASED BASED ASSESSMENT ASSESSMENT (Chapter 2) Assessment of Learning II

PERFORMANCE- PERFORMANCE-

BASED

BASED

ASSESSMENT

ASSESSMENT

(Chapter 2)

Assessment of Learning II

Terms in contrast to selected response items
Terms in contrast to
selected response
items

Authentic

Performance

Assessment

Assessment

Alternative Assessment

Product

The actual creation of

students that can be

Product The actual creation of students that can be viewed or touched by the teachers.

viewed or touched by the

teachers.

Performance-Based

Assessment

A direct and systematic observation of the actual performance based on a

predetermined performance criteria.

Alternative form of assessing the performance of the student.

Features of

Performance-Based Assessment

Greater Realism of the tasks. Greater Complexity of the tasks.

Greater time needed for assessment.

Greater use of judgment in scoring.

Traditional Assessment

the paper-and-pencil test measures

learning indirectly.

Performance-Based

Assessment

is a direct measure of learning or

competence.

Domains of

Performance-Based

Assessment

A.Communication skills

B.Psychomotor skills

C.Athletic skills

D.Concept acquisition

E.Affective skills

Types of Performance-Based

Assessment

Restricted-response Performance Task

Assessment Restricted-response Performance Task A performance task that is highly structured with a limited

A performance task that is highly structured with

a limited scope.

Examples: writing a one-page summary of the class outreach program

Complex Learning Outcomes

Complex Learning Outcomes Ability to:  construct a graph  read a story aloud  type

Ability to:

construct a graph

read a story aloud

type an application letter

use engineering instruments

Extended-Response Performance Task

A type of performance task that is less

structured and broader in scope.

Examples: Students conducting a thesis and then presenting and defending their findings in front of a panel of judges; rewriting a poem after being criticized by a teacher.

Ability to: Complex Learning Outcomes  write a thesis  create a regression model 

Ability to:

Complex

Learning Outcomes

write a thesis create a regression model repair a television organize ideas

make an oral presentation about research

collect, analyze, and infer data

Focus of Performance-Based

Assessment

According to Gronlund, use the process when:

There is no product;

The process is orderly and directly observable;

Correct procedures/steps are crucial to later success;

Analysis of procedural steps can help in improving

the product; and

Learning is at the early stage

later success;  Analysis of procedural steps can help in improving the product; and  Learning

According to Gronlund, use the product when:

Different procedures result in an equally good product;

Procedures not available for observation;

The procedures have been mastered

already; and

Products have qualities that can be

identified and judged.

 The procedures have been mastered already; and  Products have qualities that can be identified

Four Types of Accomplishments of

the Learners using Performance- Based Assessment

1. PRODUCTS

Ex: poems, essays, charts, graphs, exhibits,

drawings, map, etc.

2. COMPLEX COGNITIVE PROCESSES

Ex: skills in acquiring, organizing, and using

information.

3.OBSERVABLE

PERFORMANCE

3.OBSERVABLE PERFORMANCE Ex: physical movements such as dance, gymnastics, typing, oral presentation, focusing in

Ex: physical movements such as dance, gymnastics, typing, oral presentation, focusing in laboratory class, following

cooking procedures

4.HABIT OF THE MIND AND SOCIAL

SKILLS

Ex: mental and behavioral habits such as

persistence and cooperation during group

work, recognition skills

SOCIAL SKILLS Ex: mental and behavioral habits such as persistence and cooperation during group work, recognition

ADVANTAGES OF

ADVANTAGES OF PERFORMANCE BASED ASSESSMENT

PERFORMANCE

BASED

ASSESSMENT

1.Assesses complex

learning outcomes.

2.Assesses the process as

well as the product.

3. Communicates instructional goals related to

real world context.

4. Assesses progress as well as

the performance.

5. Involves the students in

the assessment process. 6. Recognizes that students can express.

7. Specific, direct, and understandable

information are available

to the parent of the

students.

8. Evaluates the “whole

student”.

9. Enhances the

professional skills of the

teachers.

10. Can establish a

framework for observing

the students.

11. Can contribute to a

meaningful curriculum planning and design of

educational

inventions.

LIMITATIONS

LIMITATIONS OF PERFORMANCE BASED ASSESSMENT

OF

PERFORMANCE

BASED

ASSESSMENT

1.

2.

3.

1. 2. 3. consuming Constructing - Time Scoring – Questionable Measurement – Limited scope

consuming

1. 2. 3. consuming Constructing - Time Scoring – Questionable Measurement – Limited scope

Constructing - Time

Scoring Questionable

1. 2. 3. consuming Constructing - Time Scoring – Questionable Measurement – Limited scope

Measurement Limited scope

DEVELOPING

DEVELOPING PERFORMANCE BASED ASSESSMENT

PERFORMANCE

BASED

ASSESSMENT

STEPS IN DEVELOPING

PERFORMANCE-BASED

ASSESSMENT…

STEPS IN DEVELOPING PERFORMANCE-BASED ASSESSMENT… E T S P S

E

T

S

P

S

1. Define the purpose of

assessment.

2. Determine the

skills. Learning outcomes, and taxonomy level.

3. Design and develop activity of performance task.

PERFORMANCE TASK? Student’s Action

SUGGESTIONS FOR

CONSTRUCTING

PERFORMANCE TASK…

SUGGESTIONS FOR CONSTRUCTING PERFORMANCE TASK…

A.

FOCUS

B.

SELECT

F.

C.

D.

E.

MINIMIZE

PROVIDE

CONSTRUCT

COMMUNICATE

GUIDELINES FOR GOOD

PERFORMANCE TASK…

WHAT?
WHAT?
1.
1.

consuming

2. 3.
2.
3.

Constructing - Time

Scoring Questionable

1. consuming 2. 3. Constructing - Time Scoring – Questionable Measurement – Limited scope

Measurement

Limited scope

4. Define the performance criteria.

TYPES OF

PERFORMANCE

CRITERIA

A.

Impact of the performance.

B.

Work quality and craftsmanship.

C.

Adequacy of method and behavior.

D.

Validity of content.

E.

Sophistication of knowledge employed.

GUIDELINES FOR

JUDGING CRITERIA…

WHAT?
WHAT?
CRITERIA ARE PRESENT TO EACH OUTCOME ASSESSED
CRITERIA ARE PRESENT TO EACH
OUTCOME ASSESSED
SUFFICIENTLY DESCRIBED WHAT IS NECESSARY TO OBSERVE
SUFFICIENTLY DESCRIBED WHAT
IS NECESSARY TO OBSERVE
SHARED WITH STUDENTS WHEN APPROPRIATE
SHARED WITH STUDENTS WHEN
APPROPRIATE

5. Create the

Scoring Rubrics.

SCORING RUBRICS
SCORING RUBRICS

Are used when judging the

quality of the work of the learners

One of the alternative methods

in rating the performance

descriptive scoring schemes… -

Moskal, 2000

… a rating system… - Airasian, 2000

TYPES

TYPES OF RUBRICS

OF

RUBRICS

HOLISTIC RUBRIC to score

an overall product or process

ANALYTIC RUBRIC provides

information regarding

performance in each

component parts of a task

PERFORMANCE BASED

ASSESSMENT is…

“DOING”

PERFORMANCE BASED ASSESSMENT is… “DOING” INSTEAD OF “KNOWING”

INSTEAD OF

“KNOWING”

PERFORMANCE BASED ASSESSMENT is… “DOING” INSTEAD OF “KNOWING”

Uses of Rubrics

Rubrics are powerful tools for both

teaching and assessment.

Rubrics are useful in that they help

students become more thoughtful judges

of the quality of their own and others’ work.

Rubrics reduce the amount of time

teachers spend evaluating student’s work.

Teachers appreciate rubrics

because their “accordion” nature

allows them to accommodate

heterogeneous classes.

Rubrics are easy to use and

explain.

Advantages of using rubrics

Allow consistency and objectivity in

scoring across the given criteria;

Clarify the criteria in more specific

terms; Students can identify the basis on how they are to be evaluated;

Allow the students to assess their own

performance, products, or works;

Teachers can use a small amount of time to

evaluate the performance of the students;

Students can evaluate their own

performance and the performance of their

classmates;

Provide specific feedbacks on the performance of the students, especially analytic scoring; Serve as standards when preparing the tasks/activities against its measure and

progress is documented; and

Provide students feedback about their strengths and weaknesses according to their performance.

Development of

Scoring Rubrics

Be sure the criteria focus on important aspects of the performance.

Match the type of rating with the purpose of the assessment. The descriptions of the criteria

should be directly observable.

The criteria should be written so

that students, parents and others

understand them.

The characteristics and traits used

in the scale should be clearly and

specifically defined.

Take appropriate steps to

minimize scoring error.

The scoring system needs to

be feasible.

Template for Holistic Rubrics

Score

Descriptions

5

Demonstrate complete understanding of the problem. All requirements of task are included in response

4

Demonstrates considerable understanding of the problem. All requirements of task are included.

3

Demonstrates partial understanding of the problem. Most requirements of task are included.

2

Demonstrates little understanding of the problem. Many requirements of task are missing.

1

Demonstrates no understanding f the problem.

0

No response/task not attempted.

Template for Analytic Rubrics

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Beginning

Developing

Accomplished

Exemplary

1

2

3

4

Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description

reflecting highest

level of

 

performance

Description reflecting beginning level of

Description reflecting movement toward

Description reflecting achievement of

Description reflecting highest level of performance

performance

mastery level of

mastery level of

performance

performance

Description reflecting beginning level of

Description reflecting movement toward

Description reflecting achievement of

Description reflecting highest

performance

mastery level of

mastery level of

level of

performance

performance

performance

Description reflecting beginning level of performance

Description reflecting movement toward mastery level of

Description reflecting achievement of mastery level of

Description reflecting highest level of

SCORE

Analytic Rubric for Persuasive Essay

Criteria

Make a claim

Give reasons in support

of the claim

Consider reasons

against the claim

Relate the claim to democracy

4

3

2

make a claim and explain why it is controversial.

I

make a claim but do not explain why it is controversial.

I

make a claim but it is buried, confused, or unclear.

I

I

give clear and accurate

I

give reasons in support of

I

give 1 or 2 reasons which

reasons in support of the

the claim, but overlook

do not support the claim

claim.

important reasons.

well, and/or irrelevant or confusing reasons.

I

thoroughly discuss

I

discuss reasons against

I

acknowledge that there

reasons against the claim

claim, but leave out

are reasons against the

and explain why the claim is valid anyway.

important reasons and/or do not explain why the claim still stands.

claim, but do not explain them.

I discuss how democratic

principles and democracy can be used both in

support of and against the

claim

I discuss how democratic

principles and democracy can be used to support the claim.

I say that democracy and

democratic principles are relevant, but do not clearly explain how or why.

1

I

do not make a claim.

I

do not give convincing

reasons in support of

the claim.

I do not give reasons

against the claim.

I do not mention

democratic principles or democracy.

Rubric for

Research Proposal

Stage

Criteria

Points

Evaluator’s

assessment

I. Presentation and Organization

20

II. Research Problem

20

III. Originality and Creativity

20

IV. Research Methodology

20

V. Contribution of the Discipline

20

Total

100

Description

Range

Interpretation

High Merit

90-100

The research is considered meritorious and is

recommended for implementation/conduct.

Medium Merit

80-89

The research is most likely to be recommended to implementation subject to minor revision and improvement.

Low Merit

75-79

The research is recommended for major revision and improvement.

No Merit

Below

The research is not recommended for

75

implementation/conduct.

Resources for

Rubrics on the Web

1.“Performance Assessment-Scoring”

(http://www.pgcps.pg.k12.md.us/~elc/scori

ngtasks.html)

(http://www.pgcps.pg.k12.md.us/~elc/scori ngtasks.html) 2. “Scoring Rubrics: What, When, & How?”

2. “Scoring Rubrics: What, When, &

How?”

(http://pareonline.net/getvn.asp?v=7&n

=3)

ngtasks.html) 2. “Scoring Rubrics: What, When, & How?” (http://pareonline.net/getvn.asp?v=7&n =3)
3. “RubiStar Rubric Generator” (http://rubistar.4teachers.org/ )
3. “RubiStar Rubric
Generator”
(http://rubistar.4teachers.org/
)

4. “Rubrics from the Staff Room for Ontario Teachers”

(http://www.quadro.net/-

ecoxon/Reporting/rubrics.htm)

5. “Teacher Rubric Market” (http://www.teach- nology.com/web tools/rubrics/)
5. “Teacher Rubric Market”
(http://www.teach-
nology.com/web tools/rubrics/)

Types of Scoring

Instruments for Performance

Assessments

1. CHECKLIST

an observation instrument

that defines performance

whether it is certain or

uncertain, or present or not

present.

2. NARRATIVE/ANECDOTAL a continuous description of student behavior as it occurs, recorded without judgement or interpretation.

3. Rating Scale

checklist that allows an

evaluator to record

information on a scale,

noting the finer distinction

like the presence or absence of a behavior.

4. Memory Approach

an approach where the

teacher observes the students

when performing the tasks

without taking any notes.

5. Assess the performance

to assess the

performance of the

students, the evaluator can

use the different types of

approach to give

feedbacks.

6. Specify the Constraint

in Testing

direct form of assessment in

which real world conditions and

constraint play a very important role in demonstrating the competencies

desired from the students.

Errors in

Performance-Based

Assessment

Possible Errors Committed using

Performance-based

Personal Bias

Generosity error

Severity Error

Halo affect

Generosity Error

committed when a

teacher overrates the

performance of the

students or favors the high

performing students in the

class

Severity Error

when the teacher

favors the low

performing students

in the class.

Halo Effect

committed when

judging individual

characteristics in terms

of general impression

(Gronlund,1998).

CONCLUSION

There are many ways in determining

the excellent performance and not-so- good performance or product as a result of work students. We need greater time for assessment and greater use of judgment in scoring. Through the use of assessment tools, the teacher can manage his time in administering questions and evaluating the work or

performance of students whether it

emphasize overall judgment or giving feedbacks to students in different aspects of performance because students

can also be able to evaluate and assess of

their own work as well as other’s work.

These assessment procedures can be done when teacher

sets a clear expectation, clear guidelines regarding the behaviors of student’s performance that is directly observed and avoiding errors to achieve objectivity and consistency in

scoring. Performance-based assessment assessed students’ performance task that represents application of their own

knowledge, different skills and surpass the standard that the

teacher expect from their performance. Through guidelines and scoring instruments, it will be

recorded from objective observations which make it increase

meaningfulness and reliability of the result and improve performance assessment.

THANK YOU

Group 6