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A teacher observes and makes a judgment about the student's demonstration of a skill or competency in creating a product, constructing a response, or making a presentation. Many performance assessments include real-life tasks that call for higher-order thinking. It is important to assess students' learning not only through their outputs or products but also the processes which They underwent in order to arrive at these products or outputs.
A teacher observes and makes a judgment about the student's demonstration of a skill or competency in creating a product, constructing a response, or making a presentation. Many performance assessments include real-life tasks that call for higher-order thinking. It is important to assess students' learning not only through their outputs or products but also the processes which They underwent in order to arrive at these products or outputs.
A teacher observes and makes a judgment about the student's demonstration of a skill or competency in creating a product, constructing a response, or making a presentation. Many performance assessments include real-life tasks that call for higher-order thinking. It is important to assess students' learning not only through their outputs or products but also the processes which They underwent in order to arrive at these products or outputs.
rating of that performance according to pre- established performance criteria. Pupils are asked to perform a complex task or create a product. They are assessed on both the process and end result of their work. Many performance assessments include real-life tasks that call for higher-order thinking. (The North Central Regional Educational Laboratory. NCREL site), (2001)
What is Performance Assessment? One in which a teacher observes and makes a judgment about the students demonstration of a skill or competency in creating a product, constructing a response, or making a presentation.
Emphasis on students ability to perform tasks by producing their own work with their knowledge and skills.
Examples: singing, playing a piano, performing gymnastics or completed paper, project Characteristics of Performance Assessment Students perform, create, construct, produce, or do something Deep understanding and/or reasoning skills are needed and assessed Involves sustained work, often days Calls on students to explain, justify and defend Involves engaging ideas of importance and substance Relies on trained assessors judgments for scoring Multiple criteria and standards are prespecified No single correct answer
Strengths & Weaknesses of Performance Assessments Strengths Weaknesses Integrates assessment with instruction Learning occurs during assessment Provides opportunity for formative assessment More authentic More engaging, active involvement of students Emphasis on reasoning skills Teachers establish criteria to identify successful performance Emphasis on application of knowledge Encourages student self- assessment
Reliability may be difficult to establish Measurement error due to subjective nature of the scoring Inconsistent student performance across time may result in inaccurate conclusions Requires considerable teacher time to prepare and student time to complete Difficult to plan for amount of time needed PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT It is important to assess students learning not only through their outputs or products but also the processes which the students underwent in order to arrive at these products or outputs. Learning entails not only what students know but what they can do with what they know.
It involves knowledge, abilities, values, attitudes and habits of mind that affect academic success and performance beyond the classroom. Process-Oriented Learning Competencies Information about outcomes is important. To improve outcomes, we need to know about student experience along the way - about the curricula, teaching, and kind of students that lead to particular outcomes.
Assessment can help us understand which students learn best under what conditions; which such knowledge comes the capacity to improve the whole of their learning.
Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity. Competencies are defined as groups or clusters of skills and abilities needed for a particular task. The objectives focus on the behaviors which exemplify best practice for the particular task. Such behavior range from a beginner or novice level up to the level of expert.
A performance task enables pupils to demonstrate their ability to integrate and use knowledge, skills and work habits in a meaningful activity. These tasks show how a pupil uses language in a real-life situation, rather than just providing information on pupils theoretical knowledge. The following are some examples of performance tasks, divided into products and performances:
PRODUCTS PERFORMANCES books (fables, cook books, stories, flip-flop books, accordion books, scrolled books, big books, cartoons, autobiographies, biographies) song contest, poetry contest, joke contest wall display (story train, collage, poster, ad, bulletin board, exhibition) game show computer game, board game, card game radio broadcast advertising campaign multimedia presentation survey poster presentation poem/rap/advertising jingle dramatic performance letter, petition, postcard show-and-tell presentation PRODUCTS PERFORMANCES album (alphabet, family, zoo, holiday) speech rules or instructions video clip (news, weather, interview) pamphlet (e.g., road safety rules for parents) demonstration (cookery, craft) 3-D model debate newspaper/ newsletter/article
plan or diagram storytelling It has various outcomes; it does not require one right answer.
It is integrative, combining different skills.
It encourages problem-solving and critical thinking skills.
It encourages divergent thinking.
It focuses on both product and process.
It promotes independent learning, involving planning, revising and summation.
The following characteristics should be remembered when designing a performance task: It builds on pupils prior experience.
It can include opportunities for peer interaction and collaborative learning.
It enables self-assessment and reflection.
It is interesting, challenging, meaningful and authentic. It requires time to complete.
(Adapted from Birnbaum, 1997)
An extended performance task may develop into a project. Following is a definition of a project adapted from Wiggins and McTighe (1999, p. 52): A project is an extended and complex performance task, usually occurring over a period of time. Projects usually involve extensive pupil inquiry culminating in pupil products and performances which are assessed using a variety of assessment tools.
Some examples of projects are included in the section on Classroom Assessment Tools: More information on project work can be found at http://www.iearn- canada.org/guideontheside.html and on the PIE ( Projects in English) website of the Ministry of Education and the ORT Network at http://space.ort.org.il/pie
How to Design and Assess a Performance Task
Step 1. List the specific skills and knowledge you wish pupils to demonstrate.
Teachers should identify the goals (i.e., types of knowledge and skills) pupils are expected to reach in each teaching unit. This step is quite simple, since the knowledge and skills a pupil needs are the Curriculums standards and benchmarks in the various domains. Once this list is compiled, the teaching goals to be assessed through performance tasks (as opposed to other assessment tools) should be selected.
The process of designing performance tasks can be divided into three simple steps. Step 2. Design a performance task that requires pupils to demonstrate these skills and this knowledge.
Teachers should set tasks that will demonstrate which language knowledge and skills have been developed. The pupils performance on these tasks should illustrate what they have learned and the degree to which they have achieved the teaching goals. Performance tasks should be motivating, challenging and appropriate to pupils language level and cognitive ability. Foundation level tasks will be simple and structured, and as pupils become more proficient and independent, the tasks will become more complex and less structured. As mentioned above, the tasks should be related to real-life experiences. See the list of performance task types above.
Step 3. Develop explicit performance criteria and expected performance levels measuring pupils mastery of skills and knowledge (rubrics). Determine criteria for successful task mastery. The Curriculum specifies criteria relevant to each domain. The following section on rubrics will further clarify this point.
Example: Task: Perform manicure and pedicure Objectives: to enable the students to perform manicure and pedicure.
are descriptive scoring schemes that are developed by the teachers or other evaluators to guide the analysis of the products or process of students efforts.
- are typically employed when a judgment of quality is required and maybe used to evaluate a broad range of projects activities.
Advantages of using Rubrics in Assessment (Adapted from Goodrich, 2000)
Rubrics make teachers and pupils accountable and aware of the learning objectives. The teacher will be able to justify the grade clearly, with reference to the criteria. Moreover, involvement of pupils empowers them, leading to more focused and self-directed learning.
Rubrics are easy to understand and use. They can be referred to in parent-teacher meetings and pupil-teacher conferences where performance is discussed.
Rubrics can improve and monitor pupils performance, by clarifying teacher expectations. Rubrics require the teacher to clarify his/her criteria and help define quality (i.e., what the teacher expects to see in the final product). Rubrics can be used as a guide for self/peer assessment. They promote pupils awareness of the criteria used in assessing performance. When the pupils want to ensure they are meeting the teachers expectations, they can assess their work using rubrics or request feedback from peers, based on these expectations.
Rubrics increase validity, reliability and fairness in scoring. They provide for more objective and consistent assessment. As criteria relevant to the task are clearly defined, similar scores will be given no matter who is evaluating the work.
Rubrics provide a profile of pupils performance, describing strengths and weaknesses. This is due to the detailed description of the performance levels. The teacher will underline or highlight those parts of the description which apply to the pupils work.
Rubrics reduce the amount of time spent by teachers on evaluating pupils work. Once the assessment tool has been designed, it can efficiently grade even the longest project. Rubrics accommodate heterogeneous classes. All levels are included in the performance descriptions. In fact, the more detailed they are, the better they cover the pupils varying levels. Pupils can strive to improve performance, as the requirements for doing so are clear. Rubrics encourage those pupils who may be weak in some criteria but talented in others, since they will not just be evaluated by a low overall numerical grade.
The criteria for a scoring rubrics are statements which identify what really counts in the final output.
- Grading essays is just one example of performances that may be evaluated using scoring rubrics.
3.3 scoring rubrics Scoring rubrics may be used:
Evaluate group activities Extend projects and oral presentations
3.3 scoring rubrics Authentic assessment
Checklist may be used rather than scoring rubrics in the evaluation of essays.
3.3 scoring rubrics Checklist
Enumerate a set of desirable characteristics which are actually observed.
3.3 scoring rubrics Benefits of scoring rubrics in the evaluation process
1. support the examination of the extent to which the specified criteria have been reached. 2. provide feedback to students concerning how to improve their performances.
General vs. Task Specific.
1 The identification of the qualities and attributes that the teacher wishes to observe in the students outputs that would demonstrate their level of proficiency. 2 determined whether holistic or an analytical rubric would be more appropriate 3 The identification and definition of the criteria for lowest level of performance. Process of development scoring rubrics Example Criteria 1 2 3 Number of Appropriate hand gestures
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 Descriptors Descriptors spell out what is expected of students at each level of performance for each criterion.
It tells students what performance looks like at each level and how their work may be distinguished from the work of others for each criterion.
Why include levels of performance? 1. Clearer expectations Students know what is expected of them and teachers know what to look for in students performance.
Students better understand what good performance on the task looks like if levels of performance are identified. 2. More consistent and objective assessment
3. Better feedback
4. Analytic versus holistic rubrics An analytic rubric articulates levels of performance for each criterion so that teacher can assess students performance on each criterion. Holistic rubric does not list separate levels of performance for each criterion. Instead, it assigns a level of performance across multiple criteria as a whole.
3 Excellent Speaker Included 10 12 changes in hand gestures No apparent inappropriate facial expressions Utilizes proper voice inflection Can create proper ambiance for the poem 2 Good Speaker Included 5 9 changes in hand gestures Few inappropriate facial expressions Have some inappropriate voice inflection changes Almost creating proper ambiance 1 Poor Speaker Included 1 4 changes in hand gestures Lots of inappropriate facial expressions Uses monotone voice Cannot create proper ambiance Example of Analytic Scoring Rubric (for a Writing Sample) Objective: Write a character study
Scoring Rubric Ideas 20 points Creative presentation 5 Variety of character traits presented 10 Vivid mental pictures 5 Organizations 10 points Logical presentation of topics 2 Definite pattern discernible 5 Conclusion follows from details 3 Development 20 points All details relevant 10 Use of a variety of literary devices 5 Variety in sentence structure 5 Conventions 10 points Grammatical constructions 3 Spelling 2 Punctuation 3 Handwriting 2 Example of Holistic Rubric Objective: Write a paper to persuade the reader to accept clearly defined point of view and course of action Holistic Scoring Rubric (a paper on persuading the reader ) 1 Little or no evidence of the skill Inappropriate language for the intended audience Few or no supporting arguments Details lacking or irrelevant
2. Competent performance Clear and appropriate language for the intended audience Most supporting arguments are plausible and relevant Most details are relevant Evidence of some innovative thinking
3. Outstanding performance Clear, interesting, and appropriate language Many plausible and relevant supporting arguments Ideas are creative and well-expressed When to choose an analytic rubric For assignments that involve a larger number of criteria When to use holistic rubric? When a quick or gross judgment needs to be made If the assignment is a minor one such as brief assignment (e.g. check, check-plus, or no check) to quickly review student work.
How many levels of performance should I include in my Rubric? No specific number of levels Will vary depending on the task and your needs Start with at least three levels and then expand if necessary. Example:
Makes eye contact with audience never sometimes always Makes eye contact
never
rarely
sometimes
usually
always Exercises A. For each of the following tasks, identify at least three process-oriented learning competencies. 1. Constructing an angle using a straight edge and a compass
2. Writing an essay about EDSA I
3. Performing a play on the importance of national language
4. Role to illustrate the concept of Filipino family values
5. Constructing three-dimensional models of solids from card boards
Development and Application of "Green," Environmentally Friendly Refractory Materials For The High-Temperature Technologies in Iron and Steel Production