( a crpp-rgs perl research project ) student performance and assessment
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The Performance task as an alternative assessment: Its contribution to teaching and learning. ( a CRPP-RGS PeRL Research Project ) Student Performance and Assessment. SYM033 Raffles Girls' School (Secondary), Singapore. Uncovering Wisdom Through Pedagogy. OUTLINE. - PowerPoint PPT PresentationTRANSCRIPT
(a CRPP-RGS PeRL Research Project)Student Performance and Assessment
SYM033Raffles Girls' School (Secondary), Singapore
THE PERFORMANCE TASK AS AN ALTERNATIVE ASSESSMENT: ITS CONTRIBUTION TO TEACHING
AND LEARNING
Uncovering Wisdom Through Pedagogy
SYM033a : Informing the practice on the school-wide implementation of the Performance Task as an alternative assessment.By Mary George CHERIYAN
SYM033b : Teacher perception and attitudes towards the design and implementation of the Performance Task as an alternative assessment.By Puay Lan CHUA, Lucille
SYM033c : Student motivation and achievement in the Performance Task.By Christopher SLATTER
Uncovering Wisdom Through Pedagogy
OUTLINE
3
The journey so far?
Thinking SchoolsLearning Nation (1997)
I & ETeach Less Learn More(2004)
TeacherQuality of Interaction
Learner
…THE JOURNEY SO FAR…
Goals/ Outcomes
AssessmentPedagogy
GUIDING PRINCIPLES
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Assessment Shifts – A Snapshot
2003199
7
2004
2010
C21st SkillsHigher order thinkingInformation communicationNational Education
Project work GCE A level
School-based Science Practical
Assessment
Holistic Assessment
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Aims of exploring new ways to assess
Empower students to thinking more deeply about the Math they are learning
Provide teachers with information to revise and redirect their teaching
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OTHER WAYS OF ASSESSMENT
Where are we?
Class TestsSemestralExams
Projectwork
Homework
Other Assessment
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MANY OTHER ASSESSMENTS
• Problem solving tasks• Investigation• Projects• Journals • Conferences • Portfolios
• Oral presentations• Class discussions • Observation
• Peer-directed• Self-directed• Teacher-directed
Can it be done?
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WorldTRENDS
in Assessment
Progress
Knowledge& Skills
Feedback
SolutionsMultipleSources
Sole RelianceOn answers
External Agencies
Self assessment
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• Involving the partnership of both teacher and students
• In making judgment about the student’s progress
• Using non-conventional strategies
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OTHER WAYS OF ASSESSMENT…
On-going process
• Problem solving tasks• Investigation• Projects• Journals • Oral presentations• Interviews• Portfolios
• Class discussions • Observations• Checklists• Peer assessment• Self assessment • Student-generated
items
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MANY FORMS OF ASSESSMENT…
Technological•Measurement•Knowledge•Skills
Cultural•Interpretation•Integration
Political•Power•Authority•Competing interests
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THREE PERSPECTIVES (HOUSE 1981)
SYM033a : Informing the practice on the school-wide implementation of the Performance Task as an alternative assessment.By Mary George CHERIYAN
SYM033b : Teacher perception and attitudes towards the design and implementation of the Performance Task as an alternative assessment.By Puay Lan CHUA, Lucille
SYM033c : Student motivation and achievement in the Performance Task.By Christopher SLATTER
Uncovering Wisdom Through Pedagogy
OUTLINE
((a CRPP-RGS PeRL Research Project)
Presenter: Mary George Cheriyan Director RGS PeRL
Presented at the Redesigning Pedagogy Conference, June 2011
Uncovering Wisdom Through Pedagogy
INFORMING THE PRACTICE ON THE SCHOOL-WIDE IMPLEMENTATION OF THE PERFORMANCE TASK AS AN ALTERNATIVE
ASSESSMENT.
Culture of informed practice: Teachers integrate their experience, judgement and knowledge with current, relevant and reliable research.
Reflective Practice: habit of inquiring and investigating a problem situation in order to understand how to frame a solution (Schon, 1983,87)
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OVERARCHING CONCEPTS
This way of thinking is likely to instill in teachers the following attributes:
Open-mindedness (Dewey, 1933) Sense of responsibility Motivation (Loughran, 2002)
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OUTCOMES
The divide between academic and teacher research
Legitimacy of the knowledge production by school-based inquiries
The teachers’ voice(Zeichner, 1995)
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SCHOOL-BASED RESEARCH
Key ideas
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Performance tasks are based on real world situations in which the student creates products and/or performances that demonstrate her key understandings of the big ideas in the topic.
Students apply higher order thinking to synthesize their knowledge of content and acquisition of skills to offer solutions and perspectives on the given issue. They may do so through divergent products that are appropriate to the context and their learning styles. The rubric lists the criteria that describe the standards by which their product/performance is assessed.
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RESEARCH PROJECT: THE PERFORMANCE TASK
1. Multiple measures of learning (Eisner, 1999), Tomlinson & McTighe, 2006)
2. Demonstration of critical thinking ( Howell, Brocato, Paterson, Bridges, 1999; Foo and Fan, 2007)
3. Requires content mastery & conceptual understanding (MacLellan, 2004)
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VALUE OF PT
Alignment to the Integrated Curriculum Model (Baska, 1987)
The RGS Assessment Framework
Time-based Assessments
Applied understandings-Performance TasksApplied understandings-Performance Tasks
Growth over time-Journal and Portfolios
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THE PT IN RGS
1. Reliability and validity of school-constructed performance tasks: Focus on Secondary maths
2. What are teachers’ beliefs, attitudes, self-efficacy and their pedagogical practices in designing and implementing the performance task? How are they related with one another?
3. What are students’ motivation and their achievement in the performance task? How are they related with one another?
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THE RESEARCH QUESTIONS
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THE TEACHERS’ VOICE
Teacher perception and attitudes towards the design and implementation of the
Performance Task as an alternative assessment
(a CRPP-RGS PeRL Research Project)SYM033b
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What do you understand by the term, ‘Performance Task’?
How accurate (valid and reliable) are performance tasks, compared to other forms of assessments, in gauging students’ understanding of a topic?
Do you vary your pedagogy according to the type of assessments planned, pen and paper assessment (PPA) or performance task (PT)?
Was this new assessment initiative been clearly communicated to you? Is it a practical move?
FOCUS GROUP INTERVIEW
QUESTIONS POSED
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How competent are you in designing a performance task? How can your competency be further developed?
Which, PPA or PT, provides students with more opportunities to demonstrate their critical thinking and/or creative thinking?
What are the challenges that you faced in the design of performance task? How did you overcome your challenges ?
What form of mentoring do you provide your students with as they embark on their performance tasks?
FOCUS GROUP INTERVIEW
QUESTIONS POSED
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Understanding of Performance Task
• PT design meetings – collaborative work • Inferences made about structure• Learn by doing…. look at past PTs, modify, adapt or create (5)• Dialogues on the multi-layered concept among teachers (3)• Workshops: Induction workshop(2) or PeRL PT workshop(2)• Draw parallels - similar to authentic transfer task in • Understanding by Design (UbD) workbook
Communication of Performance Task
• Encourage creativity - create product (2)• Extend student learning beyond the classroom• Demonstrate understanding (3)• Involve critical thinking skills• Challenging• Project work (PW) or alternative assessment (AA)• Audience (3)• Role• Authenticity (9) - transfer or application of learning
TEACHERS’ RESPONSES …..
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Practicality of Performance Task as an Alternative Assessment • Feasible• Individualism (2)• Meaningful and engaging• Process of discovering and uncovering (3)• Assessment beyond the classroom; PPA and textbooks would not
be seen as a ‘be-all’ and ‘end-all’ in learning • Authentic scenarios (2)• Challenging Raffles Programme (RP) curriculum • “Assessment chore”• Asia Pacific study on International Baccalaureate (IB) – intensive
drilling carried out in Years 5 and 6• Recognition and acceptance of PT by overseas universities
TEACHERS’ RESPONSES …..
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Accuracy of Performance Task in Gauging Understanding
Pedagogical Approaches and Assessment Modes
• Fairness - assess different abilities and skills (3)• Use of assessment rubrics• Benchmarking• Transfer or application of learning (3)• Alignment to learner’s outcomes• Validation: internal and external
TEACHERS’ RESPONSES …..
• Built-in PT Prep (3) • Show relevant examples or tasks• PPA - chalk and board talk on the answer structure (2), PT - idea exploration and standards (in rubrics)• Understanding by Design (UbD) framework - alignment of assessment and pedagogy to learner’s outcomes• Status quo
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Mentoring of Students in PT• Level of mentoring depends on class character• Similar form of guidance• Set benchmarks• Audio-visual Aids and digital resources • Task outline• Coaching @ two levels – task requirement and level of
development
TEACHERS’ RESPONSES …..
• Multi-dimensional exploration of task• Creativity in product design (4)• Measurement of creative thinking is a challenge• Regulate scale of product (2)• Higher order thinking skills like evaluation and decision-making(4)• Evidence of deep critical thinking – looking at perspectives• Variations in approach to task• No model answer
Demonstration of Critical Thinking and/or Creative Thinking
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Level of Competency in PT design and Competency Development
TEACHERS’ RESPONSES …..
• “Good at, but not an expert on”• Begin with the end in mind – key understandings and nature of product• Learn on the job or learn by doing (5)• Open-mindedness and receptive – continuous learning (3) • Collaboration (2)• Professional dialogues and sharing (3)• PT Guidelines
Challenges in PT design and Overcoming the Challenges
• Learner’s outcomes – dimensions of learning• Nature of product• Assessment rubrics (3) – wording and standards• Key understanding• Bench-marking and objective grading
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FINDINGS : High level of awareness on the existence of a STRUCTURE for PT design - GRASPS G real world GOALR real world ROLEA real world AUDIENCES real world SITUATIONP real world PRODUCTS or PERFORMANCES Standards Criteria to judge product or performance
Unevenness in the articulation of the meaning of PT
Organisational communication of the rationale and objectives of PT is somewhat overlooked as teachers have uncovered and understood the idea of PT through self-discovery, collaborative work, professional discourse and workshops
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FINDINGS : Generally very supportive of the idea of PT as an alternative assessment as it i. caters to individualityii. supports the challenging Raffles Programme (RP)
curriculum iii. equips students with the 21st century competencies
PTs have been viewed as an ‘assessment chore’
Low level of acceptance of PTs as an indicator of academic achievement by overseas universities
PTs do provide a valid measure of the intended student’s outcomes. However the element of reliability is difficult to determine as the nature and form of PTs change on a yearly basis.
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FINDINGS : Slight to moderate variations in teaching pedagogy; it’s task dependent as well as subject dependent.
Teacher-involvement in the student learning process; some forms of teacher guidance, coaching and facilitation are provided.
Clear thought processes reflected in the design of PT - begin with the end in mind, and- mindful of a STRUCURE
Encourage critical thinking (higher-order thinking skills) and creative thinking (ideas and products).
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1The teachers are very positive about the use of PTs as an alternative mode of assessment. They recognise and acknowledge the value of PTs, especially in equipping the students with the 21st century competency.
2The teachers, as assessors, take responsibility for their assessment design. They believe in learning by doing and they commit themselves to continuous learning to enhance their competency in the design of PTs.
FINDINGS :
1TKey challenge – crafting of assessment rubrics
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2. Provide i. PT training workshop, conducted either by Alberta Assessment
Consortium (AAC) or RGS PeRL, for teachers so that there is a common understanding among the teachers, and
ii. greater infrastructure support e.g. provide a rubric construction kit that comprises a rubric checklist and a list of rubric vocabulary.
1. Communicate with clarity, concreteness and completeness to the teachers the idea of PT as effective communication is a necessity to successfully promote a shared vision.
IMPLICATIONS
3. Encourage the development of a Professional Learning Community, where dyadic communication, sharing and support prevails, for PT design.
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4. End-of-year departmental review of PTs toi. fine-tune and improve the quality of existing PTs.
(Students’ inputs can be sought.)ii. ensure the validity and reliability of PT as an
assessment tool by using a set of PT assessment rubrics.
IMPLICATIONS
5. Validate PT as an alternative assessment so that overseas universities would recognise and accept the validity and reliability of PT as a measure of student achievement in RGS in their admission exercise.
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The Students’ VoiceStudent Motivation and Achievement
in the Performance Task
SYM033c
Chris Slatter
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Introduction
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A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
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The Ministry of Education recognized that nearly all students from the top schools in Singapore progressed to
university.
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
The Ministry of Education recognized that nearly all students from the top schools in Singapore progressed to
university.
It was rationalized that these high ability students should not be required to sit O' Level examinations, but should be
offered an enriched secondary school curriculum.
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
The Ministry of Education recognized that nearly all students from the top schools in Singapore progressed to
university.
It was rationalized that these high ability students should not be required to sit O' Level examinations, but should be
offered an enriched secondary school curriculum.
This is the origin of the Raffles Programme.
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
Best practices in gifted education recommend that the teaching and assessment of high ability students should be
aligned with their learning style as well as their interests.
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
Best practices in gifted education recommend that the teaching and assessment of high ability students should be
aligned with their learning style as well as their interests.
This means using a range of pedagogies to teach the students both inside and outside of the classroom, but what
about assessments?
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
Best practices in gifted education recommend that the teaching and assessment of high ability students should be
aligned with their learning style as well as their interests.
This means using a range of pedagogies to teach the students both inside and outside of the classroom, but what
about assessments?
Performance tasks give students some degree of autonomy through choice of topics and allow students to present evidence of their understanding in a variety of different
ways.
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Uncovering Wisdom Through Pedagogy
The structure of a performance task...
R - real world Role
A - real world Audience
S - real world Situation
P - real world Products and Performance
S - Standards criteria to judge product and performance
G - real world Goal
A Brief History of Performance Tasks atRaffles Girls' School (Secondary)
Compare and Contrast...
1) Alternative Assessment.
2) Authentic Transfer Task.
3) Performance Task.
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Conducting Research intoPerformance Tasks:The Students’ Voice
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ConceptualFramework
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ConceptualFramework
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ConceptualFramework
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What Does the Literature Have to Say About Performance Tasks?
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What Does the Literature Have to Say About Performance Tasks?
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Performance tasks tend to be used as an instrument to identify minority gifted / underrepresented gifted
populations.
What Does the Literature Have to Say About Performance Tasks?
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Performance tasks tend to be used as an instrument to identify minority gifted / underrepresented gifted
populations.
Performance tasks tend to be used as a formative assessment (assessment for learning).
What Does the Literature Have to Say About Performance Tasks?
Uncovering Wisdom Through Pedagogy
Performance tasks tend to be used as an instrument to identify minority gifted / underrepresented gifted
populations.
Performance tasks tend to be used as a formative assessment (assessment for learning).
There is little evidence that performance tasks are used as summative assessments (assessment of learning).
What Does the Literature Have to Say About Performance Tasks?
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Hypothesis
Performance tasks enable teachers and students to achieve learning goals that are less accessible by
traditional assessments.
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Research Question
How effective are performance tasks as an alternative form of assessment?
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Methodology
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Mixed methods design (sequential exploratory strategy).
Methodology
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Mixed methods design (sequential exploratory strategy).
Focus group interviews conducted with students (purposeful stratified sample - Year 1 to Year 4 Class
Chairpersons, n = 40).
Methodology
Uncovering Wisdom Through Pedagogy
Mixed methods design (sequential exploratory strategy).
Focus group interviews conducted with students (purposeful stratified sample - Year 1 to Year 4 Class
Chairpersons, n = 40).
Interviews are coded, and qualitative data is extracted.
Methodology
Uncovering Wisdom Through Pedagogy
Mixed methods design (sequential exploratory strategy).
Focus group interviews conducted with students (purposeful stratified sample - Year 1 to Year 4 Class
Chairpersons, n = 40).
Interviews are coded, and qualitative data is extracted.
Qualitative data is used to design a survey for the collection of quantitative data from all students.
Methodology
Uncovering Wisdom Through Pedagogy
Mixed methods design (sequential exploratory strategy).
Focus group interviews conducted with students (purposeful stratified sample - Year 1 to Year 4 Class
Chairpersons, n = 40).
Interviews are coded, and qualitative data is extracted.
Qualitative data is used to design a survey for the collection of quantitative data from all students.
Methodology
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Methodology
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Results - What Did the Students Say?
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Results - What Did the Students Say?Seeing examples of good and bad products would be
useful.
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Results - What Did the Students Say?Seeing examples of good and bad products would be
useful.
Setting students deadlines for certain key stages of the performance task would be useful for Year 1 students. The
deadlines can be phased out as the students progress through to Year 4.
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?Seeing examples of good and bad products would be
useful.
Setting students deadlines for certain key stages of the performance task would be useful for Year 1 students. The
deadlines can be phased out as the students progress through to Year 4.
The overall percentage that the performance task is worth should reflect the amount of work that is required to
complete it.
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?Seeing examples of good and bad products would be
useful.
Setting students deadlines for certain key stages of the performance task would be useful for Year 1 students. The
deadlines can be phased out as the students progress through to Year 4.
The overall percentage that the performance task is worth should reflect the amount of work that is required to
complete it.
Deadlines for performance tasks overlap.
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Results - What Did the Students Say?
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There is the danger that students just "copy and paste" information into their performance tasks without critically
evaluating the data.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
There is the danger that students just "copy and paste" information into their performance tasks without critically
evaluating the data.
There should be peer evaluation of each student's work.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
There is the danger that students just "copy and paste" information into their performance tasks without critically
evaluating the data.
There should be peer evaluation of each student's work.
How to deal with students who do not do their fair share of the group component of the performance task?
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
There is the danger that students just "copy and paste" information into their performance tasks without critically
evaluating the data.
There should be peer evaluation of each student's work.
How to deal with students who do not do their fair share of the group component of the performance task?
It is unfair to assess students on skills that they are unfamiliar with, for example, video editing. This also gives
girls who have a video camera at home an unfair advantage.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
The aesthetic qualities of a performance task should not be assessed.
Results - What Did the Students Say?
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The aesthetic qualities of a performance task should not be assessed.
The performance task should only cover topics that have been studied in class.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
The aesthetic qualities of a performance task should not be assessed.
The performance task should only cover topics that have been studied in class.
Girls argue that it is unfair to give them scenarios that they are completely unfamiliar with, but this is required to some
extent in order to make the performance task authentic.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
Some performance tasks are valuable because they are aligned with the curriculum. The performance task is a
natural progression of the topic being taught. Other performance tasks are very artificial. They are "done
because they need to be done" and for no other apparent reason.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
Some performance tasks are valuable because they are aligned with the curriculum. The performance task is a
natural progression of the topic being taught. Other performance tasks are very artificial. They are "done
because they need to be done" and for no other apparent reason.
Rubrics can be quite subjective. It would be better if they were more detailed.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
Students should be randomly grouped for each performance task by their teacher.
Some performance tasks are valuable because they are aligned with the curriculum. The performance task is a
natural progression of the topic being taught. Other performance tasks are very artificial. They are "done
because they need to be done" and for no other apparent reason.
Rubrics can be quite subjective. It would be better if they were more detailed.
Results - What Did the Students Say?
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?
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Results - What Did the Students Say?Performance tasks are a more interesting form of
assessment as compared to pen-and-paper assessments.
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Results - What Did the Students Say?Performance tasks are a more interesting form of
assessment as compared to pen-and-paper assessments.
Performance tasks give students who are not good atpen-and-paper assessments an opportunity to demonstrate
their understanding.
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?Performance tasks are a more interesting form of
assessment as compared to pen-and-paper assessments.
Performance tasks give students who are not good atpen-and-paper assessments an opportunity to demonstrate
their understanding.
Performance tasks give students the opportunity to be creative in terms of the process and the product.
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?Performance tasks are a more interesting form of
assessment as compared to pen-and-paper assessments.
Performance tasks give students who are not good atpen-and-paper assessments an opportunity to demonstrate
their understanding.
Performance tasks give students the opportunity to be creative in terms of the process and the product.
Performance tasks allow students to “play to their strengths” in terms of the process and product.
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Results - What Did the Students Say?
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Results - What Did the Students Say?Performance tasks allow students to find solutions to
authentic problems.
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Results - What Did the Students Say?Performance tasks allow students to find solutions to
authentic problems.
Performance tasks are interesting because they are framed in a real world scenario.
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?Performance tasks allow students to find solutions to
authentic problems.
Performance tasks are interesting because they are framed in a real world scenario.
Performance tasks give students the opportunity to work in groups. Preparation for the work place?
Uncovering Wisdom Through Pedagogy
Results - What Did the Students Say?Performance tasks allow students to find solutions to
authentic problems.
Performance tasks are interesting because they are framed in a real world scenario.
Performance tasks give students the opportunity to work in groups. Preparation for the work place?
Some teachers go through the rubrics, clarifying, elaborating and explaining.
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Results - What Did the Students Say?
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Results - What Did the Students Say?
Students study a topic in more detail when they are assessed by performance task. They read more deeply into
the subject.
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Conclusions
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ConclusionsLimitations of the performance task appear to be grounded in the technical details of its implementation. For example,
deadlines, duration and mark allocation.
Uncovering Wisdom Through Pedagogy
ConclusionsLimitations of the performance task appear to be grounded in the technical details of its implementation. For example,
deadlines, duration and mark allocation.
Some issues centred around pedagogy were raised. For example, some – but not all – teachers will discuss the
grading rubric with their students. This needs to be addressed at a schoolwide level.
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ConclusionsLimitations of the performance task appear to be grounded in the technical details of its implementation. For example,
deadlines, duration and mark allocation.
Some issues centred around pedagogy were raised. For example, some – but not all – teachers will discuss the
grading rubric with their students. This needs to be addressed at a schoolwide level.
In general, the students recognise the importance of performance tasks and are able to verbalise this. Their feedback is in general agreement with the pedagogical
objectives of performance tasks as stated in the literature.
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Recognised Limitations
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Recognised LimitationsSmall sample size. The 40 students who participated in the focus group interviews are only a small percentage of the
entire cohort of ca. 1800 students.
Uncovering Wisdom Through Pedagogy
Recognised LimitationsSmall sample size. The 40 students who participated in the focus group interviews are only a small percentage of the
entire cohort of ca. 1800 students.
The students that were interviewed were the class chairpersons. Are they typical students whose opinions
reflect those of their peers?
Uncovering Wisdom Through Pedagogy
Recognised LimitationsSmall sample size. The 40 students who participated in the focus group interviews are only a small percentage of the
entire cohort of ca. 1800 students.
The students that were interviewed were the class chairpersons. Are they typical students whose opinions
reflect those of their peers?
Just because a student (or anybody for that matter) says something, does not make it true!
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Further Research
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Further Research
To address the recognised limitations of the qualitative study, items that have been coded from the students’ focus
group interviews will be translated into survey questions that will be given out for all students to complete.
Uncovering Wisdom Through Pedagogy
Further Research
To address the recognised limitations of the qualitative study, items that have been coded from the students’ focus
group interviews will be translated into survey questions that will be given out for all students to complete.
Numerical data obtained from the survey will be statistically analysed, thus giving a mixture of both qualitative and
quantitative information. This will allow (confident) recommendations to be made to both the school’s teachers and student population with regards to performance tasks.