performance-based assessment (assessment of learning 2, chapter 2))

PERFORMANCE-BASED

ASSESSMENT(Chapter 2)

Assessment of Learning II

PERFORMANCE-BASED

ASSESSMENT

Terms in contrast to selected response

items

Performance Assessment

Alternative Assessment

AuthenticAssessment

Product The actual creation of students that can be 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 skillsB.Psychomotor skillsC.Athletic skillsD.Concept acquisitionE.Affective skills

Types of Performance-Based Assessment

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

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

Complex Learning OutcomesAbility to: construct a graphread a story aloudtype an application letteruse 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.

Complex Learning Outcomes

Ability to:write a thesiscreate a regression modelrepair a televisionorganize ideasmake an oral presentation about researchcollect, 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; andLearning is at the early stage

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; andProducts have qualities that can be identified and judged.

Four Types of Accomplishments of the Learners using Performance-Based Assessment1. PRODUCTSEx: poems, essays, charts, graphs, exhibits,

drawings, map, etc.2. COMPLEX COGNITIVE PROCESSESEx: skills in acquiring, organizing, and using

information.

3.OBSERVABLE PERFORMANCE

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

ADVANTAGES OFPERFORMANCE

BASEDASSESSMENT

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 OF

PERFORMANCEBASED

ASSESSMENT

1. Constructing - Time consuming

2. Scoring – Questionable3. Measurement –

Limited scope

DEVELOPINGPERFORMANCE

BASEDASSESSMENT

STEPS IN DEVELOPING PERFORMANCE-BASED

ASSESSMENT…

S T PE 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…

A. FOCUS B. SELECT

C. MINIMIZED. PROVIDE

E. CONSTRUCTF. COMMUNICATE

GUIDELINES FOR GOOD PERFORMANCE TASK…

WHAT?

DIRECTIONS SHOULD BE INCLUDEDCONGRUENT TO PURPOSE OF ASSESSMENTELICITS BEHAVIOR(S) AT THE LEVEL(S) STATED IN LEAUTHENTICSHOULD GIVE ENOUGH INFORMATION

HAS IMPORTANT OUTCOMES THAT ARE

ASSESSEDREFLECTS INTENDED LEARNING OUTCOMES

1. Constructing - Time consuming

2. Scoring – Questionable3. Measurement –

Limited scope

4. Define the performance criteria.

TYPES OFPERFORMANCE

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 FORJUDGING CRITERIA…

WHAT?

CRITERIA ARE PRESENT TO EACH OUTCOME ASSESSED

SUFFICIENTLY DESCRIBED WHAT IS NECESSARY TO OBSERVE

SHARED WITH STUDENTS WHEN APPROPRIATE

5. Create the 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 OF

RUBRICS

HOLISTIC RUBRIC – to score an overall product or processANALYTIC RUBRIC – provides information regarding performance in each component parts of a task

PERFORMANCE BASEDASSESSMENT 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 RubricsScore 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 RubricsBeginning1

Developing2

Accomplished3

Exemplary4

SCORE

Criteria 1 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













Analytic Rubric for Persuasive EssayCriteria 4 3 2 1

Make a claim I 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 do not make a claim.

Give reasons in support of the claim

I give clear and accurate reasons in support of the claim.

I give reasons in support of the claim, but overlook important reasons.

I give 1 or 2 reasons which do not support the claim well, and/or irrelevant or confusing reasons.

I do not give convincing reasons in support of the claim.

Consider reasons against the claim

I thoroughly discuss reasons against the claim and explain why the claim is valid anyway.

I discuss reasons against claim, but leave out important reasons and/or do not explain why the claim still stands.

I acknowledge that there are reasons against the claim, but do not explain them.

I do not give reasons against the claim.

Relate the claim to democracy

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.

I do not mention democratic principles or democracy.

Organization My writing is well organized, has a compelling opening, strong informative body, and satisfying conclusion.

My writing has a clear beginning, middle, and end. I general use appropriate paragraph format

My writing is usually organized, but sometimes gets off topic. It has several errors in paragraph format.

My writing is aimless and disorganized.

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 75

The research is not recommended for implementation/conduct.

Resources for Rubrics on the Web

1.1.“Performance Assessment-Scoring”

(http://www.pgcps.pg.k12.md.us/~elc/scoringtasks.html)

2. “Scoring Rubrics: What, When, & How?”

(http://pareonline.net/getvn.asp?v=7&n=3)

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/)



Types of Scoring Instruments for Performance Assessments

1. CHECKLISTan observation

instrument that defines performance whether it is certain or uncertain, or present or not present.

2. NARRATIVE/ANECDOTALa continuous description of

student behavior as it occurs, recorded without judgement or interpretation.

3. Rating Scalechecklist 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 performanceto 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 Errorcommitted when a

teacher overrates the performance of the students or favors the high performing students in the class

Severity Errorwhen 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 YOUGroup 6

performance-based assessment (assessment of learning 2, chapter 2))

Education