Performance Based Assessment- Assesses the demonstration of their learning- An alternative assessment that is designed to encompass a

betteroverall representation of student progress

Assessment is MOST effective when it reflects an understanding of learning as MULTIDIMENSIONAL, INTEGRATED, and revealed through PERFORMANCE overtime.

Learning is a complex process. It entails not only what students know but what they can do with what they know.

Process-Performance Based Assessment- Concerned with the actual task performance rather than the output or

product of the activity.- The learning objectives in process oriented performance based

assessment are stated in directly observable behaviors (Learning Competencies)

- These learning competencies should start from a general statement, and then breaks down to easily observable behaviors.

Example:Task: Recite a Poem by Edgar Allan PoeObjectives: The activity aims to enable the students to recite a poem entitled “The

Raven” by Edgar Allan Poe1. Recite the poem from memory without referring to notes2. Use appropriate hand and body gestures in delivering the piece3. Maintain eye contact with the audience while reciting the poem4. Create the ambiance of the poem through appropriate rising and falling

intonation5. Pronounce the words clearly and with proper diction

Simple Competencies Complex CompetenciesSpeak with a well-modulated voice Recite a poem with a feeling

using appropriate voice quality, facial expressions and hand gestures

Draw a straight line from one point to another

Construct an equilateral triangle given three non-collinear points

Color a leaf with a green crayon Draw and color a leaf with a green crayon

Task Designing (Why and How)How to design tasks?

1. Identify the activity that would highlight the competencies to be evaluated (reciting a poem, writing an essay, manipulating a microscope)

2. Identify an activity that entails more or less the same set of competencies

3. Finding interesting and enjoyable tasks (writing an essay is boring)Example:

The topic is on Understanding biological diversityPossible Task Design: Bring the students to a pond or creek and ask them to find all

living organisms as they can find. Bring them to a school playground too.How to assess: Observe how the students will develop a system on finding organisms, classifying and concluding the differences between the bio diversity of the two sites.

Proper Assessment Tool (Scoring Rubrics)Rubric – a scoring scale used to assess student performance along a task-specific set of criteria.

Example: Recitation RubricCriteria Weight Level of PerformanceNumber of Appropriate Hand Gestures

X1 1-4** 5-9** 10-12**

Approapriate Facial Expression

X1 Lots of Appropriate facial expression**

Few inappropriate facial expression**

No inappropriate facial expression**

Voice Inflection X2 Monotone voice used**

Can vary inflection with difficulty**

Can easily vary voice inflection**

Incorporate proper ambience through feelings in the voice

X3 Recitation contains little feelings**

Recitation has some feelings**

Recitation fully captures ambience through feelings in the voice**

Parts of a Scoring Rubric1. Criteria – characteristics of a good performance task (left hand

column) (written in shorthand to fit the table, e.g. “Number of appropriate hand gestures” in full criteria would be “Includes a sufficient number of hand gestures.”

2. Level of Performance – Degree the students have met the criterion

Descriptors ** - spell out what is expected of students at each level of performance for each criterion. (lots of inappropriate…., monotone voice…)

- Tells the student what a performance looks like at each level .

- Helps distinguish student work.3. Weight –mechanism for assigning scores to each project

WHY INCLUDE LEVELS OF PERFORMANCE?Clearer expectations – Student know what is expected on them and

teachers know what to look for in student’s performanceMore consistent and objective assessment – teachers objectively

distinguish between a good and a bad performanceBetter Feedback – allows teacher’s to provide better feedback to

students.Types of Rubric: ANALYTIC VS. HOLISTIC

1. Analytic Rubric – articulates levels of performance for each criterion so the teacher can assess student performance on each criterion

2. Holistic Rubric – Does not list separate levels of performance for each criterion. Instead, a holistic rubric assigns level of performance by assessing performance across multiple criteria as a whole. A more global picture of the student’s performance in the entire task.

3 – Excellent Speaker- Includes 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- Includes 5-9 changes in hand gestures- Few inappropriate facial expressions- Have some inappropriate voice inflection changes- Almost creating proper ambiance

1 – poor Speaker- Includes 1-4 changes in hand gestures- Lots of inappropriate facial expressions- Uses monotone voice- Cannot create proper ambience

WHEN TO USE A RUBRIC?- Analytic rubric is more common and assesses tasks that involve a

larger number of criteria.-

- Analytic rubric better handles weight on criteria.

- Holistic rubric are used when a quick judgment need to be made.

- Holistic rubrics are used for judging MINOR assessment.

HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE?

There is no specific number if levels a rubric should not possess. Start small then expand.

Example:Makes eye contact with the audience

never sometimes always

Makes eye contact with the audience

never rarely sometimes usually always

Makes eye contact with the audience

never rarely sometimes usually

RECOMMENDATIONS:Fewer levels of performance should be included because:

- It’s easier and quicker to administer- Easier to explain to students- Easier to expand.