final report_001.pptx

8/10/2019 final report_001.pptx

1/65


2/65


3/65


4/65


5/65

Performance assessment is the direct, systematic

observation of an actual pupil performance and

rating of that performance according to pre-

established performance criteria. Pupils are askedto perform a complex taskor 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?


6/65

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


7/65

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


8/65

Strengths &

Weaknesses

ofPerformance

Assessments


9/65

Strengths Weaknesses

Integrates assessment with

instruction

Learning occurs duringassessment

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 tosubjective nature of the

scoring

Inconsistent student

performance across time may

result in inaccurateconclusions

Requires considerable

teacher time to prepare and

student time to complete

Difficult to plan for amountof time needed


10/65

PROCESS-ORIENTED

PERFORMANCE-BASEDASSESSMENT


11/65

It is important to assess students

learning not only through their

outputs or products but also the

processes which the studentsunderwent in order to arrive at

these products or outputs.


12/65


13/65

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.


14/65

Assessment can help us understand whichstudents learn best under what conditions;which such knowledge comes the capacity toimprove the whole of their learning.

Process-oriented performance-basedassessment is concerned with the actual taskperformance rather than the output or productof the activity.


15/65


16/65

Learning Competencies

Competencies are defined as groupsor clusters of skills and abilities

needed for a particular task.

The objectives focus on thebehaviors which exemplify best

practice for the particular task

Such behavior range from abeginner or novice level up to the

level of expert.


17/65


18/65


19/65

What is a Performance Task?

A performance task enables pupils todemonstratetheir ability to integrateand useknowledge, skills and work habits in ameaningful activity. These tasks show how a

pupil uses language in a real-life situation,rather than just providing information onpupils theoretical knowledge.

The following are some examples of

performance tasks, divided into products andperformances:


20/65

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


21/65

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


22/65

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.


23/65

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)


24/65

Performance Tasks

and Projects

An extended performance task may developinto 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.


25/65

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.htmland on

the PIE ( Projects in English) website of

the Ministry of Education and the ORTNetwork at

http://space.ort.org.il/pie
http://www.iearn-canada.org/guideontheside.htmlhttp://www.iearn-canada.org/guideontheside.htmlhttp://space.ort.org.il/piehttp://space.ort.org.il/piehttp://www.iearn-canada.org/guideontheside.htmlhttp://www.iearn-canada.org/guideontheside.htmlhttp://www.iearn-canada.org/guideontheside.html


26/65

How to Designand Assess a

Performance

Task


27/65

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.


28/65

Step 2. Design a performance

task that requires pupils to

demonstrate these skills and this

knowledge.

Teachers should set tasks that willdemonstrate which language

knowledge and skills have been

developed. The pupils performance

on these tasks should illustratewhat they have learned and the

degree to which they have

achieved the teaching goals.


29/65

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 willbecome 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.

St 3


30/65

Step 3.

Develop explicit performance

criteria and expected performancelevels measuring pupils mastery of

skills and knowledge (rubrics).

Determine criteria for successful task

mastery. The Curriculum specifies

criteria relevant to each domain. Thefollowing section on rubrics will further

clarify this point.


31/65

Example:

Task: Perform manicure and pedicure

Objectives: to enable the students toperform manicure and pedicure.


32/65


33/65


34/65


35/65

are descriptive scoring schemes that

are developed by the teachers or

other evaluators to guide the analysisof 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.


36/65


37/65

Advantages of usingRubrics in Assessment

(Adapted fromGoodrich, 2000)


38/65

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 thecriteria. Moreover, involvement of

pupils empowers them, leading to

more focused and self-directedlearning.


39/65

Rubrics are easy to understand

and use.They can be referred to

in parent-teacher meetings andpupil-teacher conferences where

performance is discussed.


40/65

Rubrics can improve and

monitor pupils performance, by

clarifying teacher expectations.

Rubrics require the teacher to

clarify his/her criteria and helpdefine quality (i.e., what the

teacher expects to see in the

final product).


41/65

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 aremeeting the teachers expectations, they can

assess their work using rubrics or request

feedback from peers, based on theseexpectations.


42/65

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 begiven no matter who is

evaluating the work


43/65

Rubrics provide a profile of pupils

performance, describing strengths and

weaknesses.This is due to the detaileddescription of the performance levels.

The teacher will underline or highlight

those parts of the description whichapply to the pupils work.


44/65

Rubrics reduce the amount of

time spent by teachers on

evaluating pupils work. Once

the assessment tool has beendesigned, it can efficiently

grade even the longestproject.

Rubrics accommodate heterogeneous


45/65

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, asthe requirements for doing so are clear.

Rubrics encourage those pupils who

may be weak in some criteria buttalented in others, since they will not

just be evaluated by a low overall

numerical grade.


46/65

The criteria for a scoring

rubrics are statements which

identify what really counts

in the final output.


47/65

Major criteria for

product ssessment


48/65

- Grading essays is just one

example of performances thatmay be evaluated usingscoring rubrics.

3.3 scoring

rubrics


49/65

Scoring rubrics may be used:

Evaluate group activities

Extend projects and oralpresentations

3.3 scoring

rubrics


50/65

Authentic assessment

Checklist may be used rather

than scoring rubrics in theevaluation of essays.

3.3 scoring

rubrics

Ch kli t


51/65

Checklist

Enumerate a set of

desirable characteristics

which are actually

observed.3.3 scoring

rubrics


52/65

Benefits of scoring rubrics

in the evaluation process

1. support the examination of the

extent to which the specifiedcriteria have been reached.

2. provide feedback to studentsconcerning how to improve their

performances.


53/65

General vs. Task Specific.

Process of development scoring rubrics


54/65

1

The identification of the qualities andattributes that the teacher wishes to observein the students outputs that woulddemonstrate their level of proficiency.

2

determined whether holistic or an

analytical rubric would be moreappropriate

3 The identification and definition of the

criteria for lowest level of performance.

Process of development scoring rubrics

Example


55/65

Example

Criteria 1 2 3

Number ofAppropriate hand

gesturesX1

1 - 4 5 - 9 10 - 12

Appropriate facial

expression X1

Lots of

inappropriate

facial expression

Few

inappropriate

facialexpression

No apparent

inappropriate

facialexpression

Voice inflection X2 Monotone voice

used

Can vary

voice

inflection

with

difficulty

Can easily

vary voice

inflection

Incorporate proper

ambiance through

feelings in the voiceX3

Recitation

contains very

little feelings

Recitation

has some

feelings

Recitation

fully captures

ambiance

through

feelings in thevoice


56/65

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 foreach criterion.


57/65

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 levelsof performance are identified.


58/65

2. More consistent and objective assessment

3. Better feedback

4. Analytic versus holistic rubrics

An analytic rubric articulates levels ofperformance for each criterion so that teacher can

assess students performance on each criterion.

Holistic rubric does not list separate levels ofperformance for each criterion. Instead, it assigns

a level of performance across multiple criteria as a

whole.


59/65

3 Excellent SpeakerIncluded 10 12 changes in hand gestures

No apparent inappropriate facial expressionsUtilizes proper voice inflection

Can create proper ambiance for the poem

2 Good SpeakerIncluded 5 9 changes in hand gestures

Few inappropriate facial expressions

Have some inappropriate voice inflection changes

Almost creating proper ambiance

1 Poor SpeakerIncluded 1 4 changes in hand gestures

Lots of inappropriate facial expressions

Uses monotone voice

Cannot create proper ambiance


60/65

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 pointsLogical presentation of topics 2

Definite pattern discernible 5

Conclusion follows from details 3

Development 20 points

All details relevant 10Use of a variety of literary devices 5

Variety in sentence structure 5

Conventions 10 pointsGrammatical constructions 3

Spelling 2

Punctuation 3

Handwriting 2


61/65

Example of Holistic RubricObjective: 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 skillInappropriate language for the intended audience

Few or no supporting arguments

Details lacking or irrelevant

2. Competent performanceClear 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 performanceClear, interesting, and appropriate language

Many plausible and relevant supporting arguments

Ideas are creative and well-expressed


62/65

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 briefassignment (e.g. check, check-plus, or no check)

to quickly review student work.

H l l f f h ld I


63/65

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


64/65


65/65

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

Documents

final report_001.pptx