University of Rizal System- CaintaMs. Gina Rose S. Mercadejas BEE-SPED 4BArranged by Mr. Eddie T. Abug BSE-TLE Professor: Dr. Rebecca Amagsila Ph. D.

Asssessment of Learning 2

Chapter 2 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Chapter 3 PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

Chapter 5 PORTFOLIO ASSESSMENT METHODS

Chapter 2 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Chapter 3 PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

Chapter 5 PORTFOLIO ASSESSMENT METHODS

Ms. Gina Rose S. Mercadejas BEE-SPED 4B

Chapter 2

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

This chapter is concerned with process-oriented performance

based assessment.

Assessment is not an end in itself but a vehicle for educational improvement.

Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

2.1 Process-Oriented Learning Competencies

Information about outcome is of high importance; where students “ends up” matters greatly. But to improve outcomes, we need to know about students experience along the way about the curricula, teaching, and kind of students effort that lead to a particular outcomes.

• 2.1.1 Learning Competencies. • The learning objectives in

process-oriented performance based assessment are stated in directly observable behaviors of the students.

• Competencies • Defined as group or clusters of

skills/ abilities for needed for a particular task.

• Objectives generally focus on those behaviors which exemplify a “best practice” for the particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert.

Ex. of learning competenciesTask: recite a poem by Edgar Allan Poe, “The Raven”.Objectives: The activity aims to anable the students to recite a poem entitled “The Raven” by Edgar Allan Poe. Specifically:1. Recite the poem from memory without referring to notes;2. Use appropriate hand body gestures in delivering the piece; 3. Maintain eye contact with the audience while reciting the poem.

•4. Create the ambiance of the poem through appropriate rising and falling intonation;

•5. Pronounce the words clearly and with proper diction.

•The following are simple competencies:

•1. Speak with a well-modulated voice;

•2. Draw a straight line from one point to another point;

•3. Color a leaf with a green crayon.

The following are complex competencies:

1. Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures;

3. Draw and color a leaf with green crayon.

2. Construct an equilateral triangle given three non-collinear points;

•2.2 Task Designing•Lea

rning tasks need to be carefully planned. Some generally accepted standards for designing a task include:

•1. Identifying an activity that would highlight the competencies to be evaluated e.g. Reciting a poem, writing an essay, manipulating the microscope.

•2. Identfying an activity that entail more or less the same competencies.

•3. Finding task that would be interesting and enjoyable for the students.

2.3 Scoring Rubrics

Rubric is a scale used to assess students performance along a task-specific set of criteria. Authentic assessments typically are criterion-referenced measures, that is, a student’s aptitude on task is determined by matching the student’s performance against a set of criteria to determine the degree to which the student’s performance meets the criteria for the task.

Recitation RubricCriteria 1 2 3

Number of Appropriate HandGestures x1 1-4 5-9 10-12

Appropriate Facial Expression x1

Lots of inappropriate Facialexpression

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

Based on the example, a rubric is comprised of two components:

criteria and levels of performance.

The full criteria are statements of performance such as “include a

sufficient number of hand gestures” and “recitation captures the

ambiance through appropriate feelings and tone in the voice”.

Descriptors •tell students more

precisely what performance look like at each level and how their work may be distinguised from the work of others for each criterion.

Why include levels

ofperformance?

Clear expectations

It is very useful for the students and the teacher if the cruteria are udentified and communicated prior to completion of the task. Students know what is expected of them and teachers know what to look for in

student performance.

More consistent and objective assessment

In addition to better communicating teacher expectations, levels of

performance permit the teacher to more consistently and

objectively distinguish between good and bad performance.

Better feedback• Furthermore, identifying specific levels

of student performance allows the teacher to provide more detailed feedback to students.

Analytic Versus Holistic RubricsAnalytic rubric articulates levels of

performance for each criterion so the teacher can assess student performance on each criterion. Using the recitation rubric, a could assess whether a student has done a

poor, good or excellent job of “creating ambiance” and distinguish that from how well the student did on “voice inflection.”

Holistic rubric in contrast, it does not list separate levels of performance for each criterion. For example, the analytic reseacrh rubric ca be turned into a holistic rubric:

3 – Excellent Speaker• Incuded 10-12 changes in hand gesture • No apprent 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 anbiance

1 – Poor Speaker• Included 1-4 changes in hand gestures• Lots of inappropriate facial expressions• Uses monotones voice• Cannot crreate proper ambiance

When to choose an analytic rubricAnaytic rubric are more common because teacher typically want to assess each criterion separately, particularly for assignments that invove a larger number of criteria.

When to choose a holistic rubricHolistic rubric tend to be used when a quick or gross jugdement needs to be made.

University of Rizal System- CaintaMs. Gina Rose S. Mercadejas BEE-SPED 4BArranged by Mr. Eddie T. Abug BSE-TLE

Chapter 3

PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

The role of assessment in teaching happens to be a hot issue in education today. This led to an increasing interest in “performance-based education.”

Performance-based education poses a challenge for teachers to design instruction that is task oriented. The trend is based on the premise that learning needs to be connected to the lives of the students through relevant task that focus on student’ ability to use their knowledge and skills in meaningful ways.

3.1 Product-Oriented Learning Competencies • Student

performances can be defined as targeted task that lead to a product or overall outcome.

• Products can include a wide range of student works that target specific skills.

• Some samples include communication skills such as those demonstrated in reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a task.

• Target tasks can also include behavior expectations targeting complex tasks that students are expected to achieve.

The learning competencies associated with products or outputs are linked with an assessment of the level of “expertise” manifested by the product. Thus, product-oriented learning competencies target at least three (3) levels:

• Level 1: Novice or Beginner’s Level Does the finished product or project illustrate the minimum expected parts or functions?

• Level 2: Skilled Level Does the finished product or project contain additional parts and functions on top of the minimum requirements which tend to enhance the final output?

Level 3: Expert Level Does the finished product contain the basic minimum parts and functions, have additional features on top of the minimum, and is aesthetically pleasing?

3.2 Task Designing

• The project needs to encourage students to exercise creativity and divergent thinking.

• It should lead the students into exploring the various possible ways of presenting the final output.

c. Creativity

3.3 Scoring Rubrics

Descriptive scoring schemes that are

developed by

teachers or other

evaluators to guide

the analysis of

the products

or processes

of students'

efforts (Brookhart

, 1999).

3.3.1 Criteria Setting.

The criteria

for scoring rubrics

are statements which identify “what really

counts” in the final

output.The

following are the most often used major

criteria for

product assessme

nt:

The document can be easily followed. A combination

of the following are apparent in the document:

The document is clear and concise and appropriate grammar is used

throughout.

Example of a scoring rubric designed to evaluate college writing samples.

-3-

Most Adequate

Meets Expectations for a first Draft of a

Professional Report

• 1. Effective transitions are used throughout,

• 2. A professional format is used,

• 3. The graphics are descriptive and clearly support the document’s purpose.

The document can be easily followed.

A combination of the following are apparent in the document:

-2-

Adequate

The document contains minimal distractions that appear in a combination

of the following forms:

1. Flow in thought

2. Graphical presentations

3. Grammar/mechanics

• 1. Basic transitions are used,

• 2. A structured format is used,

• 3. Some supporting graphics are provided, but are not clearly explained.

Organization of document is difficult to follow due to a combination of

following:

-1-

Needs Improvement

• The document contains numerous distractions

that appear in the a combination of the

following forms:

1. Flow in thought

2. Graphical presentations

3. Grammar/mechanics

• 1. Inadequate transitions

• 2. Rambling format

• 3. Insufficient or irrelevant information

4. Ambiguous graphics

-0-

Inadequate

• There appears to be no organization of the

document’s contents.

• Sentences are difficult to read and understand.

University of Rizal System- CaintaMs. Gina Rose S. Mercadejas BEE-SPED 4BArranged by Mr. Eddie T. Abug BSE-TLE

Chapter 5

PORFOLIO ASSESSMENT METHODS

A portfolio is a purposeful

collection of student work that exhibits the student's

efforts, progress,

and achievements in one or more

areas of the curriculum.

The collection must include the following:

Student participation in

selecting contents.

Criteria for selection.

Criteria for

judging merits.

Evidence of a student's self-reflection.

5.1 Features and Principles of Portfolio Assessment

1. A portfolio is a form of assessment that students do together with their teacher.

2. A porfolio represents a selection of what the students believe are best included from

among the possible collection of things related to the concept being studied.

5.2 Purposes of Portfolio Assessment

1. Portfolio assessment matches assessment to teaching.

2. Portfolio assessment has clear goals. In fact, they are decided on at the beginning of instruction and are clear to teacher and

students light.

5. Porfolio assessment develops awareness of own learning by the

students.

6. Portfolio assessment caters to individuals in heterogeneous class.

7. Portfolio assessment develops social skills. Students interact with other atudents in the development of their own portfolios.

10. Portfolio assessment provides

opportunity for student teacher

dialogue.

1. Cover letter ‘‘about the author” and “what my porfolio shows about my

progress as a learner” (written at the end, but put at the beginning).

2. Table of contents with numbered pages..

3. Entries both core (the students have to include) and optional (items of students choice).

6. Reflection can appear at different stages in the learning process.

5.3 Essential Elements of the Portfolio

Stage 1. Identifying teaching goals to assess

through portfolio.

Stage 2. Intoducing the idea of portfolio assessments to your

class.

Stage 3. Specification of

portfolio content.

Stage 6.

Deveolopment of the portfolio.

5.4 Stages in Implementing Portfolio Assessment

Documentation Portfolio: This type is also know as the

"working" portfolio. Specifically, this approach

involves a collection of work over time showing growth

and improvement reflecting students' learning of identified outcomes.

5.5 Types of Portfolios

According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way of assessing student learning that is different than

traditional methods. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make

judgments about their own performances.".

5.6 Assessing and Evaluating the Portfolios

In order for thoughtful evaluation to take place, teachers must have multiple scoring strategies to evaluate students'

progress. Criteria for a finished portfolio might include several of the following:

Thoughtfulness (including

evidence of students'

monitoring of their own

comprehension, metacognitive reflection, and

productive habits of mind).

Growth and development in relationship to key curriculum expectancies

and indicators.

Understanding and

application of key

processes.

Completeness, correctness, and appropriateness of products and processes presented in the portfolio.

Diversity of entries (e.g., use of multiple formats to demonstrate achievement of designated performance standards).

SAMPLE OF RATING SCALE FOR COVER LETTER

1-3 Shows limited awareness of portfolio goals Has difficulty understanding the process of revisionDemonstrates little evidence of progress over timeLimited explanation of choices madeHas difficulty relating to self/peer assessment

4-7 Reflects awareness of some portfolio goals Understands the process of revision to a certain extentDemonstrates some evidence of progress over timeExplais choices made in a relevant wayRelates to self/peer assessment

8-10 Reflects awareness of portfolio goals Understands the process of revisionDemonstrates evidence of progress over timeFully explains choices made Reaches high level of reliability in self/peer assessmentDraws conclusion about his/her learning

Grade Description

5.7 Student-Teacher Conferences

The main philosophy embedded in potfolio assessment is “shared and active assessment”. Tothis end, the teacher should have short individual meeting with each pupil, in which progress is discussd and goals are set for a future meeting.

Finally, student-teacher can also be used for summative evaluation purposes when the student presents his final portfolio product and where final gareds are determined together with the teacher.

Prepared by: Gina Rose S. Mercadejas

4B