final report_001.pptx
TRANSCRIPT
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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?
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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
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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
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Strengths &
Weaknesses
ofPerformance
Assessments
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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
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PROCESS-ORIENTED
PERFORMANCE-BASEDASSESSMENT
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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.
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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.
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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.
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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.
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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:
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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
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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
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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.
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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)
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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.
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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 -
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How to Designand Assess a
Performance
Task
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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.
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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.
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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
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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.
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Example:
Task: Perform manicure and pedicure
Objectives: to enable the students toperform manicure and pedicure.
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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.
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Advantages of usingRubrics in Assessment
(Adapted fromGoodrich, 2000)
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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.
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Rubrics are easy to understand
and use.They can be referred to
in parent-teacher meetings andpupil-teacher conferences where
performance is discussed.
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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).
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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.
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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
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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.
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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
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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.
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The criteria for a scoring
rubrics are statements which
identify what really counts
in the final output.
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Major criteria for
product ssessment
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- Grading essays is just one
example of performances thatmay be evaluated usingscoring rubrics.
3.3 scoring
rubrics
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Scoring rubrics may be used:
Evaluate group activities
Extend projects and oralpresentations
3.3 scoring
rubrics
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Authentic assessment
Checklist may be used rather
than scoring rubrics in theevaluation of essays.
3.3 scoring
rubrics
Ch kli t
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Checklist
Enumerate a set of
desirable characteristics
which are actually
observed.3.3 scoring
rubrics
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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.
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General vs. Task Specific.
Process of development scoring rubrics
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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
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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
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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.
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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.
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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.
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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
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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
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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
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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
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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
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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