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05 Virtual Class 5

The document outlines the targets to be covered in a lesson, including why performance tasks are used, criteria for selecting good performance tasks, and how to develop performance tasks. It discusses how performance tasks provide authentic and direct assessments of students' skills. It then describes seven criteria for selecting tasks - authenticity, feasibility, generalizability, fairness, teachability, measuring multiple objectives, and being reliably scored. Finally, it explains the four steps to develop a performance task: 1) identify the standard, 2) select an authentic task, 3) identify task criteria, and 4) create a rubric to evaluate student performance.

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Christine T. Mompol
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16 views32 pages

05 Virtual Class 5

The document outlines the targets to be covered in a lesson, including why performance tasks are used, criteria for selecting good performance tasks, and how to develop performance tasks. It discusses how performance tasks provide authentic and direct assessments of students' skills. It then describes seven criteria for selecting tasks - authenticity, feasibility, generalizability, fairness, teachability, measuring multiple objectives, and being reliably scored. Finally, it explains the four steps to develop a performance task: 1) identify the standard, 2) select an authentic task, 3) identify task criteria, and 4) create a rubric to evaluate student performance.

Uploaded by

Christine T. Mompol
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 32

TARGETS FOR TODAY

At the end of this lesson, the ff. topics will be covered:


• Why Performance Tasks?

• Criteria in Selecting Good Performance Tasks

• Developing Performance Tasks


Assessment in Learning 1
Criteria and Conception of
Performance Tasks

Jobell B. Jajalla
Instructor
WHY PERFORMANCE TASKS?
Why Use Performance Tasks?
Authentic assessments are direct
measures.

We do not just want students to know the


contents of the disciplines when they graduate.
We, of course, want them to be able to use the
acquired skills in the real world. So, our
assessments have to tell us if students can
apply what they have learned in authentic
situations.
Why Use Performance Tasks?

Authentic assessments are direct


measures.

Can you think of professions which require


some direct demonstration of relevant skills
before someone can be employed in that field?
Why Use Performance Tasks?

Authentic assessments capture the


constructive nature of learning.

We cannot simply be fed with knowledge. We


need to construct our own meaning of the
world, using the information we have gathered
and were taught and our own experiences with
the world (Bransford & Vye, 1989).
Why Use Performance Tasks?

Authentic assessments integrate


teaching, learning, and assessment.

In the authentic assessment model, the same


authentic task used to measure students’
ability to apply the knowledge or skills is used
as a vehicle for student learning.
Why Use Performance Tasks?
Authentic assessments integrate
teaching, learning, and assessment.

When we are presented with a real-world


problem to solve, students are learning in the
process of developing a solution. Teachers are
facilitating the process, and the students’
solution to the problems becomes an
assessment of how well the students can
meaningfully apply the concepts.
Why Use Performance Tasks?

Authentic assessments provide multiple


paths of demonstration.

We all have different strengths and


weaknesses in how we learn. Similarly, we are
different in how we can best demonstrate
what we have learned. Testing favors those
who are best test-takers.
SEVEN CRITERIA IN SELECTING A GOOD
PERFORMANCE TASK
Seven Criteria in Selecting a Good Performance
Task

AUTHENTICITY

The task is similar to what the students


might encounter in real world as opposed
to what they encounter only in school.
Example

Traditional Authentic
1. How many milliliters (ml) are there 1. Get a 100-ml graduated cylinder and
in one liter? 1 liter empty softdrink bottle. Let the
a) 1,150 ml student fill the graduated cylinder
b) 1,100 ml with water and decant it to the empty
c) 1,000 ml bottle until it is filled.

Ask:
How many times did you fill the
graduated cylinder?
Authenticity

Traditional ------------------ Authentic

Selecting a response Performing a task

Contrived Real-life

Recall/recognition Construction/Application

Teacher-structured Student-structured

Indirect evidence Direct evidence


Authenticity

Traditional ------------------ Authentic

To develop productive citizens To develop productive citizens

Must possess a body of knowledge and skills Must be capable of performing real tasks

Schools must teach this body of knowledge Schools must help students become proficient in
performing tasks

Test the students if they acquired the Have the students perform meaningful task
knowledge and skills
Authenticity

Traditional ------------------ Authentic

The curriculum drives the assessment. The assessment drives the curriculum.

1. Body of knowledge is determined first 1. Tasks are determined first.

2. Curriculum is designed 2. Students perform to demonstrate their


mastery.
3. Assess to determine if acquisition of the 3. Design the curriculum.
curriculum occurred
Seven Criteria in Selecting a Good Performance
Task

FEASIBILITY

The task is realistically implementable in


relation to its cost, space, time, and
equipment requirements.
Seven Criteria in Selecting a Good Performance
Task

GENERALIZABILITY

The likelihood that the students’ performance


on the task will generalize to comparable
results.
Seven Criteria in Selecting a Good Performance
Task

FAIRNESS

The task is fair to all students regardless of


their social status and gender.
Seven Criteria in Selecting a Good Performance
Task

TEACHABILITY

The task allows one to master the skill that one


should be proficient in.
Seven Criteria in Selecting a Good Performance
Task

MULTIPLE FOCI (singular, FOCUS)

The task measures multiple instructional


outcomes.
Seven Criteria in Selecting a Good Performance
Task

SCORABILITY

The task can be reliably and accurately


evaluated.
DEVELOPING PERFORMANCE TASKS
Seven Criteria in Selecting a Good Performance
Task

• Step 1: Identify the standard


• Step 2: Select an authentic task
• Step 3: Identify the criteria for the
task
• Step 4: Create the rubric.
Step 1: Identify the standard

Standards, like goals, are statements of what


students should know and be able to do.
However, standards are typically more narrow
in scope and more amenable assessment than
goals.

Example: Students will be able to add


two-digits correctly.
Step 2: Select an authentic task

Find a way students can demonstrate that they


are fully capable of meeting the standard. The
language of well-written standard can spell out
what a task should ask the students to do to
demonstrate the mastery of it.
Step 3: Identify the criteria for the task
Ask “What does good performance in this task
look like?” or “How will I know if they have
done a good job in this task?”

Criteria: Indicators of good


performance on a task
Step 3: Identify the criteria for the task

Characteristics of a good criterion:

• clearly stated
• brief
• observable
• statement of behavior
• written in a language students understand
Step 3: Identify the criteria for the task

Standard
The student will conduct banking transactions.

Task
Make deposits, withdrawals or cash checks at a bank

Criteria
Selects needed form (deposit, withdrawal), Fills in
form with necessary information, endorses check,
locates open teller, states type of transaction.
Step 4: Create the rubric

Once you have identified the criteria you want


to look for as indicators of good performance,
you decide next whether to consider the
criteria holistically or analytically.
Step 4: Create the rubric
Holistic Rubric (Accent)
Step 4: Create the rubric
Analytic Rubric (Composition Writing)
Class Dismissed

Thank you for coming! See you next class.

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