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Developing Performance Based Assessment - Princess B

The document outlines the steps for developing performance-based assessments, including defining the purpose, determining skills and learning outcomes, designing activities, defining performance criteria, and creating scoring rubrics. It emphasizes the importance of active student participation and real-life application of knowledge and skills. Additionally, it provides guidelines for constructing effective performance tasks and establishing clear performance criteria.

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shariemalihod
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29 views19 pages

Developing Performance Based Assessment - Princess B

The document outlines the steps for developing performance-based assessments, including defining the purpose, determining skills and learning outcomes, designing activities, defining performance criteria, and creating scoring rubrics. It emphasizes the importance of active student participation and real-life application of knowledge and skills. Additionally, it provides guidelines for constructing effective performance tasks and establishing clear performance criteria.

Uploaded by

shariemalihod
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Developing

Performance-
b a s ed
As s s e s s m e n t
Presented by:
Princess
STEPS IN DEVELOPING
PERFORMANCE BASED
ASSESSMENT
1.DEFINE THE PURPOSE OF
ASSESSMENT
2.DETERMINE SKILLS, LEARNING
OUTCOMES AND TAXONOMY LEVEL

3.DESIGN AND DEVELOP ACTIVITY


OR PERFORMANCE TASK
4. DEFINE THE PERFORMANCE
CRITERIA
Theoretical
5. CREATE THE SCORING RUBRICS
1.DEFINE THE
PURPOSE OF
• ClearlyASSESSMENT
define the purpose for
which the result of the
assessment will be used.
• The purpose of the
assessment is considered in
making decision in the
subsequent step of processes.
2.DETERMINE SKILLS,
LEARNING OUTCOME AND
TAXONOMY LEVEL
• Identify skills
• Decide which learning outcome
would be ( traditional based ,
performanced-based)
• Performance-based only assess
higher order thinking skills ,
recieving, responding and valuing for
affective outcomes and psychomotor
skills.
3. DESIGN AND DEVELOP
ACTIVITY OR PERFORMAMNCE
TASK
What to consider in designing activity or
tasks:
• Time allotment
• Availability of classroom resources
• Data needed for judging students
performance
• Activities should in line with issues,
concepts that are crucial in the
development of the learning
SOME SUGGESTED QUESTIONS TO GET STARTED WITH
THE ACTIVITY AND TASK. ( KUBISZYN AND BORICH, 2007)

• What does the ‘’doing of Mathematics, History , Science , Art


, Writing and so forth’’ look feel like to professionals who
make their living working in those fields in the real world?

• What are the projects and tasks performed by those


professinals that can be adapted to the school instruction?
• What are the roles or habits of mind that those
professionals acquire that the learners re-create in the
classroom?
WHAT IS PERFORMANCE TASK?

>provides common means of assessment.

> students will be asked to do a task ; able to


create something and present their works
accordingly.
EXAMPLES OF PERFORMANCE TASKS IN DIFFERENT
AREAS:

a).Building a house using popsicle sticks.

b).Demonstrating the dissection of frog.

c).Drawing the map of the Philippines.

d).Writing the poem in iambic form.

e).Solving math problems.

f). Writing a sport story.

g.).Translating English paragraph to Filipino


EXAMPLES OF PERFORMANCE TASKS IN DIFFERENT AREAS:

h).Demonstrating a modern dance.

i).Presenting a mathematics lesson to the class.

j).Writing a 10-item, matching type of test

k).Presenting a five- minute drama performance.


FEATURES FOR EFFECTIVE PERFORMANCE ASSESSMENT

a. Intended learning outcomes should clearly state and use


it as guide in designing performance tasks.
b. Students should be active participants, not passive
selectors of single answer.
c. Students are expected to demonstrate their ability to
apply their knowledge and skills to real life situations.
d. A clear, logical set of performance-based activities that
students are expected to follow should be evident.
e. Rubrics should be available to help assess the level of
proficiency in the students’ performance or response.
SUGGESTIONS FOR CONSTRUCTING PERFORMANCE
TASK
• Focus on learning outcomes that requires complex cognitive
skills and student performances.
• Select or develop tasks that represent both content and skills
that are central to important learning outcomes.
• Minimize the dependence of task performance on skills that are
relevant to the intended purpose of the assessment tasks.
• Provide the necessary scaffolding for the students to be able to
understand the task and what is expected from their
performance.
• Construct task directions so that student’s task is clearly
indicated.
• Clearly communicate performance expectations in terms of the
scoring rubrics by which the performance will be judged.
GUIDELINES FOR GOOD PERFORMANCE
TASK

a.Performance task must be congruent to the purpose of the


assessment.
b.Performance task elicits behavior(s) at the level(s) stated in
the instructional outcomes.
c.Performance task is interesting, challenging, and fair to all
students.
d.Performance task is authentic; hence, it promotes the
conveyance of learning to the real world.
e.Performance task includes only important outcomes
(performance and product) that are appropriately assessed.
GUIDELINES FOR GOOD PERFORMANCE
TASK

f. Performance task adequately reflects intended learning


outcomes.
g.Performance task is appropriate for the developmental level
of students.
h.The directions of performance task should include what is to
be done, how it is done, and what condition it has done.
i.The directions of performance task should give enough
information and context for successful task completion by
students.
4. DEFINE THE PERFORMANCE
CRITERIA
Performance Criteria are the specific
behaviors that student should perform to
properly carry out a performance or produce
a product ( Airasian, 2000). It can focus on
the process, product or both.

Criteria for performance should be;


• specific
• clearly stated
• observable
GUIDLINES FOR STATING PERFORMANCE
CRITERIA (AIRASIAN 2000)

a Identify the overall performance or task to be assessed


and perform it yourself or imagine yourself performing
it.

b List the important aspects of the performance or


product.

c Try to limit the number of performance criteria, so they


can all be observed during pupils performance.
GUIDLINES FOR STATING PERFORMANCE
CRITERIA (AIRASIAN 2000)

d If possible, have groups of teachers think through the


important behaviors included in a task.

e Express the performance criteria in terms of


observable pupil behaviors or characteristics.

f Do not use ambigous words that may clous the


meaning of the performance criteria.
GUIDLINES FOR STATING PERFORMANCE
CRITERIA (AIRASIAN 2000)

g Arrange the performance criteria in the order in which


they are likely to be observed.

h Check for existing performance criteria before


constructing your own.
5. CREATE THE SCORING
• Scoring Rubrics are used when judging the
RUBRICS
quality of the work of the learners on performance
assessments.

• Scoring rubrics are descriptive scoring schemes


that are developed by teachers or other
evaluators to guide in the analysis of the products
or processes of students’ efforts. ( Moskal, 2000)

• Another definition of rubrics is a rating system by


which teachers can determine at what level of
proficiency a student is able to perform a task or
display knowledge of a concept ; you can define
Thank You
for
listening!

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