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Steps in developing performance based assessment
- 1. Steps in developing performance based assessment
- 2. Define the purpose of the assessment
- 3. Determine the skills, learning outcomes and taxonomy level. • A limited time in classroom assessing, so what we do now? • DETERMINE SKILLS • DECIDE WHICH LEARNING OUTCOME WILL BE A PERFORMANCE BASED OR TRADITIONAL BASED • BUT PERFORMNCE BASED ASSESSMENT IS ONLY ASSESSES HIGHER ORDER THINKING SKILLS OR COMPLEX COGNITIVE OUTCOMES , RECEIVING, RESPONDING, AND VALUING FOR EFFFECTIVE OUTCOMES AND PSYCHOMOTOR SKILLS. • SHOULD CREATE A LIST OF SKILLS APPROPRIATE IN PERFORMANCE BASED ASSESSMENET.
- 4. DESIGN AND DEVELOP PERFOEMANCE TASK • CREATE AN ACTIVITY OR TASK THAT WILL ALLOW THE STUDENTSTO DEMONSTRATE KNOWLEDGE, SKILLS AND ATIITUDES THAT THEY HAVE LEARNED: NOW, WHAT SHOULD CONSIDER? • TIME ALLOTED • AVAILABILITY OF CLASSROOM RESOURCES • DATA NEEDED TO JUDGE THE QUALITY OF STUDENT’S PERFORMANCE • ACTIVITY SHOULD IN LINE WITH ISSUES, CONCEPTS, PROBLEMS THAT ARE IMPORTANT FOR THE DEVELOPMENT OF SUBJECT MATTER
- 5. SOME QUESTIONS THAT STARTED WITH THE ACTIVITY AND TASK. (KUBISZYN AND BORICH, 2007) • WHAT DOES THE “DOING MATHEMATICS, HISTORY, SCIENCE, ART, WRITING AND SO FORTH” LOOK FEEL LIKE TO FROFESSIONALS WHO MAKE THEIR LIVING WORKING THOSE FIELDS IN THE REAL WORLD? • what are the projects and tasks performed by those professionals 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?
- 6. What is PERFORMANCE TASK? • As the term implied, the students will be asked to do something. The students will not just answer questions such as those questions asked in selected response test format or essay writing, they will present their work or create something.
- 7. Some examples of performance tasks in different areas are: • a. Building a house using popsicle sticks • b. Demonstrating the dissection of frog • c. Drawing the map of the Philippines • d. Writing a poem in iambic form • e. Solving Math problems • f. Writing a sports story • g. Translating English paragraph to Filipino • h. Demonstrating a modem dance, • i. Presenting a Mathematics lesson to the class • j. Writing a 10-item, matching type of test; and • k. Presenting a five-minute drama performance.
- 8. Effective performance assessment • Intended learning outcomes should clearly state and use this as a wide designing a performance task. • Students should be active participants, not passive selectors of a single answer. • Students are expected to demonstrate their ability to apply their knowledge and skills to real life situation. • A clear, logical set of performance-based activities that students are expected to follow should be evident. • Rubrics should be available to help assess the level of proficiency in the students' performance or response.
- 9. Suggestions for Constructing Performance Task • Focus on learning outcomes that require complex cognitive skills. • select or develop tasks that represent both content and skills that are central • Minimize the dependence of task performance on skills that are relevant to the intended purpose of the assessment task • 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 the student's task is clearly indicated. • clearly communicate performance expectations in terms of the scoring rubrics by which the performance will be judged.
- 10. 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. • 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 is done • i. The directions of performance task should give enough information and context for successful task completion by all students
- 11. WHAT IS PERFORMANCE CRITERIA? • THESE ARE THE SPECIFIC BEHAVIOURS THAT STUDENTS SHOULD PERFORM TO PROPERLY CARRY OUT A PERFORMANCE OR PRODUCE A PRODUCT. IT FOCUSES EITHER PERFORMANCE OR PRODUCT. THIS SHOULD BE • SPECIFIC • CLEARLY STATED • AND OBSERVABLE
- 12. GUIDELINES IN STATING PERFORMANCE CRITERIA (AIRASIAN 2000) • Identify the overall performance or task to be assesed and perform it yourself or imagine yourself performing it. • List the important aspects of the performance or product. • Try to limit the number of performance criteria, so they can all be observed during a pupil's performance. • If possible, have groups of teachers think through the important behaviors included in a task. • Express the performance criteria in terms of observable pupil behaviors or product characteristics. • Do not use ambiguous words that may cloud the meaning of the Performance criteria. • Arrange the performance criteria in the order in which they are likely to be observed. • Check for existing performance criteria before constructing your own.
- 13. Types of Performance Criteria • a. Impact of performance. It refers to the success of the performance, given purposes, goals, and the desired results. • b. Work quality and craftsmanship. It refers to the overall quality, organization, and difficulty of the work. • c. Adequacy of method behavior. It refers to the quality of procedures and manner of presentation prior to and during the performance. • D. Validity of content. It refers to the correctness of ideas, skills, and materials used. • E. Sophistication of knowledge employed. It refers to the complexity or maturity of knowledge employed.
- 14. Guidelines for Good Judging Criteria (Gallagher, 1998) This can be implemented or adopted in actual judging of the students' performance. a. Communicate essential achievement standard of the assessed outcome(s) b. Operationalize the outcome they intend to reflect c. Apply across context that calls for similar behavior, d. Focus on current instruction, not prior learning e. Observable, f. Essential for judging performance of the task adequately g. Communicate to others what constitutes excellence; and h. Appropriate for the students.
- 15. Use the following to evaluate the criteria as a whole • Criteria are present to each outcome assessed • All criteria associated with an outcome sufficient describe the critical aspect of performance – what is necessary to observe to determine successful performance • Criteria are shared with students when appropriate.
- 16. Create the scoring rubrics • Scoring rubrics – used when judging the quality of the work of the learners on the performance assessment. • 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‘ efrorts. (Moskal, 2000) • Another definition of rubrics is a rating system by which teachefs can determine at what level of proficiency a student is able to perform a task or display knowledge of a concept; you can define the different levels of proficiency for each criterion. (Airasian, 2000).
- 17. Types of rubrics • Holistic rubric is a type of rubric that requires the teacher to score an overall process or product as a whole (Nitko and Mertler, 2001). • Some of the advantages of holistic rubric are its simplicity and the ability to provide a reasonable summary rating. • Holistic rubric is advisable to use when a teacher wants a fast result of students‘ performance; a single rating is already enough to define it. However, it does not provide a detailed feedback in specific criteria.
- 18. • Analytic Rubrics - Analytic rubric is a type of rubric that provides information regarding performance in each component parts of a task, making it useful for diagnosing specific strengths and weaknesses of the learners(Gareis and Grant, 2008). • This type of rubric, the evaluator evaluates each criterion separately. • Analytic rubric is very useful when the teacher wants to provide diagnostic information and feedback for the teamer and is more useful for formative assessment during instruction (Mcmillan, 2001).
- 19. Uses of rubrics • Rubrics are powerful tool in both teaching and assessment. • Rubrics are useful in that they help the students become more thoughtful judges the quality of their own and others’ work. • Rubrics reduces the amount of time teachers send evaluating students’ work. • Teachers appreciate rubrics because their "accordion“ nature allows them to accommodate heterogeneous classes. • Rubrics arc easy to use and to explain.
- 20. Advantages of Using Rubrics • Allow consistency and objectivity in scoring across the given criteria • Clarify the criteria in more specific terms • Students can identify the basis on how they are to be evaluated • Allow the students to assess their own performance, products, or works • Teachers can use a small amount of time to evaluate the performance of the students • Students can evaluate their own performance and the performance of their classmates • Provide specific feedbacks on the performance of the students, especially analytic scoring • Serve as standards when preparing the tasks/activities against its measure and progress is documented and • Provide students feedback about their strengths and weaknesses according to their performance.