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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
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
It is important to assess students learning not only through their outputs or products but also the processes which the students underwent in order to arrive at these products or outputs.
Learning entails not only what students know but what they can do with what they know. It involves knowledge, abilities, values, attitudes and habits of mind that affect academic success and performance beyond the classroom.
Assessment can help us understand which students learn best under what conditions; which such knowledge comes the capacity to improve the whole of their learning. Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity.
Learning Competencies
Competencies are defined as groups or clusters of skills and abilities needed for a particular task. The objectives focus on the behaviors which exemplify best practice for the particular task. Such behavior range from a beginner or novice level up to the level of expert.
Example
Task: Recite a Poem by Edgar Allan Poe, The Raven Objectives: to enable the students to recite a poem entitled The Raven by Edgar Allan Poe.
Specifically:
1. 2. 3. 4. Recite the poem from memory without referring to notes; Use appropriate hand and body gestures in delivering the piece; Maintain eye contact with the audience while reciting the poem; Create ambiance of the poem through appropriate rising and falling intonation;
5.
The specific objectives identified constitute the learning competencies for this particular task. Examples of simple competencies:
Speak with a well-modulated voice Draw a straight line from one point to another point Color a leaf with a green crayon
Task Designing
Standards for designing a task 1. Identifying an activity that would highlight the competencies to be evaluated. 2. Identifying an activity that would entail more or less the same sets of competencies. 3. Finding a task that would be interesting and enjoyable for the students.
Example
Topic: Understanding biological diversity
Possible Task Design
bring the students to the pond or creek Ask them to find all living organisms near the pond or creek Bring them to school playground to find as may living organisms they can find
Observe how the students will develop a system for finding such organisms, classifying the organisms and concluding the differences in biological diversity of the two sites.
Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a task-specific set of criteria. Authentic assessment are criterionreferenced measures;
A students aptitude on a task is determined by matching the students performance against a set of criteria to determine the degree to which the students performance meets the criteria for the task.
Example
Criteria
Number of Appropriate hand gestures
1
1-4 X1 Lots of inappropriate facial expression
2
5-9
3
10 - 12
X1 X2
Few inappropriate facial expression Can vary voice inflection with difficulty Recitation has some feelings
Voice inflection
X3
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 for each criterion.
2. More consistent and objective assessment 3. Better feedback 4. Analytic versus holistic rubrics An analytic rubric articulates levels of performance for each criterion so that teacher can assess students performance on each criterion. Holistic rubric does not list separate levels of performance for each criterion. Instead, it assigns a level of performance across multiple criteria as a whole.
3 Excellent Speaker
Included 10 12 changes in hand gestures No apparent 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 ambiance
1 Poor Speaker
Included 1 4 changes in hand gestures Lots of inappropriate facial expressions Uses monotone voice Cannot create proper ambiance
Ideas
Creative presentation 5 Variety of character traits presented 10 Vivid mental pictures 5
20 points
Organizations
Logical presentation of topics Definite pattern discernible Conclusion follows from details 2 5 3
10 points
Development
All details relevant Use of a variety of literary devices Variety in sentence structure 10 5 5
20 points
Conventions
Grammatical constructions Spelling Punctuation Handwriting 3 2 3 2
10 points
Holistic Scoring Rubric (a paper on persuading the reader ) 1 Little or no evidence of the skill
Inappropriate language for the intended audience Few or no supporting arguments Details lacking or irrelevant
2.
Competent performance
Clear 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 performance
Clear, interesting, and appropriate language Many plausible and relevant supporting arguments Ideas are creative and well-expressed
never
rarely
sometimes
usually
always
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