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How can we use authentic performance assessments to assess understanding and transfer?
PRELIMINARY ACTIVITY
Write in a meta strip (one word/phrase per meta strip) what you know about the topic and pose questions re the topic.
KNOW
WANT TO KNOW
You are in need of a private driver. There are two applicants for the position. Perusing their pertinent documents, you noticed that Leo passed the driving portion of the drivers license test but failed the written portion, while Voltair failed the driving portion but passed the written portion. Who between the two will you prefer to hire? Why?
Choose the driver who most directly demonstrated the ability to drive that is the one who passed the driving portion of the test. However if there is an applicant who passed both portions, you are most comfortable knowing that your driver had a good knowledge-based about driving and was able to apply that knowledge in a real context.
ANALYSIS
1.Relating the situation with the UbD framework, identify the elements that are applicable in your choice? 2. What assessment approaches are revealed in the situation?
A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller
Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field Grant Wiggins
Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. Richard J. Stiggins
Indicators
Students perform, construct, produce or do something Uses close-to-life situations Integrates prior knowledge and HOTS Students explain, justify, and defend Performance is directly observable
Performance Assessment
Alternative Assessment
Direct Assessment
explanation student theories the why interpretation meaning, stories, translations made by student application of knowledge in (new) context perspective awareness of other points of view, critical stance empathy walk in the shoes of ... self-knowledge wisdom, knowing thyself, aware of ones prejudices and habits of mind.
Examples
Construction of a bar graph from the data provided Reading an article from a newspaper and then answering the questions given.
H O W D O Y O U
1. Identify the Standards 2. Select an Authentic Task 3. Identify the Criteria for the Tasks 4. Create the Rubric
APPLICATION
Standard: Perform a series of observed actions with mastery Task: Observation and Imitation of the actions
Rubric
Criteria Level of Performance
accurate action correct order of the action correct timing of the action completeness of the actions
4 Excellent, If all criteria are evident: 3 - Very Satisfactory, If only 3 of the criteria are evident 2- Satisfactory, If only 2 of the criteria are evident. 1- Poor, If only 1 or none of the criteria is evident.
The Performance
Video clip
APPLICATION
Standard: Nailalarawan ang isang maunlad na bansa sa larangan ng kabuhayan, kultura at pulitika. Task: Bumubuo ng pangkat at gumawa ng isang poster na ipinapakita ang isang maunlad na bansa sa larangan ng kabuhayan, kultura at pulitika. Gumamit ng kahit anong bagay sa paggawa nito.
Descriptions of the Task: When to do the work: After the topic has been presented Where to do the work: Inside the classroom
Duration of the work: 30 minutes (preparation), 10 minutes ( oral presentation )
Materials needed: manila paper and any other available and affordable resources needed to complete the work
Number of members: 4-5 members
Rubric
Antas ng Kasanayan
Kraytirya
3
Malinaw na inilalarawan ang katangian ng maunlad na bansa sa tatlong larangan: kabuhayan, kultura at pulitika.
2
Di-gaanong malinaw ang katangian ng maunlad na bansa sa isa sa tatlong larangan: kabuhayan, kultura at puliitka.
1
Di-malinaw ang katangian ng maunlad na bansa sa dalawa sa tatlong larangan: kabuhayan, kultura at pulitika.
Antas ng Kasanayan
Kraytirya
Uri ng kagamitang ginamit (20%)
3
Tatlo o higit pa ang uri ng bagay na ginamit (papel, dahon, bato)
2
Dalawa ang uri ng bagay na ginamit
1
Isang uri ng bagay lamang ang ginamit
Medyo marumi and 1-2 bahagi ng poster Ilan-ilan ang napapatingin sa poster
Marumi ang 3 o higit pang bahagi ng poster Di-pinapansin ng tao ang poster
Antas ng Kasanayan
Kraytirya
Uri ng kagamitang ginamit (20%)
3
Tatlo o higit pa ang uri ng bagay na ginamit (papel, dahon, bato)
2
Dalawa ang uri ng bagay na ginamit
1
Isang uri ng bagay lamang ang ginamit
Kalinisan ng Napakalinis ng gawain (20%) buong papel Dating ng gawain sa ibang tao (20%) Lahat ay napapatingin sa poster
Medyo marumi and 1-2 bahagi ng poster Ilan-ilan ang napapatingin sa poster
Marumi ang 3 o higit pang bahagi ng poster Di-pinapansin ng tao ang poster
APPLICATION
Standard: Explain the advantages and disadvantages of the different methods in controlling weeds Task: a. Read the text to identify ways in controlling
weeds then prepare a graphic organizer showing the different methods, their advantages and limitations.
b. Read the text then do an oral presentation on the methods in controlling weeds, their advantages and limitations using a graphic organizer.
Descriptions of the Task: When to do the work: after reading a required text Where to do the work: Inside the classroom
Duration of the work: 30 minutes (preparation), 10 minutes ( oral presentation )
Materials needed: manila paper and any other available and affordable resources needed to complete the work
Number of members: 4-5 members
APPLICATION
Standard: Explain the advantages and disadvantages of the different methods in controlling weeds Task: Write a reflective journal indicating
personal insights about the tape viewed or personal analysis of the different methods in controlling weeds, their advantages and limitations.
APPLICATION
Standard: Explain the advantages and disadvantages of the different methods in controlling weeds Task: a. Interview farmers to identify ways in
controlling weeds, their advantages and disadvantages and then do a written report of the information gathered.
b. Interview farmers to identify ways in controlling weeds then do an oral presentation of the information gathered.
Rubric
Criteria
Rubric
Criteria
all 1-2 2. Accuracy of all informatio informati information given n given on given is/are information
Rubric
Criteria
Level of Performance 1 4 3 2 (Excellen (Very (Satisfacto (Needs Improvem Satisfacto t) ry) ent) ry)
work done work work done ahead of done just with less time on time than 2 minutes extension
one member of the two members of
3. Time Management
three
Situation: You have been asked to prepare diagrams/drawings on the phases of growth of rice plant. Prepare your diagram accordingly so that the audience can easily discern and differentiate the different distinct stages under each phase of growth. Product/Performance: You need to prepare a portfolio of diagrams/drawings showing the following:
1. Vegetable Phase a. Stage 0 Germination to Emergence b. Stage1 Seedling c. Stage 2 Tillering d. Stage 3 Stem Elongation 2. Reproductive Phase a. Stage 4 Panicle Initiation to Booting b. Stage 5 Heading or Panicle Formation c. Stage 6 Flowering
3. Ripening Phase
A. Visual Appeal (%) Performance Levels Criteria 4 Exceeds Standards Contains all of the following: Cover Table of contents Introduction The needed evidences Reflections About 75 -100% of the materials used are the indigenous/ recycled ones Satisfied all the following: - artistically made - well written - neat 3 Meet Standards Contains only 4 of the following: Cover Table of contents Introduction The needed evidences Reflections About 25 -50% of the materials used are the indigenous/ recycled ones Satisfied only 2 of the following: - artistically made - well written - neat 2 Partially Meets Standards Contains only 3 of the following: Cover Table of contents Introduction The needed evidences Reflections All materials used are the commercialized but less expensive Satisfied only 1 of the following: - artistically made - well written - neat 1 Does Not Meet Standards Contains only 2 of the following: Cover Table of contents Introduction The needed evidences Reflections All materials used are the commercialized but very expensive Satisfied none of the following: - artistically made - well written - neat Evaluator s
3. Workmanship
Your task is to design a comprehensive and innovative advocacy projects or activities for the mangrove forest in the community. You are the chairman of the advocacy committee on the protection of the mangrove forest in your community. The target audience is the whole Barangay community. You are tasked being the chairman of the advocacy committee of the Greenpeace movement to design a comprehensive and innovative advocacy projects or activities for the mangrove forest in the community. Prepare and submit a comprehensive and innovative advocacy project or activity plan for the protection of the mangrove forest in the community. Your work must meet the standards found in the rubric
Community-based
Presents a detailed information on the situation of the forest in the community as a result of mens activities
Presents a detailed information on the situation of the forest in the country as a result of mens activities
Presents a detailed information on the situation of the forest in the Asian Region as a result of mens activities
Presents a detailed information on the situation of the forest in the world as a result of mens activities
Comprehensive
Details include the situationer, gaps, issues, concerns, trust and strategies to protect the mangrove forest in the community
Detail s include the situationer, gaps and trust to protect the mangrove forest in the community
Detail s include the situationer, and trust to protect the mangrove forest in the community
Detail include only the problems and no action to protect the mangrove forest in the community
Innovativeness
Interpret
Apply
Empathy
Write an essay or journal entry on why some kids always get picked on and what it feels like to be those kids.
Write an essay or journal Do know who my Respond to writing prompts:entryI on why some Place others forin and anditToad are to order view me Interpretget true friends are?friend friend? Who doan Spring on FrogwhatWho are an are your true a true as a from How kids always picked friends? feels like imaginary mail-orderfriends? store. Friends. What does thisfriendship reveal episode be those kids. your fair-weather
Interpret Place an order Spring in for a true Frog and Toad friend from an are Friends. imaginary What does mail-order this episode friendship reveal about store. friendship?
Explain
about friendship?
Explain
Explain the troubleshooting guide for an electric circuit system.
Interpret
Assume the role of an electrical subcontractor: interpret and analyze the writing drawings for building a house.
Apply
Build a working set of switches for a model railroad layout.
Perspective
Empathy
Perspective Assume the role setan electrical of of switches Build a working Empathy subcontractor:Explain and analyze AC a modelArgue the layout.of or DC? interpret merits for railroad the writing drawings for for various each typean imaginary diary of current building a Explain the troubleshooting guide Create house. system. users. for anA day in the life of an electric circuit entry: electron.
Interpret Apply
SelfKnowledge
AC or DC? Create an Argue the merits imaginary of each type of diary entry: A current for day in the life various users. of an electron.
Explain
Study a common phenomenon (e.g., weather data). Reveal subtle and easily overlooked patterns in the data.
Interpret
Do a trend analysis of a finite data set.
Apply
Develop a new statistic for evaluating the value of a baseball player in key situations.
Perspective Examine the differences when using various measures (e.g., mean, median) for calculating grades.
Empathy
Read Flatland and a set of letters between mathematician s explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new ideas, even abstract ones.
SelfKnowledge Develop a mathematical resume with a brief description of your intellectual strengths and weaknesses.
Self-Knowledge Empathy Perspective Apply Explain Interpret between Read Flatland mathematical resume and Developcommon phenomenon a the a set of letters when Examine aexplaining why they fear differences Study a Develop new statistic for mathematicians description of your with avarious measures finite brief data). Reveal subtle Do a trend analysis of abaseball using (e.g., weather findings; write areflective evaluating the publishing their value of a (e.g., intellectual strengths and new essayplayer difficultyforexplaining in on median) situations. and easily overlooked calculating mean, the data set. patterns in key of weaknesses. ideas, evendata. ones. the abstract grades.
Explain
Describe why a particular rhetorical technique is effective in a speech.
Interpret
Apply
Perspective Read and discuss The Real STORY OF THE Three Little Pigs by A. Wolf.
Empathy
SelfKnowledge
Perspective Empathy Self-Knowledge Read and discuss The Real STORY Interpretand write an Work is s self-assessment to each kitchen, Attach a soup Little Pigs by A. Wolf. OF THE Three Explain Apply essay on write reflecting onthe the experiences of your paper you Describe why a with Holden? Make What makesafter reading rhetorical Whats wrong great book? Make homeless a particular Charles writing process.speech. technique is Dickens.in aa favorite effective of sense of the main character in an audiotape review book CatcherschoolRye. for the in the library.
Whats wrong What makes a with Holden? great book? Make sense of Make an the main audiotape character in review of a Catcher in the favorite book Rye. for the school library.
Work is a Attach s selfsoup kitchen, assessment to and write an each paper essay on the you write experiences reflecting on of the your writing homeless process. after reading Charles Dickens.
Explain
Explain the role of silence in music
Interpret
Represent fear and hope in a visual collage or dance.
Apply
Write and perform a one-act play on a school issue.
Perspective Critique three different versions of the same Shakespeare play (focus on a key scene)
Empathy
Imagine you are Juliet from Romeo and Juliet, and consider your terrible, final act. What are you thinking and feeling.
SelfKnowledge Keep log of the drama class exercises that demand the most from you emotionally.
Interpret Explain Imagine you are Juliet drama class and from Romeo Keep log of the Critique three different versions of the same Write and role of hopeterrible, a Juliet, and perform a silence in a visual Explain theconsiderone-act aplay onfinal in music Represent fear and yourthe key scene) Shakespeare play (focus exercises that demand on most from issue. act. What areschoolthinking and feeling. you or dance. collage you emotionally.
Explain
Link everyday actions and facts to the laws of physics, concentrating on easily misunderstoo d aspects (e.g., mass compared to weight).
Interpret
Take readings of pond water to determine whether the algae problem is serious.
Apply
Perform a chemical analysis of local stream water to monitor EPA compliance , and present findings.
Perspective Conduct thought experiments (e.g., EinstiensWhat would the world be like if I were traveling on a beam of light?
Empathy
Read and discuss premodern or discredited scientific writings to identify plausible or logical theories (given the information available at the time).
SelfKnowledge Propose solutions to an ineffective cooperative learning activity based on what didnt work in your group.
Empathy Self-Knowledge Explain Interpret Apply Perspective Read and discuss pre-modernineffective of or discredited Propose solutions to an (e.g.,the laws Link everyday of pond water local stream facts Perform athought experiments ofto determine Take readingsactions and plausible EinstiensConduct chemical analysis to scientific writings to identify or logical physics, to the algaeactivityI based , and misunderstood cooperativetheworld beproblem is serious.on What would monitor EPA complianceon what water concentrating on easilywere traveling whether learning like if available at the theories (given the information
aspects (e.g., mass findings. to weight). didnt a beamcompared worktime). group. your presentinof light?
explain
demonstrate derive describe design exhibit express induce instruct justify model predict prove show synthesize teach
interpret
analogies (create) critique document evaluate illustrate judge make meaning of make sense of metaphors (provide) read between the lines represent tell a story of translate
apply
adapt build create debug decide design exhibit invent perform produce propose solve test use
perspective
analyze argue compare contrast criticize infer
empathy
assume role of believe be like be open to consider imagine relate role-play
self-knowledge
be aware of realize recognize reflect self-assess
Explanation
Explain to the class how a battery causes a light bulb to glow.
Design an electrical circuit to accomplish a specific task. Troubleshoot a faulty electrical circuit.
Why does the United States use AC instead of DC current? (historical perspective) What are the strengths of each type?
Electricity
Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.
Self-Knowledge
Authentic
Gumawa ng isang plano para sa isang gawaing makakatulong sa paglutas ng suliranin ng bansa (suliranin sa basura)
Very Authentic
Isagawa ang naisip na proyektong makakalutas sa isang suliranin ng bansa (suliranin sa basura) at ilahad sa klase ang naging resulta nito.
Authentic
Read any story you want. Summarize it and then write the lesson that you have learned from it.
Very Authentic
Write your most memorable experience and indicate the lesson that you have learned from it.
Example 3 - Math Somewhat Authentic Solve the word problems on addition. Authentic Given is an addition sentence, construct a word problem out of it then solve it. Very Authentic
Construct a word problem on addition that you encountered in real life and show your solution to this problem.
Authentic
Demonstrate how to use the microscope in examining the body parts of a tiny animal.
Very Authentic Get any specimen and examine this using the microscope.
PORTFOLIO ASSESSMENT Portfolio assessment is a purposeful, on going, dynamic, and collaborative process of gathering multiple indicators of the learners growth and
development.
Types of Portfolio
Working Portfolio (Growth)- a collection of a student's day- to- day works which reflect ones learning (process oriented)
Show Portfolio (Showcase)- a collection of a student's best works (product oriented) Documentary Portfolio (Evaluation)- a working and a show portfolio (process and product oriented)
AUTHENTIC ASSESSMENT-MUBALAGTAS
Purpose story the portfolio will be telling Audience who should see the evidence of students growth? Content samples of student work dependent on the purpose Process Management Communication Evaluation
Purpose
a. To show growth or change over time
Purpose
c. To identify strengths/weaknesses
Purpose
a. To showcase end-ofyear/semester accomplishments
cover letter sample of work reflection on process of creating sample of work reflection on growth teacher or peer comments description of knowledge/skills work inidcators
Purpose
c. To showcase student perceptions of favourite, best or more important
Purpose
a. To document achievement for grading
Purpose
b. To document program toward standards
c. To place students appropriately representative samples of current work representative samples of earlier work to indicate rate of progress classroom test/scores external test/evaluations match of work with standards accomplished
Purpose
Confer/ Exhibit
Evaluate Reflect
Goal-Setting Planner
Examples: What I target to accomplish are:
______________________
I am doing this work because
______________________
AUTHENTIC ASSESSMENT-MUBALAGTAS
Collect
Everything
A whole program/ course
Select
A few things
Teachers Student/Peers Parents (optional)
A quarter/unit
AUTHENTIC ASSESSMENT-MUBALAGTAS
Individual/group outputs
In- and Out -of -Class Activities ASSESSMENT-MUBALAGTAS AUTHENTIC
Organizers
envelope box
Clear book
Colored Magazine
AUTHENTIC ASSESSMENT-MUBALAGTAS
bag
album cabinet
Ways to Reflect
1. Labeling Entries
Ex. My Best Work!, My worst work!
2. Drawing
Ex. drawing happy face or sad face on every entry
3. Writing Diaries/logs/journals
AUTHENTIC ASSESSMENT-MUBALAGTAS
should we assess?
(McMillan, 1999) Knowledge
Reasoning
Skills Products
AUTHENTIC ASSESSMENT-MUBALAGTAS
Affects
Evaluation Tools
1. Alternative Response- two dichotomous
traits of an entry serve as choices for the assessors judgment
Evaluation Tools
4. Rubric- gives the quantitative and qualitative
descriptions of the different qualities of a product.
a. Holistic-gives the overall traits of a product b. Analytic- describes the quality of the product
per criterion
AUTHENTIC ASSESSMENT-MUBALAGTAS
Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS
3- Satisfactory satisfies only 4 of the following Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS
2- Fair satisfies only 2-3 of the following: Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS
1- Needs Improvement satisfies only 1 or none of the following: Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS
Satisfactory Needs
Evalrs
Improvement 1 2 3
etc
Partial Grade
Evalrs
1 2 3
Satisfactory Satisfactory
1.
etc
1. Practicality in the choice of container B. Reflections of Knowledge and Understanding ( %) handy 1. durable Etc. flexible Partial Grade Cost-effective
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS
2- Satisfactory
1-Needs
Evalrs
Improvement
1 2 3
1.
etc
4 Excellent such that it satisfies all of the ff. traits: B. Reflections ofhandy Knowledge and Understanding ( %) 1. durable Etc. flexible Partial cost-effective Grade
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS
2- Satisfactory
1-Needs
Evalrs
Improvement
1 2 3
3 Very Satisfactory such that it etc satisfies only three of the ff. traits: Partial handy Grade durable B. Reflections of Knowledge and Understanding ( %) flexible 1. cost-effective Etc.
1.
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS
2- Satisfactory
1-Needs
Evalrs
Improvement
1 2 3
1.
etc
2 Satisfactory such that it satisfies only two of the ff. traits: B. Reflections ofhandy Knowledge and Understanding ( %) 1. durable Etc. Flexible Partial Cost-effective Grade
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS
2- Satisfactory
1-Needs
Evalrs
Improvement
1 2 3
1.
etc
1 Needs improvement such that it satisfies only one or none of the ff. traits: B. Reflections handy of Knowledge and Understanding ( %) durable 1. flexible Etc. Partial cost-effective
Partial Grade Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
%)
AUTHENTIC ASSESSMENT-MUBALAGTAS
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
%)
A Project Plan
AUTHENTIC ASSESSMENT-MUBALAGTAS
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
4- Excellent such that the work satisfies all of 2. Student- Selected Evidence ( % ) the following:
1. Etc.
Partial Grade
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
2. Student- Selected Evidence such)that the 3- Very satisfactory ( % 1. only two Etc.
work satisfies
of the following:
presents complete information Partial Grade submitted on time Final well-prepared Portfolio Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
2- satisfactory such that the work satisfies only 2. Student- Selected Evidence ( % ) one of the following:
1. Etc.
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
the
following:
presents complete information Partial Grade submitted on time Final Portfolio Grade well-prepared
AUTHENTIC ASSESSMENT-MUBALAGTAS
Evalrs
Excellent Satisfactory
1 2 3
1. Teacher-Selected Entries ( %)
Partial Grade
%)
Reminders:
Criteria/evidences could be identified by the possible evaluators ( e.g students, teachers) . Take note that these criteria should be known before the students start developing their portfolio.
Evidences could vary in weight depending on their degree of importance /nature of the subject.
AUTHENTIC ASSESSMENT-MUBALAGTAS
Visual Appeal
Accuracy of information
Diversity of collections
Multiple intelligences Quality of product Evidence of understanding
Reflectiveness
Organization Mechanics
AUTHENTIC ASSESSMENT-MUBALAGTAS
Confer/Exhibit
Students
Teachers
Parents
AUTHENTIC ASSESSMENT-MUBALAGTAS
It demonstrates what the students know in ways that encompass their personal learning styles and multiple intelligences
It affords teachers new role in the assessment process. It allows teachers to reflect on the effectiveness of their instruction. It provides the teachers freedom of gaining insights into the students development or achievement over a period of time.
AUTHENTIC ASSESSMENT-MUBALAGTAS
A balanced assessment
Traditional Assessment Performance Assessment
Portfolio Assessment
Design at least five authentic assessment that you can use at the end of a macro lesson. Match these to a specific component in Stage 1. Enter on the authentic assessment in your stage 2 template. You have one hour for this task.