e-Content (Q2)

Programme : Laboratory and Workshop Management

(Module III) Performance Assessment in Laboratory and Workshop

1. When to write performance outcome on process ?

The focus should be on the performance itself (e.g. the process) when:
 the act of performing is the main outcome, or there is no product
 a diagnosis of the performance is needed to improve learning.

2. How to write performance outcome on process ?

 The performance is based on a collection of elements or series of steps that can be identified.
 For any particular performance there are a number of elements, or procedures, that are crucial to a
successful performance.
 Thus, in writing outcomes in this area it is necessary to analyze the performance to identify those
elements or procedural steps that define a satisfactory performance.

Example 1: Using laboratory equipment properly

 Selects appropriate equipment for an experiment
 Assembles equipment correctly for an experiment
 Manipulates equipment as needed during the experiment
 Measures accurately with proper measuring device.
 Follows safety rules in conducting experiment
 Uses materials without wasting any
 Completes experiment within time limits
 Cleans equipment and returns to proper place.

Example 2: Services the wheel of automobile

 Removes the wheels from axle
 Removes the hub
 Replaces the wheel stud
 Cleans the wheel bearing
 Greases the hub and wheel bearing
 Adjusts wheel play (bearing)

3. How to write performance outcome on product ?

The characteristics of the product can be identified and clearly defined, the specific learning are stated as
criteria that describes a high-quality as follows:

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Example 1: Constructs a bar graph
 Uses a separate bar for each measure
 Matches length of each bar to data
 Arranges bars in some logical order
 Makes bars wider than spaces between them.
 Uses scale and guide lines that make bars easy to interpret.
 Identifies each with a label.
 Uses title clearly indicates the nature of the graph.
Example 2 : Machines a pin on lathe
 Machines the surfaces smooth
 Turns the pin according to the dimensions specified in the drawing
 Makes the chamfers properly
 Uses the materials effectively

4. What are the methods of observing, recording and scoring ?

Whether judging procedures, products, or some combinations of the two, some type of guided
observation and method of recording and scoring the results is needed. Commonly used procedures
include are as following:
i) Check list- The checklist is basically a list of measurable dimensions of a performance or product, with a
place to record a simple “yes” or “no” judgment.

ii) Rating scale- The rating scale provides an opportunity to make the degree to which an element is
present instead of using simple “present-absent” judgment. The scale of rating is typically based on
frequency with which an action is performed (e.g. always, sometimes, never), the general quality
performance (outstanding, above average, below average), etc.

iii) Product scales- It consists of a series of sample products that represent various degree of quality. In
judging handwriting for legibility for example, we might arrange five sample of handwriting that
appear equally, spaced along a “good-poor” continuum and then assign numbers to each sample
(e.g. 5,4,3,2,1). Students’ handwriting is then scored by sliding each specimen along the product
scale until it matches one of the samples. The number above the matched sample represents the
value of handwriting in the specimen.

iv) Portfolios: To obtain a boarder sample of student performance, and one that represents more typical
behavior, a portfolio of work may be assumed for performance assessment. For example, a
portfolio of students’ writing, may be used to evaluate their writing skill, or a portfolio of drawing
may be used to evaluate artistic skill

5. How to use checklist to assess a process ?

 When specific learning outcomes are properly stated, they can be easily converted to a checklist by
simply adding a place to check “yes” or “no” for each procedure.
 A checklist is an aid to the observer in recording information regarding sequence of acts or use of
approved methods. The person using the checklist might simply check the actions that occur or the
methods used.
 A checklist might be used to record those elements in a complex task that had been satisfactorily
completed.

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6. How to use rating scale to evaluate a process ?
 When specific learning outcomes are properly stated they can be easily converted to a rating scale by
adding a place to rate each procedure as it is performed.
 Rating scale requires a qualitative evaluation of aspects of a total performance or of steps or subtasks
within a series.
 The first step in constructing a rating scale is to break down the process into components.
 Decisions may also be made concerning the relative importance of different components.

Example 1: To saw to a line with a rip and cross-cut saw

 Tools and materials: Sharp rip saw and cross-cut saw, bench, wood vice, and piece of wood.
 Directions: Observe learner as he works, and rate him on the following points.

7. How to use check list to assess product ?

 The list of specific statements defining a product can be easily converted to a checklist for use in
performance assessment.
 To devise a checklist for products compare good and poor products and identify those characteristics
that differentiate between poor and good products and in the checklist

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Example

8. How to use a rating scale to assess a product ?

 The list of specific statements defining a product can be easily converted to a rating scale for use in
performance assessment.
 A product scale is a graded series of products (usually five or more) carefully chosen to represent
successive levels of quality along an inferior-superior continuum. In the evaluation of handwriting and
composition skills, product scales have been used for many years.

9. What is rubric ?

 A rubric is an explicit set of criteria used for assessing a particular type of work or performance and
procures more details than a single grade or mark.
 Rubrics are scoring or grading tool used to measure a students’ performance and learning across a set
of criteria and objectives.

10. Why is rubric is important ?

Grading rubrics can be used to assess a range of activities in any subject area.
 Assignments: essay exams and graph work.
 Home work: In-class activities and Lab reports.
 Participation: Performances, portfolios.
 Projects: Self-assessment, Term papers.

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11. What are the components of rubrics?

There are three components within rubrics.

 dimensions/criteria: the aspects of performance that will be assessed,
 descriptors: characteristics that are associated with each dimension, and
 scale / level of performance: a rating scale that defines students’ level of mastery within each criterion.

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 Laboratory Performance Evaluation Form

Student Name :

Experiment:

Date:

Assign a Weight (W) for each criterion to be evaluated. Rank each criterion by assigning a numerical grade (G)
from lowest 1 to highest 5.

Laboratory report evaluation form

Laboratory report evaluation form

GRADE = Σ (W* G) =_______ %

Comments:
_______________________________________
_______________________________________
______________________________________

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