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  • Mindmap

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    Van Duran
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    This document discusses using performance-based assessments to engage students in meaningful tasks that simulate real-life situations. Some key points discussed are: 1) Having students take on roles and perform tasks or activities that require higher-order thinking skills, communication, and applying their knowledge to solve problems or complete projects. 2) Creating realistic settings outside of the traditional classroom, like in the community, to situate the assessments. 3) Developing rubrics and criteria to measure students' process, abilities, and proficiency through oral presentations, reports, role-playing, and other demonstrations of their skills and knowledge. 4) The goal is to directly assess student engagement, skills gained, and advancement through port

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    mindmap

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    This document discusses using performance-based assessments to engage students in meaningful tasks that simulate real-life situations. Some key points discussed are: 1) Having students take on roles and perform tasks or activities that require higher-order thinking skills, communication, and applying their knowledge to solve problems or complete projects. 2) Creating realistic settings outside of the traditional classroom, like in the community, to situate the assessments. 3) Developing rubrics and criteria to measure students' process, abilities, and proficiency through oral presentations, reports, role-playing, and other demonstrations of their skills and knowledge. 4) The goal is to directly assess student engagement, skills gained, and advancement through port

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    © All Rights Reserved
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    4 views2 pages

    Mindmap

    Uploaded by

    Van Duran
    This document discusses using performance-based assessments to engage students in meaningful tasks that simulate real-life situations. Some key points discussed are: 1) Having students take on roles and perform tasks or activities that require higher-order thinking skills, communication, and applying their knowledge to solve problems or complete projects. 2) Creating realistic settings outside of the traditional classroom, like in the community, to situate the assessments. 3) Developing rubrics and criteria to measure students' process, abilities, and proficiency through oral presentations, reports, role-playing, and other demonstrations of their skills and knowledge. 4) The goal is to directly assess student engagement, skills gained, and advancement through port

    Copyright:

    © All Rights Reserved
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    of 2

    ACTION/OPTION - Performing a Task

    Role-playing, performing meaningful activities, practice future scenarios, contexts, high-quality product, justification of solution,
    recall, own answer, demonstration, communication skills.
    Engaging, Develop response, Realistic tasks, Activity, Project, Effective, Creative, Rubric, Work, Portfolio
    -: Presentation, Oral Report, solving a problem, completing an inquiry, , demonstration task, developing exhibit,dramatic readings, capstone
    performance, skits, speeches

    SETTING - Simulation / Real-Life


    Learning environment, school, classroom, outside home, youth, community, library, laboratory, technology.
    -0 Form, Real-world, Situation, Worthy problems, Classroom, Reality, Outside the school, Imitation, Action, Reality
    Park, Bedroom,Hospital, friends house,museum , garden, Kitchen, school lounge, coffee shops, bookstore.

    METHOD - Construction / Application


    Performance, rubrics, curriculum, criteria, own answers, ability, oral , written, roles, meaningful application.
    Higher order thinking, Complicated, Measure, Tool, Alternative assessment, Compare and Contrast, Process, Requires, Evaluates,
    Instructions
    -: Oral Test, Written Test, behavior, discussion, participation, cooperation, criteria , evaluation, analyzing, observing

    FOCUS - Student - Structured


    Real-life tasks, problem-solving performance, assessment , preparation , school’s mission, evaluation, student’s engagement, self-
    reflection, strengthening, weaknesses.
    Essential knowledge and skills, Performance assessment, Differences, Similarities, Importance, Student evaluates their work,
    Meaningful Tasks, Measuring, Evaluating, Proficiency
    student attention, choice, goals, student capability, enhancement , applying skills to real life, applying knowledge, goals for student,
    advancement.

    OUTCOME - Direct Evidence


    portfolios, result, projects, development, skills gained, advance thinking, grades, observations, works, participation.
    -: Application of knowledge and skills, Meaningful application, Performances, Responses, Samples, Judgements, Perfect score, Apply, Options,
    Demonstrate
    -: Report Card, Exam, character, people's point of view for them, scores, participation, vocabulary, cognitive development, personal decisions

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