TOPIC: DESINING MEANINGFUL PERFORMANCE- BASED CURRICULUM

DEFINING THE PORPUSE OF ASSESSMENT

- DEFINING THE PURPOSE OF ASSESSMENT PROVIDES INFORMATION ON WHAT STUDENTS
NEED TO BE PERFORMED IN A TASK GIVEN. BY IDENTIFYING THE PURPOSE, TEACHERS ARE
ABLE TO EASILY IDENTIFY THE WEAKNESSESS AND STRENGTH OF THE STUDENTS
PERFORMANCE. PURPOSE MUST BE SPECIFIED AT THE BEGINNING OF THE PROCESS SO
THAT THE PROPER KINDS OF PERFORMANCE CRITERIA AND SCORING PRODUCES CAN BE
ESTABLISHED.

FIVE QUESTIONS TO CONSIDER IN DETERMINING COMPETENCIES

1. WHAT IMPORTANT COGNITIVE SKILLS OR ATTRIBUTES DO I WANT MY STUDENT TO

DEVELOP?
EXAMPLE: COMMUNICATE EFFECTIVELY IN WRITING, EMPLOY ALGEBRA TO SOLVE REAL LIFE
PROBLEM.
2. WHAT SOCIAL AND AFFECTIVE SKILLS OR ATTRIBUTES DO I WANT MY STUDENTS TO
DEVELOP?
EXAMPLE: WORK INDEPENDENTLY, APPRECIATE INDIVIDUAL DIFFERENCES
3. WHAT METACOGNITIVE SKILLS DO I WANT MY STUDENTS TO DEVELOP?
EXAMPLE: REFLECT ON WRITING PROCESS, SELF MONITOR PROGRESS WHILE WORKING ON
AN INDEPENDENT PROGRESS
4. WHAT CONCEPTS AND PRICIPLES DO I WANT MY STUDENTS TO BE ABLE TO APPLY?
EXAMPLE: UNDERSTAND CAUSE AND EFFECT RELATIONSHIP USE PRICIPLE OF ECOLOGY
AND CONSERVATION.

FOUR TYPES OF LEARNING TARGETS USED IN PERFORMANCE ASSESSTMENT

 IN DEFINING THE PURPOSE OF ASSESSMENT, LEARNING TARGETS MUST CAREFULLY

IDENTIFIED TO TAKE IN CONSIDERATION. PERFORMANCE ASSESSMENT PRIMARILY
USED FOUR TYPES OF LEARNING TARGETS WHICH ARE DEEP UNDERSTANDING,
REASONING , SKILLS AND PRODUCT ( MACMILLAN)

1. DEEP UNDERSTANDING- THE ESSENCE OF PERFORMANCE ASSESSMENT

INCLUDES THE DEVELOPPMENT OF STUDENTS ASSESSMENT. THE IDEA IS TO
INVOLVE STUDENT MEANINGFULLY IN HANDS ON ACTIVITIES FOR EXTENDED
PERIOD OF TIME SO THAT THEIR UNDERSTANDING IS RICH AND MORE
EXTENSIVE THAN WHAT CAN BE ATTAINED BY MORE CONVENTIONAL AND
 TRADITIONAL PAPER AND PENCIL ASSESSMENT . THIS FOCUSES ON THE
KNOWLEDGE SKILLS.
2. REASONING- IS ESSENTIAL WITH PERFORMANCE ASSESSMENT AS THE STUDENT
TO DEMONSTRATE SKILLS AND CONSTRUCT PRODUCTS. TYPICALLY STUDENTS
ARE GIVEN A PROBLEM TO SOLVE OR ARE ASKED TO MAKE A DECISION OR
OUTCOME SUCH AS A LETTER TO THE EDITOR OR SCHOOL NEWSLETTER BASED
ON INFORMATION THAT IS PROVIDED.
3. SKILLS- IN ADDITION TO LOGICAL AND REASONING SKILLS STUDENT ARE
REQUIRED TO DEMONSTRATE COMMUNICATION, DEMONSTRATION, AND
PSYCHOMOTOR SKILLS. THESE TARGETS ARE IDEALLY SUITED TO PERFORMANCE
ASSESSMENT.
PSYCHOMOTOR SKILLS- DESCRIBE CLEARLY PHYSICAL ACTION REQUIRED TO A
GIVEN TASK. THESE MAYBE DEVELOPMENTALLY APPROPRAITE SKILLS THAT ARE
NEEDED FOR A SPECIFIC TASK: FINE MOTOR SKILLS (HOLDING A PEN, FOCUSING
ON A MICROSCOPE, AND USING A SCISSOR) GROSS MOTOR SKILLS (JUMPING
AND LIFTING) MORE COMPLEX ATHLETICS SKILLS ( SHOOTING A BASKETBALL OR
PLAYING SOCCER) SOME VISUAL SKILLS AND VERBAL( AUDITORY SKILLS FOR
YOUNG CHILDREN. THESE SKILLS ALSO IDENTIFY THELEVEL IN WHICH THE SKILLS
IS BEING PERFORMED.
GENERALLY, DEEP UNDERSTANDING AND REASONING INVOLVED IN DEPTH,
COMPLEX THINKING ABOUT WHAT IS KNOWN AND APPLICATION OF
KNOWLEDGE AND SKILLS IN NOVEL AND MORE SOPHISTICATED WAYS. SKILLS
INCLUDE STUDENT’S PROFECIENCY IN REASONING, COMMUNICATION AND
PSYCHOMOTOR TASK.
4. PRODUCT
ARE COMPLETE WORKS SUCH AS TERM PAPERS, PROJECTS AND OTHER
ASSIGNMENTS IN WHICH STUDENTS USE THEIR KNOWLEDGE AND SKILLS.