PROCESS-ORIENTED, PERFORMANCE-BASED ASSESSMENT

 The process which the students underwent in order to arrive at these products or outputs.
 Assessment is not an end in itself but a vehicle for educational improvement.
 Assessment is most effective when it reflects an understanding of learning as multidimensional,
integrated, and revealed in performance over time.
 Learning is a complex process
1. Process- oriented learning competencies
 Information about outcomes is of high importance
 To improve outcomes we need to know about students experience along the way about the
curricula, teaching, and kind of student effort that lead to particular outcomes.
 Assessment can help student’s effort that lead to particular outcomes.
 Assessment can help us understand which students learn best under what conditions.
 Process-oriented performance-based assessment is concerned with the actual task performance
rather than the output or product of the activity.

What is learning competencies?

 Stated in directly observable behaviors of the students.

 Competencies are defined as groups or clusters of skills abilities needed for a particular task.

2. Task Designing

 Learning tasks need to be carefully planned.

 The teacher must ensure that the particular learning process to be observed contributes to the
overall understanding of the subject or course

Accepted standards for designing a task

 Identifying an activity that would highlight the competencies to be evaluated.

 Identifying an activity that would entail more or less the same sets of competencies.
 Finding a task that would be interesting and enjoyable for the students.

3. Scoring Rubric

Rubric is scoring scale used to assess student performance a long a task- specific set of criteria.
Authentic assessment typically are criterion - reference measures, that is, students aptitude on a task is
a determined by matching the student's performance meets the criteria for the task

Descriptors

Descriptors spell out what is expected of students of students at each level of performance for each
criterion. A descriptor tell students more precisely what performance looks like at each level and how
their work may be distinguished from the work of others for each criterion.
1. Clearer expectations

It is very useful for the students and the teacher if the criteria are identified and communicated prior to
completion of the task.

2. More consistent and objective assessment

Levels of performance permit the teacher to more consistently and objectively distinguish between
good and bad performance or between superior, mediocre, and poor performance, when evaluating
student work.

3. Better feedback

Identifying specific levels of student performance allows the teacher to provide more detailed feedback
to students

Analytic versus holistic rubrics

Analytic rubric – An analytic rubric articulates levels of performance for each criterion so the teacher
can assess student performance on each criterion.

Holistic rubric – In contrast, a holistic rubric does not list separate levels of performance for each
criterion. Instead, a holistic rubric assigns a level of performance by assessing performance across
multiple criteria as a whole.

WHEN TO CHOOSE ANALYTIC RUBRIC AND HOLISTIC RUBRIC?

Analytic rubrics are more common because teachers typically want to assess each criterion separately,
particularly for assignments that involve a larger number of criteria.

Holistic rubric tends to be used when a quick or gross judgment needs to be made. Holistic rubrics can
also be employed for more substantial assignment. On some tasks it is not easy to evaluate performance
on one criterion independently of performance on a different criterion. For example many writing
rubrics are holistic because it is not always easy to disentangle clarify from organization or content from
presentation.

How many levels l of performance do you think should include in rubric?

There are no specific number of levels a rubric should or should not possess. Generally, it is better to
start with a smaller number of levels of performance for criterion and then expand if necessary. Thus,
start small.

Fewer levels of performance be included initially because such is:

•easier and quicker to administer

•easier to explain to students (and others)

• Easier to expand than larger rubrics to shrink