Performance Assessment Suggested Timeframe: 4.5 hours How do you assess students’ learning outcomes using various types of | performance assessment tools? @ UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: design appropriate performance assessment tools for intended student learning outcomes. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in developing performance assessment tools that are most applicable to a particular student outcome. You are considered Successful in this culminating performance task if you have satisfied the following indicators of success: Performance Tasks Success Indicators Knowing the various Identify the appropriate performance types of performance assessment tool for a specific performance or assessment tools Product, Designing performance Create a performance assessment tool that assessment tools is aligned with the desired learning outcomes (DLO) and the teaching and learning activities (TLAs), Prerequisite of This Lesson To be able to perform successfully the above cul tasks, you should have distinguished between traditi assessments, understood the processes in setting learnin; outcomes and in Preparing the table of Specifications, types of performance assessment tasks, and learned the ; performance assessment tools, minating performance onal and performance guidelines in designing.PREPARE To be able to learn or enhance your skills on how to develop 800d and effective mance assessment tools, review your prior knowledge on the differences between traditional and alternative assessment and how and when to choose a particular assessment method most appropriate to the identified learning objectives and desired learning outcomes of your course, What is performance assessment? or indirect evidence of their knowledge, Performance assessment is an assessment activity or set of activities that require students to generate products or performances that Provide direct skills, and abilities in an academic content domain. It provides teachers with information about how well a student understands and applies knowled information. Product-based assess} ul that Involve designing or creating art exhibits, reflective essays, ani id based tasks include actual perfo: carrying out laboratory experiment lige and goes beyond the ability to recall ment is used for assessing learning outcomes Projects or products such as research Papers, Portfolios. On the other hand, perfarmance- rmances of making those products, such as its, exhibiting creative and artistic talents, such as dancing, painting, and playing a musical instrument, and demonstrating writing skills through extemporaneous essay writing, article review, and reflective Papers. Both product-based and performance-based assessments provide information about how a student understands and applies knowledge and involve hands-on tasks or activities that students must complete individually or in small groups. Below are examples of product-based and performance-based assessments: Types A. Product-Based Assessment Visual Products Kinesthetic Products Written Products Examples charts, illustrations, graphs, collages, murals, maps, timeline flows, diagrams, Posters, advertisements, video presentations, art exhibits diorama, puzzles, games, sculptur dance recital journals, diaries, logs, reports, abstracts, letters, thought or position papers, poems, story, movie/TY scripts, portfolio, essay, article report, reSearch paper, thesis audiotapes, debates, lectures, voice recording, scriptse . Pou 2 tt opportunities for students (0 show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skill competencies, Since the main goal of teaching and learning Is for students’ acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?” and “How well can they use what they know?’ to determine whether the students have actually achieved this goal. Fot example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of “knowing” and “applying” and at most “creating”. it allows students to be involved in the process of evaluating their own and their peers’ performance and output. Performance assessment should allow students to be involved in the process of evaluating themselves and their peers. {t should give students the opportunity for self-reflection or self-assessment, as well as to be involved in evaluating their classmates’ performance. Self-assessment allows students to make judgment about their learning process and products of learning, track their progress, and identify the areas where to focus or improve on. Peer assessment, on the other hand, allows students to give constructive feedback about the performance of their classmates or groupmates, which the latter can use to revise or improve their work. Both assessments require that scoring or grading is based on the criteria agreed upon by the teacher and the students. The use of a rubric can facilitate self-assessment and peer assessment. It assésses more complex skills. Unlike traditional tests that usually assess a single skill and require ‘simple tasks such as remembering or recalling of concepts, performance assessment usually tap higher-order cognitive skills to apply knowledge to solve realistic and meaningful problems. AS such, performance assessment ities that require various allows students to engage in more challenging activi skills, such as planning and decision-making, problem-solving, critical thinking, communication, and creative skills, among others. For example, instead of giving! inal exams to assess students’ learning ina marketing class, the teacher may require the students to conduct a marketing and market research, come upwitha marketing strategy, and/or conduct an actual marketing for a productDefine the criteria. Criteria are guidelines or rules for judging stud responses, products, or performances, Before conducting the assessment, — the performance criteria should be predetermined, The set of criteria sho! be discussed and agreed upon by the teacher and the students. Performa criteria are important since they define forthe students the types of behavic or attributes of a product that are expected, as well as allow the teacher and the students to evaluate a performance or Product as objectively and as. consistent as possible. There are four types of criteria that can be Used for evaluating student performances: 3 A. content criteria underst subject; ~ to evaluate the degree of a student's knowledge ar anding of facts, concepts, and Principles ‘related to the topi B. process criteria - to evaluate the skill or process) C. quality criteria - to evaluate the and Proficiency level of performance of a impact criteria - to evaluate the overall re: performance. ; sults or effects of a product ibric is an assessment tool that indic: lastery within each criterion. There are differ rion, and (3) performance levels / : pes of rubrics: * holistic rubric - in holistic rubric, student performance or-output is evaluated by applying all criteria imultaneously, thus providing a sin; score based on overall judgment about the quality of student's work analytic rubric - in analytic rubric, student's work is evaluated by usit each criterion separately, thus providing specific feedback about th student's performance or product along several dimensions general rubric - contains criteria that are general and can be appli a S tasks (e.g., the same rubric that can be used to evaluate o ntation and research output) ic rubric contains :criteria that are unique to a specific t : ic that can only be used for oral presentation and a on the types of rubri Lesson 6 Process in Dis, Assess student's performance/product, In assessing a student’s work, it is important to adhere to the criteria set and use the rubric developed. This consistent, and accurate: evaluation of student's performance, Itls also important to provide specific and meaningful feedback and explanation to stude| to them what they unde can improve, is to ensure objective, Nts on how they have performed the tasks, clarifying rstand, what they don’t understand, and where they @ DEVELOP Let ug review assessment tasks, 1. What are the ty OQ 4 APPLY 8y now, you should be ready to design effective performance °sess your student learning outcomes, Let us apply what you Y Creating an assessment plan for the subjects of your choice. For t ‘assessments have learned each subject, down the desired learning outcomes and course topic for each desired “arning outcome, and identify the appropriate performance tasks tO assess ‘dents! achievement of the expected outcome. itis important that you have an “sessment plan for each subject that you Intend to teach,ple of a Performance ‘Assessment Plan: Subject: General Chemistry Laboratory 1 Overall Desired Learning Outcomes: At the end of the cours are expected to execute procedural tasks in laboratory experim proper waste disposal procedures, Desired Learning Course Topic Outcomes Design simple All topics with experiments to test experiments plans/protocol, p hypotheses, exercises, oral pI Properly use and handle equipment and chemicals Practice good laboratory skills and techniques~~ TRANSFER By now, you are equipped to construct a sample performance assessment for the subject. Ih the development of the performance assessment, you need the following information: 1 Desired learning outcames for subject area 2. Level of cognitive/thinking skills appropriate to assess the desired learning outcomes 3. Specific activity or Output to assess (i.e, Performance task) 4 Appropriate types of performance assessment to use 5... Criteria for evaluating: students’ performance 6. Type of rubric to use. Q EVALUATE . Evaluate the performance assessments that you have developed by using the following checklists, i : i : . Checklist for Designing Performance Assessments ronan ve iar Yes No Is the performance task authentic (ie, it presents. Meaningful and realistic conditions)? H aa |s it aligned with desired learning outcomes? o0 Does it provide opportunities for students to show both what they know and how well they can do what they know? o0 Does it tap higher-order cognitive skills and the ability to apply knowledge? oo Does it allow students to engage in more challenging activities that demonstrate a broader array of skills? oe Is it feasible to implement? Be Is it observable and measurable? aga© REFLECT 1. Examine the performance assessments tasks that you have chosen for yo course. Are they the most appropriate for the desired learning outcom 2. Do they need major revisions? If yes, in which aspect? Test your understanding about constructing performance assessment. Answer the following items: 1. Mr. Trinidad has been advocating the use of | performance-based as ~ inmhis science class. What type of performance assessment is he ise to grade his students on thei jowledge of the te Peer or groupmate evaluation ‘ 3 si Which of the following is the best example of a performance a a product or output in an English class? % A. Debate B, Extemporaneous speech C. Oral presentation D. Research paper 4, What type of performance task Is best to demonstrate student solving skill in a math subject among primary school students? A. Multiple-choice test B. Oral presentation C. Quiz bee contest D. Essay[ester — Prone |Based on your self-assessment above, choose the follo > hel a ji wing tas! you enhance reall ve your skills and competencies in designing performance assesémer asks: 7 t Level Possible Tasks Proficient Help or mentor peers/classmates who are having difficulty i identifying and designing performance assessments, _ Willingly contribute or Participate in the development y performance assessments needed by the subject/s, Master Consult peers/classmates/teachers on what needs to be revised in the assessment tools you have developed, Benchmark with the by your peers, Developing/ | Read more books/references performance ( Performance assessment plans tasks that | require include class participation, group reporti and a research paper. The last 30% of the final grade is based. on a culminating project, which is an advocacy campaign, which aims to create awareness of a specific social issue in the Philippine Society. | require the students to conduct a research about the topic and to make use of digital poster slogan, infographic, infomercial video, music video, or short film as a medium to send the message across to their audience. A rubric was developed and is used in rating this culminating project. « There are also other rubrics that | use for other requirements of this subject, such as a rubric for individual class participation, group report, and research paper.”other Support Materials Available For further information about performance assessment, you may refer to the following materials: \, PowerPoint Presentation on the Guidelines in Developing Performance Assessment Tools Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature, Practical Assessment, Research & Evaluation, 13(4). Retrieved from http://pareonline.net/getvn. Portfolio Assessment st Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century learning and innovation skills: critical thinking, creative thinking, communication, collaboration, and knowledge of your content (SCs). What output/s in this lesson shows you are very good in the following: 1. Content (the output reflects understanding of the topic discussed) 2. Critical Thinking (the output reflects ability to critique/evaluate/solve problems) 3. Creative Thinking (the output reflects ability to create new ideas) 4. Communication (the output reflects ability to express one’s ideas in words or actions) 5. Collaboration (the output reflects ability to work well with others) 49