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    10 views14 pages

    Orca Share Media1705716639062 7154294122085723136

    Uploaded by

    miretes rodriguez

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 14
    of a5 “uch ae owt Mr sthenticy of learning outeo [ar a i ot i stadt A bil Tato © Siem Perea 18 Teacher Aa os through reflect presentation apr 1A Hota Assent Arab Asement CC ermate Assent 1 Smnate Asesment 19, Me jas Here sdninitzed an achievement test in Science to Grae 7 students He nse the performance of one student a ‘orassgnng the grade ealence of the scores obtained y the stents What yet asesment did he use? A ksi 71 Which iste LAs stent metodo sessment? 4 Rese opti story dase 4. Pht Blctoal fo C Paperand Dal tional Tehnlogy cass erp atin Ppt Eon m fox nd eperimens in Scence sessment Teacher Nick wi smut bal pproadh of asesing her me peer assesment, selF-asseSsment revich ype of assesment wil she use?” Chapter 3 Nature of Performance- Based Assessment overview Section Intended Learning Outes nartngpecoenance ase see (Chapter intended Learning 0 1h nd of th ar You sl Be Bae tn the previous section, we examine he principles of igh qaly sess integrin ta Cones of scent nd dscising orouply the diferent pen ‘Sete being ua the ecg an eaing process: These forms bes ave bon very elec In eternng rung ots fhe stents. 4 ost ofthe time, the teacher relied on paperand-percll test which measure nowledge and understanding ot the ability ofthe learners to actualy carry ut performance. With the implementation ofthe Outcome-Based Eduction (OBE) across thy 1. Meaning and Characteristics Performance-Based Assessment is oe in which the teacher observes and males Jndgment about the students cemonstation of slo competency in resting a prods ‘onsructing a response or making a presentation (Media, 2007) In this assesment emphasis ison the student abt to pert tar by producing her own authentic Work ‘with thet knowledge and shal Performance-Based Assesment (PBA) an alternative form of asessment that move ‘way rom traditional paper and-pne tests (Ferman, 2005) Involves students proc 2 project whether isan oa writen individual or group performance. The students it engaged in cresting final project ta exe understanding of ences ty hav learaed Prformance-base assessments proces the cresive aspect fhe students in bringing out what they know and what they can do trough diferent performance tks nich ot ‘exhibits, projects and work samples Hande-on experiences allow them to be mare etal ‘motivate an involved when they ae alowed to perform on thet own, Sides ean spat and apply knowiedg, sls and werk habits through the diferent performance ass which ‘re measingfl and engin ote students. Pe of aces that pest exemple perfomance based assessments incu writing a research report. soving nd conducting experiments and inventigatons, tar demonstration, spech skit role paying constutng and implemeting seminar plo esp nth DepEd Odet N75. 2012 athe gest ro eee ‘case onthe romances rou whch snes need Schae a shee petrmnce ss The same his il held Sees eae Whe duc} orprrmance() de we mat den pada sean Se han cer understanding” 0 "How d we wan thm ‘etaarlng real ie staat Provide vdence tha hy can ranaler Moreover Linn (195) ated han Jace both the oe etd tat performance atxcoments provide has of echers Teieclon, manipulation of staan fk (eg completed report of reste er knowledge, there is unley to be a single right or best anrwer Sater tne may suite performances and probe sohtons ht nay be ged tebe acl Problem formulation, th erpanization of sexs, the ngeton of mle pes of evidence, rosy inert pra tay tb yy Performance products are oupus produced bythe tents tat provide concrete zamples of thei kong and understanding ote sje mater Ths performances Slow them to demonstrate te apa owt thy be ered wth he sce at ‘re Stents may also engage in sme sk hich a cht ny win he for wale [rie seo! such ae doin ald ork, dmestatg rer and pies ad enpging no {henson servis Process arintd assesment prod ings onthe deci inking lope and ressoning sil Thee wl ea them to independent learhng an st is or future we. Some performance assessment proponents contend that genuine performance assessments st peste atest re features Popa. 201) ea ti er pt ont mre ae «proved iy sr: tote cr ents respi ey cna shan hig hyo eae eee 7 ht sin of ces te uaa er ose SSsomct depend on Bama ‘eho he need ef humana gene eran “: Hanae eccrine how scene a eens perormanes rey team a sHormance assessment. Some sateen mi a eee at is efi soe tne a se brn et tre + judgmental apereisa. Unil ‘Al educational istinan expect Assessment of Learning 2 ee rotors Tae ‘The mln abet ofthe performance task sto capture al he learning tages wh shat be aged tothe teaching and luring bjecvs, activities and asessment. Tha eteti of performance based asestment isthe nal outpt that must be developed er ‘Moplctd These cou be inform of problem-solving demonstration, asks and ote ‘Semte experence that would influence the thinking procertes, sks and produc Tequied fom performance task, Below are some performance bared assessment tae (asl 2003) 2A. Solving problem. Cit thinking and problem solving are important sk ‘that need to be sharpened and developed by the leamers. Teaches may inclu ‘actives and make sense of complex authentic problems or ses tobe solved by {the ments This help the students become independent thinkers a learn fo ie, and help them met the challenges of the 2° onary. 22 Completing an inquiry. An nqry tasks sone in which he student are ashg to collect data inorder to develop ther understanding about a tope or isu Examples of ingues ince ines nverigation revert sed atte, ire 23 Determining a postion. Thi tsk roqies stents o make decision or ary Pasion Cave anal and issue related actives or debate are some examples 24 Demonstration Task. This tank shows how the students use knowledge and Salto complete wel-defined camper tak.Stdents explain or describe hw {emethng wer or how f do something when they perform thee asks Bape fe demonstrating steps or procedure of cooking, epaing te eathuke sae procedures and demonstrating how st up microscope for ew sles Toc {ocu f demonstration task I aciracy scariying te sep of process a wel 15 careful reasoning concerning the atonal foreach stp ofthe proces, 125 Developing Exhibit Exhite ace vial presentations dsplayy tat need ide {rn explanation fom the creators. An ext sored texan, demons {show someting Chssrom appicatons inde eit of best wrk pce ‘rplnings projec or ven portolios Presentation Task This s# work or tsk performed infront of an audience Storytelling singing and dancing, musical play or theatrical acing are soe resetatons which demonstrat presentations isk, aprtone Peormances These are asks tat oc atthe end ofa program of sty and enable studs o show knowledge and sll in he ote that ahs the world of racing profesional These tasks inde research paper prac ‘eiching insti or Sotho eaiing ine 26 wit he ferent ype of perfomance ak the teacher may decide what and whee ‘teria soul be used, species the structions fr performance dererles the kd powtsomes toward which students should work tells the seadente deg errs Kinds sedents opportune to prepare wera ae Gt ent rte met Francs ae tec eta ea swe explored the nature of performance aserment and examined the flere of asentment tasks several stores, ‘Bonsoments over ther semen "pal ann tng che sae hte acer won one 84. Performance assessment leary dentifes and care learning tre ‘Authente performance as sch areal wo chaps nd oso a closely math with he vars compe ering ps Th ers rec 2 ‘sas what the tents now and can go wie he are ef lsh coer 32 Performance assessment allows stant tex ef wn sll len and expertise Tesh show teat fhe ent ie ownage and Ses prone catenin pera ean ti becom Te Sie secs th silty" esr 23, Performance ascssmentadoetr constructivist piaciple of leering. Student are mor engaged nace lenin sod pe ore opertnie democrat rhage free wos compere Sees ae het ‘evs nin lil ssa ce {elon and guy ows ere 34 erformanc asesunent wera arc approaches to sadet eration ‘Th oflery stagnant way eyeing ren and cess ‘shy fs an ee are crass be Tira evlton se hat meer ane ser a el 535. Performance assessment allows the teachers to explore the main {Ted process of tearing and learning proces. Teaches may feet and eaten orc crt snd ntact pctes and dar os {Rey tne morons seamen Tey may at of cn seek casas sn explore bow students wi the sacl ‘eae and resurgent em “Though performance assets ler several arstages oe tina objec sessment proeture they have some int tains well esment it # edlous process 1 Development of high galt performance a ws rc Petonment of Mah ny ta pig teen Revormance ese rs eo mee hat roman censing ona te ete ah oon be en tek pect om ee rat part oft oomes be ses SY easel. Scoring raise ical rest setae iFhes eames 2, evtrmance eam eg oie tpn oe ae eotcifediae Sep ge togratgrasope tons nete E__Asvessmens of Leneming 2 i pecomance semen sintered ts roup often we ta ‘Sine wich smtaneonyamintred tan nt cas 4 anaes assent kes rest eal of tie to score The or compe sn an perme he erin ou pct 9nd on orig To Trescorng tne crating hgh aly rer s eon 4 evormanee tsk sare may ave lower rela Tis ested fo ncn Stirring by teachers wh inept cacraon tere, Wh complex util vec mawer od a ped prtarmanes, scoring depends on teh 5 Pevormance tsk completion may be dacuragng to less able students So ‘Sis uacegoze sete to src ho mret or loge ine may aoa (deattntge stds: They may hve paral lowed fe earning arg bat fhe compt the tsk bects ne alow ho wz i pat csecny tice aon ‘Tink of on at woul dai perrmacebtedseennt Te abou you slogan en share wih your esos” om Wet ce sont MRI gad wean of roma seme prs a 1A Form grup with'35 member ech Brinton ne mtr of te performace basea-assessent nd cents webbing 3 pup onze Integrates assessment with instruction, earring occurs during asessment eiaity maybe ificutt establsh, Measurement eror duet subjective nature of he sorng maybe sen ca eg aphe ar pe ee iw mh Provides opportunities fr formative Inconsstent student performance ao time may rest n nacuate conchsiong Feu samples of student achievement ends to be more athentethan other pes of assessments. More engaging: active imvelvement of Requires considerable teacher time to repace and stodat tine to complete Dict plan for amount of me needed Provides addtional way fr stent to Show what they know sd conde Emphasis on esering kt, Limited abit to generale toa fret domain a krowiedge. Forces aches to etbish specie teria to ety sce Petomance Encourages tude selessssment meh on ppaton of knowidge. Excuntse-esannton of nrctins andthe pupae of schostng Chapter 4 Designing Meaningful Performance- Based Assessment Overview As nels te stare of ertrmance ed tod sit pe oa ne a ae ety compere plang sé espa sf Lean he ee you sa compas of ivan ajo. acl ne RAREST mn miles wh a fon es 7 ace Wat ass Awe ee perme sat ae me ‘to see the connections between the knowledge, skill, and abilities they tart kare from the asso facing he experince wi heme ees eos eng Snowe ‘The flowing tps wl ide sin eligi perma seen: vot process nd produ wl athe Seed ag cs 1: Defining the Purpose of Assessment ‘The fest step i designing performance based asceement sto define the purpose of assesment Defining the purpose and tage af sessment provide normaion on what ‘dents need tobe performed in tsk ue. By Wenig the purpose, teachers are {Blew easy Ment the weslesses nd strengths othe sudente’ perfrmance Purpose ‘must be specie athe Belang a the proces 0 hate proper kinds of performance ‘tera and scoring procedures canbe etablhed. Bae questions which teachers ask ‘Thermining posse learning competences to be considered are sted Below. Five Questions to Consider in Determining Competencies “+ communicate efecten wring emloy What impartnt coats rar =e do wan my studertst develo? 7 wrk inpendety predate nd ‘iecences ‘Wat metacogntve sas dotwantmy | * fefecton the wing proces setfmontor Student to develop? [popes whe wring ona Independent poet 7 peri eserh pred consequences ‘What soda affective silo ares So want ny studete develo? ha types of problems ware my tent to bate t soe? esand cue nd fect eons, Wat conezp and pcs wan + undead cueandatelmnensen, iy stunts to be ale 1 apa? oe emon (952) igat ih a9 asc eer shee te aang a wih an Be ig ee ie rg wh eset cates Be lg ‘eteriag aber comple sls and perrmances 1L1 Four Types of Learning Targets Used in Performance Assessment In efning te purpose of assessment learning targets must be carefully iden and taken in consderatan Performance ssessments primary fu" Ses of lara ‘Srtets wch ae deep unerstanding reasons and products (MeMilan, 2007) Deep Understan ‘The essence ofperfmancessesinetnclaes the development of student de ‘understanding. The leaf vole students meaning it hands-on activites fettended pores of umes thst thei understanding ich and more eatensine Ua what can be tained by more conventional instracon and tratonal pend pend sSsessments This aces th ee of knwidge and hil Reasoning Reasoning is eset with perormance assesment asthe students demonsteh, skills and eonsract products Typical students ae gen a problem to solve or asked to make a decion or oteroutome, such alter othe edo ov shad ‘newsletter based on ecraton ta provided ‘sas tn adtion to Jogi and reasoning skis, sue ‘Mudests are required to demonstt communication, presettin ad payhomotr lls Tee tarts ee a | performance asset | Poyhomator Sis | Producte : ‘Ar completed works, sich stam papery, suerte a PPE jets 2h other nigaments in wih 42 Process and Product Oriented Performance-Based Assessments In defining the purpose of assessment, the teacher shoul deni whether the students wil have to demonstrate a proces os product te ering ote: dal 28 the proctreswhich ys cu Spy hen ae n process eng he process, 1s essential ‘sessment shuld be done while the dens are ‘Reprningthe procedures or eps Learning targets which require mde to demonerate proces nce the procedures tpiopr banding / waning a ersepe, or tp te done when nan exthuale {ri Hathemtial operations recting poem and conatrucing =e of speceton ae ber examples of sarge Example of proces ret performance bed stenment im whic the mln domain ss al Language and Fluency (Ensure No, Dep Order No.7, 8.2032} ‘zample 1: English Grade 7 “he sere demons ange pain nd ery i pectormance Standard The era rofcenty ender ht lcs ‘ral ~ Ail Podctin (he teseher may ase oe ssn fom ahr wrt or arte, canter Standard Tat Specie Competencies: 1 oben the va onl ses pte new tear ne Fe i a ad ng onan ig nto, a seer a mann ns hm 2 te tee et near mes ample 2: Ftipine Grade 7 ca na roo a : Jad; Naipamamalas ng mga mag-earal ang Dag _— amartnang aaa ‘Rives akan sree ne (Pertormance Standard): Ang mgs mag-saral ay 0 an refers Sa Pamantaya 2 Faganap Oo setts na ray rare = rata git 2 Kotayaan a room, 1 taapbbaog een tk EET garg patra 2 et el eee _tsserom lye earing objects sar ith gneralcampetncy wich he re on Si tows wi pc compeais which a obstrable on SEE atnt cecompaendes Thon besbered aso defining he pupa ‘Ein bx pea antdprorence tse asesen. Sometimes, eventhough ou teach specie process the learning outcomes sg Imps that the mor focus is prod thatthe student produces. Niko (2041) suey fontsngasnssmenton the produc students prodce if most or al ofthe evidence ‘hoi ahlevement of the learning targets sound in the product itself and lite oF none the evidence you need to erate students ls found in the procedures they use or the Inch they perform, Assessment of products must be done the students wil produc a varity of ways to prodace high quliy products, sometimes, method or sequence doesnot make Aiference as long asthe produc ithe fous of the aszesment Examples of learning targets which require students to produce products in ‘building a garden, conducting lasroom bated researches, publishing newspaper ‘ating commerals or powerpoint presentation. In the given examples 4 and 2 for English and Filipino Grade 7 domains, prod oriented pecformance based asestinet canbe sted a Us the comet prose pater (ses, ntonatn,prsing ping toe) rendering various speech acts or in oral reading activities, and © Pn 7 *Notasusuat ng tltang nasal ng on poner st hsalulayan a ‘augnayon se paoa ng aldang napalinggon Below is another example of product oriented parformance-base assesment tas ‘ample 3: Creating a Book Cover Taken fom a Digital Camera, ‘etormance Tsk Creating Book Cover Competencies The Studer shoud be sl to 2 Generate appropriate shots for bok cover wig gt camer; 2. Uses page lay-out sofware [MS Publisher or presentation software (MS Powerpoit: 3 Geese extmaton of mage, shapes, and tntoe none has ee intone ‘of importance, emphas ‘+ pena sl maton des pincesch a cy, sane, elvne contrast, alignment, repetition and proximity. Seinen teen ot tenning 2 2 Identifying Performance Tasks Hnving clear understanding of he pps of acre the et ep nc tanks which measurthe arang ure you sb ose Some re [epithets shoul scars ber gu scars aes Boe aoe ‘eons that sald be severed Sega Se 7 What ranges of sd the lating arg 1 Which pars ofthe ass shouldbe stature ad to what degre? {Dow eth task require sudems to petra te mporat ements implied by the learning target? + Dothe tas allow me tases th achiever inensons ned ose? 1 What must tl sents sbout th tl nd Seng comme oem trhattey need to pers? Willsadent with diferent ec and social adgounds interpret my task appropri? ‘i 2003) erfrmance eee eid ot nents may ow what andra tobe prom is ase a tak econ mut be prepared to provide he iting ‘epnatn of the sk ndwl ec e este perfomance det Tk {tceton sould nce lowe ‘onsen ad sil ages to be assed Description of th stent acts Group or india Help alowed Resource needed ‘eather role ‘ministrative process Scoring procedures er cesta a ce nats seu a wor iti eee noes mn teens oe ce ge tasks should be of high value, worth teaching £2 eet ae amc ‘hich you wl evaluate performance andthe Insruceote ‘completing huunlaeecerent Snes etna cls. wth these acts, the SIS CM may two wees and doe outside of = = eh aig eB ‘iu genesis of hw he stade's ache artpaton of groups must be consifered ao tuk equ copes orale eating {ls steven an steno swe 3 are he (Sngeu cn be anced ina gen perlormance 21 Suggestions for Constructing Performance Tasks performances ase need be develope ‘Excones See pertrmance bse tat generally rogue a substantial investnen ‘er ie hey shold bead primary to apes laring outcomes tat are ‘Sequtly esr yes tine consuming aprons. Select or develop tasks that represent both the content and the shi that ‘otra te important learning outcomes Is inprtant to spol the ange Sn resbarces sents can we In performing task In ay event the speciation ‘Soumed conten understandings er in enering tat a enon 33 Seabee imanereetay ee taraimencecaroennien mariah ornate {leary commune cae anicate performance expectations in terms of the criteria Ilormanct helps dary abe Seeing the ceria to be used Tee rng romero aah gt re ‘@focu thea But ele to canvey pron ees ith audance on hal spl of Process rented pr we formance akon Problem Solving 2nd DeCison- sample 4 Problem Soling and DeconSaking Pe — rey Compaen 1 stain ts angen at ed Smt cone ance kin ie, Your en eg gh st You he ed tain ou te uate no Aer muh houses ak oot egw cet fort though smi eperecr ar Herd How mgt bok he you end slur he resem? Woe bse wren ater eo fd {Shulp ore” Ww mgt bane snr orn cous se? Un your tng is to amon er oy ny sh od eb or “Sees yu hve oe es reer nti camp tam he {our fein: od econgeer ; 1s 3 role scar devs» pan to met wth you ent ey pore sours toh pen stern sede mere Bae ou me cent ‘Sir nd outne ep yor eons pur econ soe carn ‘ou wil be see on or By tue ioe iors your by To cree «eeu nth comple serena yo by 0 ee pole and your by 9 wor elaborately wth per "acd om onal Mania Porton Pa Shoo ‘re example blow hows formance sfx poluctrente performance based Competency: Prepare Useful olton Peformance Tsk arangy Luna erating ste barangny capa cae fo 8 ‘he progam. A 8 oun erage” forth fro vegetables as we 9 som sony witb ene atm Ka, Moo ace os te pesans fr suche he pepsin oat 1 a omar yur weal roses ee nt cul meno far ee tars te sc mei he ser yur ln rh ea te cbse wg oe PAN, sn ton Preparatan, eeby omer Co ea rm ne No.6 Dp Or WS 3012 cing ofr th proces and prodacovetd performances ete eel Sein Eaggemen, abortion, 08 experience a6 S06 act scart ante ats which ake sire to odlna aesmnen, ‘Secon he coneps ponies anise tat are mportat to the Soo Ac mater Moreover teachers mat know what hey watt observe ‘Sonne cra be ented lw the cect for wring goed pes ae Ae est oan nhl ages tert? 7 es mi ares hed? 7 ste tk hence ete ask hale? — 432 RUbFiCS a an Assessment Tool fury nowadays have un widely wed a atsment tl nv ples, most espeal i the elo edneson De aah toate a + Seto renga used fd at what he sues mead ar able to do so. (Musial, 2009) Saison eves + Sroring ol at is cut spat xan: or asigment (en 25) {A scoring sie that wes ert aferentaoetrese Tvl tent Profi (mean, 2007) v «Descriptive storing seme at ar dept by ech ears ide {heals of prduce poco let (ronan 197) +The scoring procedures for judging student? response to performace teste (Popham 2010 ‘rubric tha’ used to se student responses to performance asesment has at niu thre important etre 7 the tak anti? i mip sls aed ps psi? (75 the nature of te ak lear? te the tak chalenging ane sian? 1 he constas or conpleig te Tak ded? Wwe Reps ower tse ae rt proc rete porte sl aed rn nt ele ae bh mt es 13: Developing Scoring Schemes ‘Thre are diferent sl ways record ‘rey foo can be ie rare depen en calls fi stateroom ted Some a a ol rear itrtows, arto’ of nude pro on the nature ofthe performanc the tsk tobe performed mathe wit sing the silent performance could rect observations ung checklist o Il eformancesbased asessnent 7 Wwaluative criteria: These ar the fore beard i termining he qual os _sudents response + Descriptions of qualitative diferences fr evaluating tera For each eave {Chicran descption mst be supped so qlee Sineions I stedents ‘sponges can be made sag he terion + Am indication of whether abo or analytic scoring approach sto be wed ‘The rabrc must nse weber he esate cetera re tobe ape alec T's form of oll scorig or on 2 exteron’y-rterion bas nthe form of analyte scoring ‘Porhom, 2011) rcte how teachers erate the essence of what Rubrics are wed aso to comma bring sees ats ot oly prove scoring consist, they als prove ail by i usetn canting Inthe development habe he standard ef asueement he tener wile erduting In te development nd scone of bec, Miko 2011) suggested some questions which the teachers ress targets do need asses? + wnat inpora itr a ering art oe ag Ar re the let of deepest terug pe Sr asco rab? . Soa we go ceo my aig ee Boned ed nnn ove ora tiny yn nd tes eo yee yao What none raring ad espn perarmnce taste? 3.2 Types of Rabies ws reece ot an ris cane wn messing lee ag Ca tt anna pes asa alsa ent the mae noe mc abr ues th tec i ah el J Ai at na per rant et pg moo sor aumento sess easily the specific cor = nd dete citer prior to assessen. Teachers a 5 rane Celso product with separate eomponen. Each terion fr this Kindy Harare Peefarte cre tos, proiding beter diagnostic information ad feed forthe stadent ae form formative assessment ‘Analytic Rubric for Oral Presentation: An Interpretative Reading oli Rabe for Ora Report Tacllon: The suet Gey dese oe ueston suid ard provides so ‘reasons for Ms imgrtane. pete formation pesto upp te coca {hat are drawn and described. The diver i engaging nd sentence sucre constr correc Ey ons ead sted oho peer ‘hare fsb dence of prepsatin etna ethos re top The ova id ued to mae te pesenton mre acre. esos om te alee te ery answered win spect ad prope formato ‘ery Good The stuart Gia the gonna proves avn iporonce. Rr aden amex tran gent suport he enc ‘hsv are drown ae descbed. Tbe devery an erence cure ae gery evel Thore ence of preparation enon ad ethan fr he OO Se vil sts mendoned and. Guestons om the sence a answered ‘aad: The Hdet dees he auton Sued an concn ae sated, | eet Te tomaton sot tng a8 5. The ey deren SE Sere cts Thee same indcaton ef prepraton nd rsa Tromtbe nage me ree erie ‘nen Saas ae Speen Se Sateen ee ern wb Habe Gin 2 TEC Boor: The es al 9 Pega coco ae ate The deren eat Toe ok iu ena preparation of rennet fom he ‘Raton eve ny hemes bs £0 eS ‘wie toca! | voi, fct | vo, esl | vice, aca Serestontand | presen and | moressons | eoesors an SStyinnnee | foyinguge | sod boar | Body ngage Geatyconmoute | omen cone |ionenge | rey conn] Giresceaed [twtresoetce |sometmes [tothe saree Shaner [uncer |eounbuteto | emracee ‘Noss Pepacinas | Sudame | Sudentseons_ [The stent | ude dor omplacy | prety pepe | bsomewnat [not seem at Porweding [Eup [ene i | Sieve tehcanee. [enue more | reheana! rceay [reece | spans [Spc | On mas iooasm) ee | GoDssK) me | most asm) | indertood fie ond | me tr | tthe tie andor rowords. | ovewerd. | no mavethan | more tan ore word wo volume Vier rood | vores ud Volumes vd | volume oan tow tote |eroupr tobe. | onecghtobe. | tosok be feadtyot" [heardtyat’ | headyat™ | hea bya Meret | aude | usenet | sence memes atieast| members at | members at | member Score ine | iam 90% of | lam om of thetine. | the tine Ti ra preston oe Sma dos ebditcis cohaiesdomeaene ta “Fon Rip Powe HO _Aevessment of Lesrning 2 133 Rubric Development Stevens and Lvs nroducion to fubrics (2005) enumerated the tps in develo bic sea rubric ae compose oak desciptn see, dimensions and descr dimensions ‘Te ‘Task Description Dereon Dinencon 3 ‘asc Rabie Gd Fm! ‘Task Deseription Task description ives the performance af the students: Tass can be taht fw assignments presentations, and othe dasroom ates. Usual task deseipons ring st in Stag perormance asks ‘Community Development Tsk Description: ach tent wil make a 10-minute presentation on his/ ber observation, experiences, analysis and interpretation of developing

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