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Chapter 2:

Process-Oriented
Performance-
Based Assessment

Dr. Mira-ato

Professor, Assessment of Learning 2


Process-oriented Learning
Competencies

Student performances can be defined as targeted


tasks that lead to a product or overall learning
outcome.
Information about outcome is of high importance;
where students ends up matters greatly.
2.1 Process-Oriented
Learning Competencies
To improve outcomes, we need to know about
students experiences along the way about the
curricula, teaching, and kind of students effort
that lead to particular outcomes about the
curricula, teaching, and kind of student effort that
lead to particular outcomes.
2.1 Process-Oriented
Learning Competencies
Process-oriented performance-based
assessment is concerned with the actual task
performance rather than the output or product
of the activity.
The learning objectives in process-oriented
performance based assessment are stated in
directly observable behaviors of the students.
2.1.1 Learning Competencies

The objectives generally focus on those


behaviors which exemplify a best
practice for the particular task. Such
behaviors range from a beginner or
novice level up to the level of an expert.
3 Levels of Process-oriented learning
competencies

Product oriented learning competencies target,


at least, three (3) levels:
1) Novice or beginners level
2) Skilled level
3) Expert level
Competencies
Defined as group or clusters of skills/ abilities for
needed for a particular task.
Objectives generally focus on those behaviors
which exemplify a best practice for the
particular task. Such behaviors range from a
beginner or novice level up to the expert level.
Task: Recite a Poem by Edgar Allan Poe, The Raven.
Objectives: The activity aims to enable the students to recite a
poem entitled The Raven by Edgar Allan Poe.
Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the
poem;
4. Create the ambiance of the poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly and with proper diction.
The following competencies are simple competencies:
- Speak with a well-modulated voice;
- Draw a straight line from one point to another point;
- Color a leaf with a green crayon.
The following competencies are more complex competencies:
- Recite a poem with feeling using appropriate voice quality, facial
expression and hand gestures;
- Construct an equilateral triangle given three non-collinear points;
- Draw and color a leaf with green crayon.
2.2 Task Designing
Learning tasks need to be carefully planned. Some generally accepted
standards for designing a task include:
- 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. If an activity would result in too many possible competencies
then the teacher would have difficulty assessing the students competency on
the task.
- Finding a task that would be interesting and enjoyable for the students.
Tasks such as writing an essay are often boring and cumbersome for the
students.
2.3 Scoring Rubrics
Rubric is a scoring scale used to assess
student performance along a task-specific
set of criteria.
One way that the teachers can evaluate or assess
student performance or proficiency in any given task
as it relates to a final product or learning outcome.
RUBRICS
Why use a rubric?
There are many advantages to using a grading rubric. A well written rubric is
particularly useful for grading writing assignments because it:
Defines learning objectives
Helps teachers maintain grading objectivity
Ensures consistency in grading
Saves time
Specifies grading criteria
Encourages student self-evaluation
Why Include Levels of Performance?

Clearer expectations
More consistent and objective
assessment
Better feedback
Rubric Considerations

1. Format of the rubric.


2. Criteria of the rubric.
Formats of rubrics

1. Matrix Rubric
Sometimes also referred to as a table rubric, is that it allows the
teacher to be very specific as to the criteria necessary to earn points
in each category.
A disadvantage of this rubric is that it can be more difficult to
generalize the statements so that they apply to all homework
assignments.
Formats of Rubrics
2. List Rubrics
Allows you to choose only broad categories and leaves it up to teacher
discretion whether the student work earned full or only partial credit in
each area.
3. Chart Rubrics
This style only allows students to earn 4, 3, 2, 1, or 0 points for the entire
assignment. This is sometimes considered the easiest for teachers to
make. However, there are some difficulties with this style as well.
Criteria for Rubrics

Using a Homework Rubric in Class


The two most common criteria to include on a
homework rubric are completeness of the
assignment and accuracy of the answers.
Basic Homework Rubric

The categories include the following:


Neatness
Completion
Timeliness
Accuracy
Work shown
Basic Homework Rubric
Specific Homework Rubric

The categories of this rubric include the following:


Completion
Timeliness
Accuracy
Steps
Specific Homework Rubric
Long-Term Homework Rubric

The categories include the following:


Completion
Timeliness
Neatness
Average of sample rubrics
Long-term Homework Rubric
Watch: Basic Homework Rubric
Examples
Analytic Versus Holistic Rubrics

For a particular task you assign students, do you


want to be able to assess how well the students
perform on each criterion, or do you want to get a
more global picture of the students performance on
the entire task? The answer to that question is
likely to determine the type of rubric you choose to
create or use analytic or holistic.
Analytic Rubric

Most rubrics, like the Recitation rubric, are analytical rubrics.


An analytical rubric articulates levels of performance for 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 an analytic 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.
It becomes more and more difficult to assign a level of performance
in a holistic rubric as the number of criteria increases. As student
performance increasingly varies across criteria it becomes more
difficult to assign an appropriate holistic category to the
performance.
In addition, an analytic rubric better handles weighting of criteria.
When to choose a holistic
criteria?

Holistic rubrics tend to be used when a


quick or gross judgment needs to be
made. If the assessment is a minor one,
such as a brief homework assignment, it
may be sufficient to apply a holistic
judgment to quickly review student work
How Many Levels of Performance Should
I Include in my Rubric?

There is no specific number of levels a rubric should or


should not possess. It will vary depending on the task
and your needs.
A rubric can have a s few as two levels of performance or
as many as you decide is appropriate. Also, it is not true
that there must be an even number or odd number of
levels.
Recommendation
We recommend that 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 are to
shrink.
Graded seatwork 3

Given the objective below, list at least 5 competencies:


Objective: to enable the students to write an essay about teen pregnancy.
Formulate your own Writing Essay Rubric

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