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Process and product performane-based assessment

Diano E. Pesidas MAT-Math
Samar State University

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Process and product performane-based assessment

  1. 1. PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT Prepared by: Diano E. Pesidas
  2. 2. PERFORMANCE-BASED ASSESSMENT Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises , or problems that require students to show what they can do. Some performance tasks are designed to have students demonstrate their understanding by applying their knowledge to a particular situation.
  3. 3. PROCESS-ORIENTED PERFORMANCEBASED ASSESSMENT - is concerned with the actual task performance rather than the output or product of an activity. - Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task.
  4. 4. LEARNING COMPETENCIES The learning objectives in processoriented performance based assessment are stated in direct observable behaviors of the students. Competencies are defined as groups or cluster of skills and abilities needed for a particular task.
  5. 5. An example of learning competencies for process-oriented is given below: 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 ambience of the poem through appropriate rising and falling intonation; 5. Pronounce the words clearly and with proper diction. Note: The specific objectives identified constitute the learning competencies.
  6. 6. 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 expressions and hand gestures;  Construct an equilateral triangle given three noncollinear points  Draw and color a leaf with green crayon
  7. 7. TASK DESIGNING learning tasks need to be carefully planned. In particular, the teacher must ensure that the particular learning process to be observed contributes to the overall understanding of the subject or course. Some generally accepted standards for designing a task include: o identifying an activity that would highlight the competencies to be evaluated. e.g. Reciting a poem, writing an essay, manipulating the microscope. o 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 student’s competency on the task. o Find a task that would be interesting and enjoyable for the students.
  8. 8. SCORING RUBRICS RUBRIC is a scoring scale used to assess student performance a long a task-specific set of criteria.  a RUBRIC, which contains the essential criteria for the task and appropriate levels of performance is typically created to measure student’s performance.
  9. 9. For example, the following rubric(scoring scale) covers the actual performance of the task in an English class. CRITERIA 1 2 3 Number of Appropriate Hand Gestures 1-4 5-9 10-12 x1 Lots of inappropriate facial expression Few of inappropriate facial expression No apparent inappropriate facial expression x2 Monotone voice used Can vary voice inflection with difficulty Can easily vary voice inflection Recitation contains very little feelings Recitation has some feelings Recitation fully captures ambiance through feelings in the voice Appropriate Facial Expressions x1 Voice Inflection Incorporate Proper Ambiance Through Feelings in the Voice x3
  10. 10. DESCRIPTORS it spells out what is expected of students at each level of performance for each criterion. it tells students more precisely what performance looks like at each level and how their work maybe distinguished from the work of others fro each criterion. descriptors help the teacher more precisely and consistently distinguish between student work
  11. 11. Examples of descriptors are given below: CRITERIA 1 2 3 Number of Appropriate Hand Gestures 1-4 5-9 10-12 x1 Lots of inappropriate facial expression Few of inappropriate facial expression No apparent inappropriate facial expression x2 Monotone voice used Can vary voice inflection with difficulty Can easily vary voice inflection Recitation contains very little feelings Recitation has some feelings Recitation fully captures ambiance through feelings in the voice Appropriate Facial Expressions x1 Voice Inflection Incorporate Proper Ambiance Through Feelings in the Voice x3
  12. 12. WHY INCLUDE LEVELS OF PERFORMANCE? Clearer expectations -students know what is expected of them and teachers know what to look for in student performance. More consistent and objective assessment -Levels of performance permit teacher to more consistently and objectively distinguish between good and bad performance, or between superior, mediocre and poor performance, when evaluating student work Better feedback - identifying levels of performance allows teacher to provide more detailed feedback to students.
  13. 13. ACTIVITY 1 Given a task/activity below, construct your own scoring rubric. - Dance practicum in MAPEH subject
  14. 14. PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT
  15. 15. PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT - product oriented assessment is a kind of assessment where in the assessor views and scores the final product made and not on the actual performance of making that product. - It is concern on the product alone and not on the process. It is more concern to the outcome or the performance of the learner. It also focuses on achievement of the learner. - Product assessment focuses on evaluating the result or outcome of a process.
  16. 16. LEARNING COMPETENCIES the learning competencies associated with products or outputs are linked with an assessment with three levels of performance manifested by the product,namely:    novice or beginner’s level Skilled level Expert level
  17. 17. There are other ways to state product-oriented learning competencies. For instance, we can define learning competencies for products or outputs in the following way: Level 1 : Does the finished product or project illustrates the minimum expected parts or functions? ( Beginner) Level 2 : Does the finished product or project contains additional parts and functions on top of the minimum requirements which tend to enhance the final product? (skilled level) Level 3: Does the finished product contains the basic minimum parts and functions, have the additional features on top of the minimum, and is aesthetically pleasing? (Expert level)
  18. 18. Example of a holistic rubric
  19. 19. ACITVITY 2 In an activity below, develop your own scoring rubrics -Scrapbook on “EDSA I Revolution”
  20. 20. THANK YOU AND GOD BLESS!!!

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