The document discusses performance-based assessment (PBA). It defines PBA as assessments that:
1) Measure students' ability to apply skills and knowledge through authentic activities.
2) Focus on achievement through direct measures of learning rather than indirect measures.
3) Provide direct outputs and evidence of students' learning.
It then lists some example PBA activities and the competencies and assessment procedures that could be used to evaluate student performance in those activities. Finally, it provides an example of developing PBA tasks for a mathematics lesson on quadrilaterals for 9th grade students.
The document discusses performance-based assessment (PBA). It defines PBA as assessments that:
1) Measure students' ability to apply skills and knowledge through authentic activities.
2) Focus on achievement through direct measures of learning rather than indirect measures.
3) Provide direct outputs and evidence of students' learning.
It then lists some example PBA activities and the competencies and assessment procedures that could be used to evaluate student performance in those activities. Finally, it provides an example of developing PBA tasks for a mathematics lesson on quadrilaterals for 9th grade students.
The document discusses performance-based assessment (PBA). It defines PBA as assessments that:
1) Measure students' ability to apply skills and knowledge through authentic activities.
2) Focus on achievement through direct measures of learning rather than indirect measures.
3) Provide direct outputs and evidence of students' learning.
It then lists some example PBA activities and the competencies and assessment procedures that could be used to evaluate student performance in those activities. Finally, it provides an example of developing PBA tasks for a mathematics lesson on quadrilaterals for 9th grade students.
The document discusses performance-based assessment (PBA). It defines PBA as assessments that:
1) Measure students' ability to apply skills and knowledge through authentic activities.
2) Focus on achievement through direct measures of learning rather than indirect measures.
3) Provide direct outputs and evidence of students' learning.
It then lists some example PBA activities and the competencies and assessment procedures that could be used to evaluate student performance in those activities. Finally, it provides an example of developing PBA tasks for a mathematics lesson on quadrilaterals for 9th grade students.
Instructor Score: EMPERADO, ALJUN BERNADEZ JUNE 20, 2021
a. Create a webbing as a graphic organizer and write your understanding about the nature of the performance-based assessment.
Use direct measure of learning
Measures students’ ability Activities are to apply the skills authentic and knowledge learned
Provides direct PERFORMANCE- outputs and Focuses of BASED evidences on achievement ASSESSMENT students’ learning
Uses authentic More students
type of are engaged assessment and are active
Assess skill, reasoning and knowledge B. List down five activities which are considered as performance-based outputs. From the list you have made, what do you think are the competencies to be accomplished? What assessment procedures were done by the instructor? Write the tools you will use and steps you will take in the assessment procedure/s. Please be specific with your answers.
ACTIVITIES COMPETENCIES ASSESSMENT PROCEDURES
1. Dramatize a Ways on protecting and Students will be given enough time to scenario on how preserving natural habitat prepare for a drama. After each to protect and are clearly shown. presentation, one member of the preserve our sea. group will give a short summary of Show confidence in their performances. performing the activity 2. Perform the Perform the dance with During the presentation, Philippine folk poise, facial expression, students will be observed by the dance Binasuan. and choreography. teacher. Students will be graded individually and in groups. A scoring Determine appropriate rubric will be used by the teacher in props and costumes. order to draw accurate conclusions on the students' performance in both individual and in groups. 3. Make a report Draw clear and concise The topic will be given to the about history of explanation of the subject students, also ample time will be calculus. matter. given to them in order for them to study the subject matter. During the Show the contribution of presentation, students will be calculus from the past to assessed based on how well they the present. explain the process. Students will be assessed based on their presentation that includes the clarity, the visual materials used and etc. 4. Interview the Exhibit confidence in asking Students who came from the Barangay officials questions. same municipality will be grouped, in your locality after the groups were determined on how did they Determine appropriate and each groups will be asked to do the battle with inappropriate questions or interview. The interview must be covid-19. topics to address. recorded. Minimum of 5 minutes is required, students were also asked to dress appropriately and will only raise questions that are relevant to the topic. Student's performance will be graded by the teacher based on a scoring rubric. 5. Role play Speak in a modulated and Students will be grouped to perform about the role of clear voice. the task and graded individually and mathematics in as group. After, each group will give human life. Relate scenarios into real short explanation about the role play world experiences. or presentation. As a teacher education student, think of a subject you plan to teach and make workable tasks which are applicable to your teaching situation in the different types of performance assessment. In the workable tasks, specify the work. Please refer to the examples below.
Subject: Mathematics Grade Level: Grade 9 Subject Matter: Different kinds of quadrilaterals Types of Performance Tasks Workable Task (Authentic) 1. Solving a problem Name the quadrilaterals that can be found in the surroundings. 2. Completing an inquiry Research about the the topic quadrilaterals. 3. Determining a position Explain the usage and importance of the given topic in real world. 4. Demonstration Task Present in the front of the class the names and definition of different quadrilaterals. 5. Developing Exhibits Draw different illustrations or images that shows the different illustrations of quadrilaterals and explain it briefly. 6. Presentation Tasks Choose one kind of quadrilateral and explain their own concept about the chosen quadrilateral. 7. Capstone Performances Create an object that the quadrilaterals are present, it maybe a miniature or any crafts.
