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Performance Based Assessment - Feed-Backing in Assessing Speaking

The document discusses performance-based assessment and providing feedback in assessing speaking skills. It defines performance-based assessment as evaluating students based on how they carry out tasks rather than traditional tests, allowing them to demonstrate real-world application of knowledge. Benefits include increased engagement and ownership. Performance tasks can be used in any subject and may include presentations, projects, portfolios, debates and more. When assessing speaking, using peer and self-assessment along with formats like interviews, presentations and role-plays allows students to give feedback and reflect on strengths. The conclusion emphasizes that feedback is crucial for progress, helping students pinpoint areas to improve their communication skills.

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257 views5 pages

Performance Based Assessment - Feed-Backing in Assessing Speaking

The document discusses performance-based assessment and providing feedback in assessing speaking skills. It defines performance-based assessment as evaluating students based on how they carry out tasks rather than traditional tests, allowing them to demonstrate real-world application of knowledge. Benefits include increased engagement and ownership. Performance tasks can be used in any subject and may include presentations, projects, portfolios, debates and more. When assessing speaking, using peer and self-assessment along with formats like interviews, presentations and role-plays allows students to give feedback and reflect on strengths. The conclusion emphasizes that feedback is crucial for progress, helping students pinpoint areas to improve their communication skills.

Uploaded by

austriachrystalfaye
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ASBURY COLLEGE, INC.

Luna St. Anda, Pangasinan


College of Teacher Education
2nd Sem. AY 2023-2024

Discussion Paper
in EL 107
Teaching and
Assessment of
Macro Skills
Topic: PERFORMANCE-BASED ASSESSMENT
I. Introduction
In this introduction, we will take a look at the fundamentals of
performance-based assessment, its benefits for improving student learning, and
how it fits into modern educational goals. As we proceed through this topic, we
will learn about the practical applications and considerations for successfully
applying performance-based assessment techniques in the teaching and learning
process.
II. Discussion

Performance-based assessment are methods of teaching and


appraising children based on how they carry out specific tasks or activities, as
opposed to more traditional test formats.
This approach allows children to demonstrate their knowledge and
how they would apply it to real-world scenarios.

A key feature of a performance-based assessment is that it requires


children to produce an end result - this could be a report, a performance or an
experiment. This is then scored against a set of criteria.

The overall idea of performance-based learning is that it closely mirrors


real-life scenarios and how a professional in that area would tackle the
problem. This could mean encouraging children to design and carry out an
experiment, or choreograph and perform a dance routine - just like a real
scientist or dancer.

A) What are the benefits of performance-based assessment?


Here are a couple of our favourite reasons to use performance-based
assessments and learning:
a) They're more engaging.
b) They encourage children to take ownership of their work.
c) It stops things from being just a memory test.
d) It uses real-world examples.
e) It develops problem-solving skills.

B) In what lessons would you use performance-based assessment?


The most obvious examples of performance-based learning and
assessment come in lessons that are naturally more practical in nature, and so
require less traditional, theoretical assessment. These include physical education
(PE), music and drama.

However, performance-based assessments can be applied to almost any


lesson and any objective.

For example, children could be asked to


design and carry out an experiment in
science, write and perform a poem in
In general, these assessments can take many forms. Here are some common
English, or create a series of themed
paintings in art.
examples of performance-based tests that you can use with your own children:
1) Presentations;
2) Group or solo projects;
3) Portfolios;
4) Debates;
5) Performances;
6) Exhibits or fairs.

C) Features of performance-based assessments:


You might be left thinking that this all sounds a bit confusing - what's
wrong with traditional assessments, anyway? But don't worry - performance-
based assessments don't have to be complicated, for teachers or for children.
Simply remember that these assessments should be:
A. Time-bound;
B. Open-ended;
C. Authentic;
D. Process/product-orientated;
E. Complex.

Often, there is no right or wrong answer with performance-based


assessments. There are lots of different ways in which children could succeed.
This is just another reason that they're so great.

D) How to help children understand performance-based assessments:


If you're planning on using performance-based learning and assessment
with your class, then you're all in for a great time. Children will be engaged and
excited about their projects, and will have an opportunity to show off a
multitude of skills.
Here are a couple of our top tips for helping your class adjust to
performance-based assessments:
a) Begin with the end in mind
b) Be open and honest about how the class will be graded
c) Give children a copy of the rubric

III. Conclusion
To summarize, performance-based assessment is an effective method for
evaluating individual's skills, knowledge, and abilities in a practical and real-
world setting. Performance-based exams, as opposed to traditional kinds of
assessment that rely on memorization and recall, provide a more authentic
indication of an individual's abilities.

Performance-based examinations enable individuals to demonstrate their


practical skills and knowledge through assignments, projects, or simulations.
This method evaluates not just people' knowledge but also their ability to apply
that knowledge in a variety of dynamic circumstances. This style of assessment
develops a greater understanding of the subject and stimulates critical thinking,
problem solving, and creativity.
Topic: Feed backing in Assessing Speaking
I. Introduction
Nature of Speaking
 Multidimensional - wide range of aspects, several elements.
 Productive skill - observable evidence to be measured
 Contextual - context or settings, information
 Social skills - involves interaction

I. Discussion: Feed backing in Assessing Speaking


Speaking - one of the most challenging skills to assess, especially in a big
class when it's not easy to listen to everyone.

Why assess speaking?


1) Speaking is an essential part of language learning, and students often enjoy
it.
2) Good assessments can encourage students to speak more. If we do speaking
activities in class, it's important that we assess this part of their learning.

Practical ways to assess speaking if we keep a few things in mind, these are;
1. Who will be involved?
 Student
 Teacher
 Asking or listening?
2. Skills and Functions
 Determine task
E.g Describe a picture
3. Context
 Real - life situation
 Live or recorded (Face to face or online)

Feed backing in Assessing Speaking:


a) Format - one to one interview. In this type of task, the teacher typically asks
questions an student answers.
b) Monologue or Presentation - where student gives a short speech. It tests
quite a specific speaking skills and it isn't very interactive.
c) Pair or group format - usually a discussion or problem - solving activity,
where students come to a common conclusion. Group tasks have the great
advantage that several students are assessed at one time, and this task may
be a good reflection of the interaction that happens in a lesson.

Most advisable feed backing In assessing Speaking: Peer assessment and


self-assessment in speaking
Speaking is a good opportunity for peer and self-assessment. In the way,
we can get students to listen to each other and reflect on what makes a good
speaking performance.
Assessing speaking involves:
1. Identifying purpose of test
2. Planning the test
3. Designing scoring procedures and setting standards (criteria/rubrics)
4. Selecting materials for speaking test

Activities for feed backing in assessing speaking;


1. Interview
2. Paraphrasing
3. Role play
4. Oral presentation
5. Debate

II. Conclusion
Feedback assessment of speaking is crucial for progress. Positive criticism
promotes reflection, helps pinpoint areas of strength and improvement, and
helps strengthen communication skills. Specific, timely, and practical feedback
that emphasizes both linguistic accuracy and communicative efficacy is what
makes it effective. Through the integration of feedback into speaking
examinations, students can improve their oral communication proficiency and
confidence.

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