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Assessment of Learning 2

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Abby Jamoner Gabutin
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51 views21 pages

Assessment of Learning 2

Uploaded by

Abby Jamoner Gabutin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSMENT OF LEARNING 2

Performance-based education is a
teaching approach that emphasizes
students' ability to use their knowledge
and skills in meaningful ways.
It is based on the premise that learning
needs to be connected to the lives of the
students.
Performance-based tasks require
performance-based assessments.
Student performances can be
Products can include a wide
defined as targeted tasks that
range of student works that
lead to a product or overall
target specific skills.
learning outcome.

Some examples include


communication skills such as Target tasks can also include
those demonstrated in reading, behavior expectations
writing, speaking, and listening, targeting complex tasks that
or psychomotor skills requiring students are expected to
physical abilities to perform a
achieve.
given task.
Product-oriented learning competencies
target at least three (3) levels
Such levels correspond to
EXPERT Bloom's taxonomy in the
cognitive domain in that they
represent progressively higher
SKILLED levels of complexity in the
thinking processes.
NOVICE
we can define learning competencies for products or outputs in
the following way:

Does the finished product or Does the finished product or Does the finished product
project illustrate the project contain additional parts contain the basic minimum
minimum expected parts or and functions on top of the parts and functions, have
functions? minimum requirements which additional features on top of
tend to enhance the final the minimum, and is
output? aesthetically pleasing?
Learning Competencies:
The final product submitted by the students
must:
Possess the correct dimensions (5" x 5" x
5") - (minimum specifications)
Be sturdy, made of durable cardboard
and properly fastened together - (skilled
specifications)
Be pleasing to the observer, preferably
properly colored for aesthetic purposes
- (expert level)
Performance-based assessment for products and projects can
also be used for assessing outputs of short-term tasks.

Learning Competencies: The final typing outputs of


the students must:
1. possess no more than five (5) errors in spelling -
(minimum specifications)
2. possess no more than 5 errors in spelling while
observing proper format based on the document to
be typewritten - (skilled level)
3. possess no more than 5 errors in spelling, has the
proper format, and is readable and presentable -
(expert level).
Notice that in all of the examples, product-oriented performance based
learning competencies are evidence-based. The teacher needs concrete
evidence that the student has achieved a certain level of competence
based on submitted products and projects.
TASK
DESIGNING
How should a teacher design a task for
product-oriented performance based
assessment?

Context depends on what the teacher


desires to observe as outputs of the
students.
CONCEPTS IN TASK DESIGNING

01 02 03 04

COMPLEXITY APPEAL CREATIVITY GOAL BASED


It should be within the Project should be Needs to encourage Teacher must bear in
range of the abilities appealing to the students to exercise mind that the project
of the students. Task students to encourage creativity and is produced to attain
should not be too task completion. It divergent thinking. a learning objective.
simple or too should also lead to Should lead the Not just for the sake
complicated. self-discovery of student to explore of producing
information various possible ways something but to
to present final reinforce learning
output.
EXERCISE
Design a project or task for the following
learning objective:

Develop a profitable business


General versus Task Specific
In the development of the scoring rubrics, it is well to bear in
mind that it can be used to assess or evaluate specific tasks or
general or broad category of tasks.
Process of developing scoring
rubrics
1. Identify the qualities and attributes.
2. Choose between holistic or analytical rubric.
3. Define the lowest level of performance.
4. Establish middle level performance
5. Make further distinctions if necessary.
6. Use decriptive language.
7. Test for reliability.
Resources
There are various resources available for teachers who want to use scoring rubrics in their
classrooms. Here are some examples:

1. State of Colorado Writing Assessment Rubrics


2. Chicago Public Schools Rubric Collection
3. Danielson’s Mathematics Rubrics
4. Kathy Schrocks’s Guide for Educators
5. “The Art and Science of Classroom Asessment: The Missing Part of Pedogogy”
6. Moskal’s Assessment Resources
7. ERIC Clearinghouse on Assessment and Evaluation (ERIC/AE)

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