PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENTBY:Ellaine LimosineroPERFORMANCE BASED ASSESSMENTAssesses the demonstration of their learningAn alternative assessment that is designed to encompass a better overall representation of student progress.

Assessment is MOST effective when it reflects an understanding of learning as MULTIDIMENTIONAL, INTEGRATED, and revealed through PERFOMANCE overtime.Learning is a complex process. It entails not only what students know but what they can do with what they know.PROCESS-PERFORMANCE BASED ASSESSMENTConcerned 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 ( Learning Competencies)PROCESS-PERFORMANCE BASED ASSESSMENTThese learning competencies should start from general statement, and then breaks down to easily observable behaviors.example:TASK: Recite a poem by Edgar Allan PoeOBJECTIVES: This activity aims to enable the students to recite a poem entitled The Raven by Edgar Allan Poe.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.SIMPLE COMPETENCIESSpeak with a well-modulated voice

Draw a straight line from one point to another

Color a leaf with a green crayon.COMPLEX COMPETENCIESRecite a poem with a feeling using appropriate voice quality, facial expression and hand gesturesConstruct an equilateral triangle given three non collinear points

Draw and color a leaf with green crayonPROCESS-PERFORMANCE BASED ASSESSMENTTASK DESIGNING (WHY AND HOW)HOW TO DESIGN TASKS?1. Identify the activity that would highlight the competencies to be evaluated (reciting a poem, writing an essay, manipulating a microscope)2. Identify an activity that entails more or less the same set of competencies.

3. Finding interesting and enjoyable tasks.

Example:

The topic is on Understanding biological diversityPossible Task Design: Bring the students to a pond or creek and ask them to find all living organisms as they can find. Bring them to a school playground too.How to assess: Observe how the students will develop a system on finding organisms, classifying and concluding the differences between them the bio diversity of the two sites.

TASK DESIGNING (WHY AND HOW)PROPER ASSESSMENT TOOL (Scoring Rubrics)RubricA scoring scale used to assess student performance along a task-specific set of criteria.RECITATION RUBRICCRITERIAWeightLevel of PerformanceNumber of appropriate hand gesturesx11-45-910-12Appropriate facial expression

x1Lots of inappropriate facial expressionFew inappropriate facial expressionNo apparent inappropriate facial expressionVoice inflectionx2Monotone voice usedCan vary voice inflection with difficultyCan easily vary voice inflectionIncorporate proper ambiance through feelings in the voicex3Recitation contains very little feelingsRecitation has come feelingsRecitation fully captures ambiance through feelings in the voiceParts of a SCORING RUBRICCRITERIAA characteristics of a good performance taske.g. Number of appropriate hand gestures in full criteria would be Includes a sufficient number of hand gestures LEVEL OF PERFORMANCEthe degree the students have met the criterionDescriptors spell out what is expected of students at each level of performance for each criterion (lots of inappropriate, monotone voice)Tells the student what a performance looks like at each level.Helps distinguish students work.WEIGHTMechanism for assigning scores to each project.WHY INCLUDE LEVELS OF PERFORMANCE?CLEARER EXPECTATIONStudents know what is expected on them and teachers know what to look for in students performance

MORE CONSISTENT AND OBJECTIVE ASSESSMENTTeachers objectively distinguish between good and a bad performance.

BETTER FEEDBACKAllows teachers to provide better feedback to students.TYPES OF RURICANALYTIC RUBRICArticulates levels of performance for each criterion so the teacher can assess student performance on each criterion

HOLISTIC RUBRICDoes not list separate levels o performance for each criterion. Instead, a holistic rubric assigns level of performance by assessing performance across multiple criteria as a whole. A more global picture of the students performance in the entire task.

ANALYTIC RUBRIC

HOLISTIC RUBRIC

WHEN TO USE A RUBRIC?ANALYTIC RUBRICIs more common and assesses tasks that involve a larger number of criteria.It better handles weight on criteriaHOLISTIC RUBRICIs used when a quick or gross judgment needs to be made.

Is used for judging minor assessment.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.

It can have as few as two levels of performance or as many as you decide is appropriate.Make eye contact with audienceNeverSometimesalwaysMake eye contact with audienceNeverRarelySometimesUsuallyalwaysMake eye contact with audienceNeverRarelySometimesUsuallyRECOMMENDATIONSFewer levels of performance should be included because:

Its easier and quicker to administerEasier to explain to studentsEasier to expandTHE ENDTHANK YOU!