MAVILLE ALASTRE-DIZON Philippine Normal University

1. PERFORMANCE ASSESSMENT MAVILLE ALASTRE-DIZON Philippine Normal University

2. BALANCED ASSESSMENT Assignments Performance Quizzes Portfolio Tests Traditional Assessments Alternative Assessments

3. Performance Assessment is one in which the teacher observes and makes judgment about the student’s demonstration of a skill or competency in creating a product

4. Performance assessments have two parts: • a clearly defined task • and a list of explicit criteria for assessing student performance or product.

5. Performance – based Assessment is synonymous with Performance Assessment • Performance – based is shorthand forperformance –and-product based • emphasis on the students’ ability to use their knowledge and skills to produce their own work

6. Characteristics of Performance Assessments • Students perform, create, construct, produce, or do something • Reasoning skills are needed and assessed • Involves sustained work, often days and weeks • Calls upon students to explain, justify and defend

7. Characteristics of Performance Assessments • Performance is directly observable • Relies on trained assessors’ judgment for scoring • Multiple criteria and standards are prescribed and made public • There is no “single” correct answer • If authentic, grounded on real-world contexts and constraints

8. TYPES • Restricted type tasks • – targets narrowly defined skill and require relatively brief response. • The task is structured and specific. • Examples: • Construct a bar graph from the data provided • Read an article from the newspaper and answer questions • Sing a song

9. TYPES • Extended type tasks - more complex, elaborate and time consuming. Tasks often includes collaborative work with small groups of students and usually require the use of a variety of sources of information. • Examples: • Design and carry out a study to determine which grocery store has the lowest prices • Publish a newspaper • Compose and perform a song

10. How to Assess a Performance • Identify the competency that has to be demonstrated by the students with or without a product. • Describe the task to be performed by the students either individually or as a group, the resources needed, time allotment and other requirements to be able to assess the focused competency. • Develop a scoring rubric reflecting the criteria, levels of performance and the scores.

11. Performance Task Blueprint • Learning objectives • Concepts and principles • Skills, processes, and procedures • Description of the task • Student products and/or performances • Criteria for assessing each product and/or performance

12. 7 Criteria in Selecting a Good Performance Assessment Task • Generalizability – the likelihood that the students’ performance on the task will generalize to comparable tasks. • Authenticity – the task is similar to what the students might encounter in the real world as opposed to encountering only in the school. • Multiple Foci – the task measures multiple instructional outcomes.

13. Teachability– the task allows one to master the skill that one should be proficient in • Feasibility – the task is realistically implementable in relation to its cost, space, time, and equipment requirements • Scorability – the task can be reliably and accurately evaluated • Fairness – the task is fair to all the students irregardless of their social status or gender

14. What is a rubric? A rubric is a systematic scoring guideline to evaluate students’ performance (papers, speeches, problem solutions, portfolios) through the use of a detailed description of performance standards.

15. Types of Rubrics Holistic rubrics provide a single score based on an overall impression of a student’s performance on a task. Analytic rubrics provide specific feedback along several dimensions.

16. Important Elements of a Rubric • Whether the format is holistic or analytic, the following information should be made available in a rubric. • Competency to be tested– this should be a behavior that requires either a demonstration or creation of products of learning • Evaluative Criteria and their Indicators– these should be made clear using observable traits

17. Performance Levels - these levels could vary in number from 3 or more • Qualitative and Quantitative descriptions of each performance level– these descriptions should be observable to be measurable • Performance Task – the task should be authentic, feasible, and has multiple foci

18. Constructing a Rubric • Identify the key elements, traits, or dimensions to be evaluated • Think about what an exemplary response to the task would look like. (What are the key characteristics of such a response?)

19. Decide the number of scale points needed to discriminate among the full range of different degrees of quality (3 to 5 are usually sufficient) • Decide if the identified elements are of equal importance or will be weighted differently.