CHAPTER II: Process-Oriented Performance-Based Assessment PDF

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MEDINA COLLEGE IPIL, INC.DON ANDRES, IPIL, ZAMBOANGA SIBUGAY PROVINCEEmail:medinaregistrar@gmailCHAPTER II: Process-Oriented Performance-Based AssessmentThis chapter is concerned with process-oriented performance based assessment. Assessment is not an end in itself but a vehicle for educational impr...

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MEDINA COLLEGE IPIL, INC. DON ANDRES, IPIL, ZAMBOANGA SIBUGAY PROVINCE Email:[email protected] CHAPTER II: Process-Oriented Performance-Based Assessment This chapter is concerned with process-oriented performance based assessment. Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and reveal in performance over time. Learning is a complex process. It entails not only what students know but what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them overtime so as to reveal change, growth, and-increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning. 2.1 Process-Oriented Learning Competencies Information about outcomes is of high importance; where students “end up” matters greatly. But to improve outcomes. We need to know about student experience along the way – about the curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning. Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity. 2.1.1 Learning Competencies The learning objectives in process-oriented performance based assessment are stated indirectly observable behaviors of the students. Competencies are defined as groups or clusters of skills and abilities for needed for a particular task. The objectives generally focus on those behaviors which exemplify a “best practice “for the particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert. An example of learning competencies for a process-oriented performance based assessment is: Task: Recite a Poem by Edgar Allan Poe, “The Raven” Objectives: The activity aims to enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe. Specifically: 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.

Notice that the objective started with a general statement of what is expected of the student from the task (recite a poem by Edgar Allan Poe) and then breaks down the general objective into easily identified constitute the learning competencies for this particular task. As in the statement of objectives using Bloom’s taxonomy, the specific objectives also range from simple observable processes to more complex observable processes e.g. creating an ambiance of the poem through appropriate rising and falling intonation. A competency is said to be more complex when it consist of two or more skills. The following competencies are simple competencies Speak with a well-modulated voice Draw a straight line from one point to another point Color a leaf with a green crayon

The following competencies are more complex competencies

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Recite a poem with feeling using appropriate voice quality, facial expression and hand gestures Construct an equilateral triangle given three non-collinear points Draw and colour a leaf with green crayon.

2.2 Task Designing Learning tasks need to be carefully planned. Some generally accepted standards for designing at ask include: 1. Identifying an activity that would highlight the competencies to be evaluated. 2. Identifying an activity that would entail more or less the same sets of competencies. If an activity would result in too many possible competencies then the teacher would have difficulty assessing the student’s competency on the task. 3. Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an essay are often boring and cumbersome for the students. 2.3 Scoring Rubrics Rubric is a scoring scale used to assess student performance along a task-specific set of criteria. Authentic assessments typically are criterion-referenced measures, that is, student’s aptitude on a task is determined by matching the student’s performance against a set of criteria to determine the degree to which the student’s performance meets the criteria for the task. To measure student performance against a pre-determined set of criteria, a rubric, or scoring scale which contains the essential criteria is typically created. WHY INCLUDE LEVELS OF PERFORMANCE? - Clearer expectations - More consistent and objective assessment - Better feedback - Analytic Versus Holistic Rubrics - Analytic rubric - Holistic rubric

Activity 1 Direction: Create a Process-Oriented Performance based Assessment base on the steps below

1. Learning Competencies ( you can choose from grade 7 to 12) 2. Identify the task or you can create one from the learning competencies. 3. Identify the general objective of the task 4. Create the specific objective of the assessment comprising the cognitive, affective, and psychomotor learning domain. 5. Create scoring rubrics for the student assessment.

Example: [1] An example of learning competencies for process-oriented is given below: TASK: OBJECTIVES:

Recite a Poem by Walt Whitman, “O Captain! My Captain!” The activity aims to enable the students to recite a poem entitled “O Captain! My Captain!” by Walt Whitman....