Assessing Skills, Deep Understanding and Reasoning

Performance-based Assessments

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Performance-based Assessment
-requires demonstration of essential and observable skills or competency in creating a product, constructing a response or making a presentation

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Alternative Assessment
is any method that differs from conventional paper-and-pencil tests, most particularly the objective tests. (e.g., observations, oral presentations, experiments, portfolios, etc.)
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Authentic assessment
- to what extent students can apply the skills and knowledge to solve real world problems, giving a sense of authenticity.
- many, but not all performancebased assessments are authentic
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Example:
1. What is the correct order of the following?

a. 1-3-4-2
c. 1-2-3-4
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b. 3-2-4-1
d. 4-3-2-1
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1. Arrange the following in sequence.

1 a. 1-2-3-4 c. 4-1-2-3
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b. 3-2-1-4 d. 4-3-1-2
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Examples of PerformanceBased Tasks according to their Authenticity

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Example 1 - Makabayan
Somewhat Authentic
Ipaliwanag ang mga dapat mong gawin para makatulong sa paglutas sa suliranin sa polusyon

Authentic

Gumawa ng isang plano para sa gawaing makakatulong sa paglutas sa sulrinanin sa polusyon

Very Authentic

Isagawa ang naisip na proyektong makakatulong sa paglutas sa sulrinanin sa polusyon at lihad sa klase ang naging resulta nito
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Example 2 Communication Arts

Somewhat Authentic
Read and summarize the story of The Turtle and the Monkey. Then write the lesson that you learned from it.

Authentic

Read any story you want. Summarize it and then write the lesson that you have learned from it

Very Authentic

Write your most memorable experience and indicate the lesson that you have learned from it
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Example 3 - Math
Somewhat Authentic
Solve the word problems on addition

Authentic

Given is an addition sentence, construct a word problem out of it and solve it.

Very Authentic

Construct a word problem on addition that you encountered in real life and show your solution to this problem
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Example 4 - Science
Somewhat Authentic
Explain the steps when manipulating the microscope in examining the body parts of a tiny animal

Authentic

Demonstrate how to use the microscope in examining the body parts of a tiny animal

Very Authentic

Get any specimen of a tiny animal and examine its body parts using the microscope
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Example 5 - Filipino
Somewhat Authentic
Salungguhitan ang mga pandiwang nasa panahong kontemplatibo

Authentic

Magsulat ng sampung pangungusap na nagpapakita ng kilos ng pandiwa ay nasa panahong kontemplatibo.

Very Authentic

Isulat sa isang papel ang mga bagay na nakatakdang gawin sa susunod na linggo.
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Characteristics of Performance-based Assessments

* Students perform, create, construct, produce or do something * Deep understanding and/ or reasoning skills are needed and assessed * Involves sustained work, often days and weeks * Calls on students to explain, justify and defend
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Characteristics of Performance-based Assessments * Performance is directly observable * Involves engaging ideas of importance and substance * Relies on trained assessors judgment for scoring * Multiple criteria and standards are specified and made public * There is no single correct answer
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Strengths of Performance-based Assessment

What is taught in the classroom is reflected in measures of student performance Teachers interact with students as they do the task- thus providing feedback that helps students Students are better prepared for thinking (reasoning processes) and performance once out of school It influences instruction to be more meaningful and practical
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Strengths of Performance-based Assessment

Students value the task more because they view it as rich rather superficial, engaging rather than uninteresting, and active rather than passive They force teachers to identify multiple criteria for judging success Students learn how to evaluate their own performance through self-assessment They learn how to ask questions and how to work effectively with others
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Limitations of Performance-based Assessment

On Reliability --- it is subject to considerable measurement error, which lowers reliability ( i.e. Essay items major source of measurement error is scoring) --- inconsistent student performance also contributes to error ( i.e. on the day of the performance, the student is ill/sick)
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Limitations of Performance-based Assessment

On the amount of sample achievement
--- relatively few samples of students achievement and ability can be assessed ---performance on one task may not provide a good estimate of student proficiency it is subject to considerable measurement error, which lowers reliability ( i.e. Essay items major source of measurement error is scoring) --- inconsistent student performance also contributes to error ( i.e. on the day of the performance, the student is ill/sick)
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Limitations of Performance-based Assessment

On the element of time
-Preparing and scoring performance-based assessment requires so much compared to objective tests.

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Forms of performance-based task

1.Problem solving tasks

2.Oral or psychomotor tasks (without products) 3.Written or psychomotor tasks (with product)
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Types of performance based tasks

1. Restricted type narrow/specific targets that require short responses

2. Extended type requires variety of sources of answers and allows integration of areas and skills
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How to assess a performance-based task

1.Identify the competency 2.Describe the task 3.Develop a scoring RUBRIC

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RUBRICS- scoring guidelines used to assess the different qualities of a product or level of performance

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Two types of scoring rubrics

1. Holistic rubrics- describes the over-all quality of a performance of product 2. Analytic rubrics- describes the quality of a performance or product in relation to a set of more specific criterion
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Rubrics
Holistic

Advantages
-faster - one score

Disadvantages
cant pinpoint areas of strengths/weakness -Same weights
-

Analytic

many phases -time-consuming -Determine -Same score for weakness/strengt different qualities hs -Differential weighing
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Example of a Holistic Rubric

Criteria
Creative ideas Logical organization Relevance of detail Variety in words Vivid images Example of Holistic scale: Level 4 (20 pts): Excellent - Satisfied all the criteria Level 3 ( 15 pts): Good - Satisfied at least four of the criteria Level 2 ( 10pts): Fair - Satisfied at least 3 of the criteria Level 1 (5 pts): Poor - Satisfied at least 2 of the criteria
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Example of Analytic Rubric

Criterion 4 Creative ideas Logical organization Relevance of detail Variety in words Vivid images
4 excellent 3 - good 2- fair 1- poor
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Elements of rubrics
1. Competency to be tested 2. Performance task 3. Evaluative criteria and their indicators 4. Qualitative and quantitative description of each level 5. Indication of what type of rubrics is used

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Rubrics development
Define the objectives/targets

Identify the task

Draft the scoring rubric

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Cont..
Validate the instrument

Revise (if necessary)

Tryout the draft

Revise (based on the try out

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Cont..
2nd try out

Revise (if necessary)

Standardize ?

yes
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no
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If no, personal use only

If yes, 1. Establish reliability (r = .85 or higher) 2. Establish criterion-related validity ( r = .70 or higher) 3. Use the rubrics and share with others 4. Interpret the results
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Rating scale Multiple sources Informatio n came from 4 or more sources Adequate notes Many details were apparent in notes in all categories Organization and content The report was well organized and contained sufficient and accurate information

Criteria Format Accurate capitalization, usage, punctuations, and spelling were used throughout the written report Presentation Delivery All of the presentation was easy to hear from the back of the classroom

Informatio n came from 3 sources

Many details were evident in most, but not all of the categories

The report was well organized, but some important information was missing in one or two categories

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The presentation was wellorganized and contained thorough and accurate information. Student did not read his report Several errors The were evident, presentation but the error did was wellnot interfere organized, but with a readers some of the comprehension important information was missing. Student did not read his report

Most of the presentation was easy to hear from the back of the classroom

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Informa tion came from 2 sources

The report was sometimes difficult to understand. Important information was missing in 3 or more categories Informa Few or no The report tion notes was difficult came were to from taken understand. one Important source, information or no was missing in source all categories

Notes were evident in all categorie s, but details were lacking

Errors were evident, and several of the errors made it difficult to understand parts of the report Many errors were evident throughout the written report that made it difficult to understand

The presentation was easy to understand, but details were missing or the student read his report The presentation was difficult to understand and incomplete. Important information was missing

Some of the presentation was easy to hear form the back of the classroom

Little of the presentation was easy to hear from the back of the classroom

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