RODELIZA MAE C.

FEDERICO
BSED SOCIAL STUDIES

1.) Read and study the Five questions to Consider in Determining competencies.
Competency-based questions are interview questions that require candidates to provide real-life examples
as the basis of their answers. Candidates should explain why they made certain decisions, how they
implemented these decisions and why certain outcomes took place.

How to Prepare for Competency Questions

 Explore the Skills and Competencies That You Will Be Asked About

 Conduct Some Personal Brainstorming to Help Identify a Range of Examples Relevant to the

Role

 Prepare Your Answers Based Around Solid Examples From Your Work, Volunteering or

Academic Studies

 Learn to Narrate Using the Star Method

Example questions
 Describe a situation in which you led a team.
 Give an example of a time you handled conflict in the workplace.
 How do you maintain good working relationships with your colleagues?
 Tell me about a big decision you've made recently.
 What has been your biggest achievement to date?

2.) Four types of Learning Targets Used in Performance Assessment

Knowledge-level learning targets represent factual knowledge (knowing from memory), procedural
knowledge (knowing how to execute a series of steps), and conceptual understanding (being able to
explain a concept). Because knowledge as defined here includes procedural knowledge and conceptual
understanding, we do not consider all knowledge targets to be "low-level."
Reasoning-level learning targets define thought processes students are to learn to execute, such as
predict, infer, compare, hypothesize, critique, draw conclusions, justify, and evaluate.
Skill-level targets require a real-time demonstration or physical performance. The skills category can be
confusing, as we commonly talk about problem-solving skills (a reasoning target), reading skills (also
reasoning targets), thinking skills (reasoning targets, again), and so on. This category is not set up to
change how you use the word skills, but it is the term we use to identify a small set of content standards
that have a performance of some type at the heart of the learning. Some subjects have no skill targets as
part of their curriculum, and others have quite a few, such as world languages, physical education, and
fine and performing arts.
Product-level targets are just what they sound like: The content standard as written calls for the creation
of a product, and the evaluation of learning will be of the qualities of the product. We often have students
create products to demonstrate other types of learning targets, in which case what should be evaluated is
the intended learning, not the qualities of the product.

3.) Process and Product-Oriented Performance -Based assessments

Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises,
or problems that require students to show what they can do. Some performance tasks are designed to have
students demonstrate their understanding by applying their knowledge to a particular situation.
PROCESS-ORIENTED PERFORMANCEBASED ASSESSMENT - is concerned with the actual task
performance rather than the output or product of an activity. - Process oriented performance based
assessment evaluates the actual task performance. It does not emphasize on the output or product of the
activity. This assessment aims to know what processes a person undergoes when given a task.
A product-oriented assessment only evaluates the documented (i.e., usually the final) results, while a
process-oriented approach can also take the sequence of students' actions into account.

4.) Suggestions for Constructing Performance Task

Suggestions
1. Focus on learning outcomes that require performance-based assessments
2. Make sure that skills called forth apply to relevant content
3. Minimize dependence on irrelevant skills (that is, irrelevant difficulty)
4. Provide necessary scaffolding to understand task and expectations
5. Give task directions that make students’ task clear (providing them freedom is no excuse
for your vagueness!)
6. Clearly communicate performance expectations with scoring rubrics because it:
a. clarifies the task
b. provides guidance on proper focus in responding
c. conveys learning priorities