AUREO, Rhea Joy M.
Prof Ed
AOL2 (DESIGNING MEANINGFUL PBA-APPLY)
A. Differentiate process-oriented from a product-oriented assessment using the template provided.
PERFORMANCE-BASED ASSESSMENT
Process
Learning competencies is stated in direct
observable behaviors of the students.
Competencies are defined as groups or
Competencies
cluster of skills and abilities needed for a
particular task.
Learning tasks need to be carefully
planned. In particular, the teacher must
ensure that the particular learning process
to be observed contributes to the overall
understanding of the subject or course.
Some generally accepted standards for
designing a task include:
1. Identifying an activity that would
highlight the competencies to be evaluated;
Task Design
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 student’s
competency on the task; and
3. Find a task that would be interesting and
enjoyable for the students.
Rubic is a scoring scale used to assess
student performance a long a task-specific
set of criteria and contains the essential
criteria for the task and appropriate levels
Scoring
of performance is typically created to
Scheme
measure student’s performance.
Product
Learning competencies associated with
products or outputs are linked with an
assessment with three levels of performance
manifested by the product, namely: novice or
beginner’s level, skilled level, and expert
level.
The design of the task depends on what the
teacher desires to observe as outputs of the
students:
1. Complexity. It should be within the range
of the ability of the students;
2. Appeal. The project should be appealing to
students and should lead to self-discovery of
information by the students; and
3. Creativity. It needs to encourage students
to exercise creativity and divergent thinking;
4. Goal-based. The project is produced to
attain a learning objective. Thus, reinforcing
learning.
Scoring Rubrics Scoring rubrics are
descriptive scoring schemes that are
developed by teachers or other evaluators to
guide the analysis of the products or processes
of students’ efforts (Brookhart, 1999).
Scoring rubrics are typically employed when
a judgment of quality is required and may be
used to evaluate a broad range of subjects and
activities.
B. In your field of specialization, identify several learning outcomes which can be best measured with
performance-based assessment tasks. For each learning competency, formulate 3 tasks.
Learning Competencies
Identify goals of the performance-
based assessment.
Select the appropriate course
standards.
Review assessments and identify
learning gaps.
Field of Specialization
Performance Tasks
This is to teach my student not to rely on my direction about how
to complete each step of the assessment and t o challenge my
students to use critical thinking and problem -solving skills and
wanted them to exhibit less codependence and more individuality
while completing this assessment.
After identifying the goals, I will select the Common Core
standards to be addressed with this performance assessment to
measure students' understanding of conditional probability and
rules of probability.
This was a very important step. I looked at the current worksheets
that students were completing for the unit. Two -way frequency
tables were a large part of the assignments. Next, I looked at what
was missing and noted that there was very little relevant real -
world application. As a result, I decided to create a performance-
based assessment that was also reality-based. Moreover, this task
would require students to analyze two-way frequency tables along
with other charts and graphs.