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    Dan Philip Correo
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    This chapter discusses process-oriented performance-based assessment. Traditional testing often focuses on outputs, but learning is complex and integrated over time. Assessment should reflect an understanding of the learning process. Process-oriented assessment evaluates task performance rather than just the output or product. Competencies are clusters of skills needed for tasks. Effective assessment includes identifying interesting tasks aligned to competencies, developing rubrics to evaluate performance levels on criteria, and providing feedback to improve learning. Analytic rubrics assess each criterion separately, while holistic rubrics consider overall performance across criteria.

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    This chapter discusses process-oriented performance-based assessment. Traditional testing often focuses on outputs, but learning is complex and integrated over time. Assessment should reflect an understanding of the learning process. Process-oriented assessment evaluates task performance rather than just the output or product. Competencies are clusters of skills needed for tasks. Effective assessment includes identifying interesting tasks aligned to competencies, developing rubrics to evaluate performance levels on criteria, and providing feedback to improve learning. Analytic rubrics assess each criterion separately, while holistic rubrics consider overall performance across criteria.

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    19 views17 pages

    Colorful Vintage Elegant Library Furniture Animated Illustration Presentation 1

    Uploaded by

    Dan Philip Correo
    This chapter discusses process-oriented performance-based assessment. Traditional testing often focuses on outputs, but learning is complex and integrated over time. Assessment should reflect an understanding of the learning process. Process-oriented assessment evaluates task performance rather than just the output or product. Competencies are clusters of skills needed for tasks. Effective assessment includes identifying interesting tasks aligned to competencies, developing rubrics to evaluate performance levels on criteria, and providing feedback to improve learning. Analytic rubrics assess each criterion separately, while holistic rubrics consider overall performance across criteria.

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    of 17

    PROCESS-

    ORIENTED
    PERFORMANCE-
    BASED
    ASSESSMENT
    CHAPTER II
    Introduction:
    This chapter is concerned with process-oriented performance-
    based assessment.
    Assessment is not an end in itself but a vehicle for educational
    improvement.
    Too often, we tend to assess students' learning through their
    outputs or products or through some kind of traditional testing.
    Assessment is most effective when it reflects an understanding of
    learning as integrated, and revealed in performance over time.
    Learning is a complex process.
    PROCESS-
    ORIENTED
    LEARNING
    COMPETENCY
    PROCESS-ORIENTED LEARNING COMPETENCY

    Information about outcomes is important. To


    improve outcomes, we need to know about the
    student experience along the way.

    Assessment can help us understand which


    students learn best under what conditions in
    which such knowledge comes with the capacity
    to improve the whole of their learning.
    PROCESS-ORIENTED LEARNING COMPETENCY

    Process-oriented performance-based assessment


    is concerned with the actual task performance
    rather than the output or product of the activity.
    LEARNING
    COMPETENCIES
    LEARNING
    COMPETENCIES The objectives focus on the
    behaviors which exemplify “best
    Competencies are defined practice” for the particular task.
    as groups or clusters of
    skills and abilities needed Such behavior range from a
    for a particular task. “beginner” or “novice” level up
    to the level of “expert”.
    EXAMPLE:
    Task: Recite a Poem by Edgar Allan Poe, “The Raven”.

    Objectives: To enable the students to recite a poem entitled


    “The Raven” by Edgar Allan Poe.
    TASK
    DESIGNING
    STANDARDS OF TASK DESIGNING

    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.

    3. Finding a task that would be interesting and


    enjoyable for the students.
    SCORING RUBRICS
    SCORING RUBRICS

    RUBRIC
    - a scoring scale used to assess student
    performance .

    Authentic assessments typically are criterion-


    referenced measures.
    Criteria 1 2 3
    Number of appropriate
    1-4 5-9 10-12
    hand gestures.

    Few No apparent
    Appropriate facial Lots of appropriate
    inappropriate inappropraite
    expression. facial expression
    facial expression
    facial expression
    Can vary voice
    Monotone voice Can easily vary
    Voice Inflection inflection with
    used voice inflection
    difficulty
    Incorporate proper Recitation fully
    EXPOSITION Recitation contains Recitation has some captures ambiance
    ambiance through feelings
    very little feeling feelings through feelings in the
    in the voice voice
    WHY INCLUDE LEVELS OF PERFORMANCE?

    1. CLEAR 2. MORE CONSISTENT


    EXPECTATIONS & OBJECTIVE
    ASSESSMENT

    3. BETTER FEEDBACK 4. ANALYTIC RUBRICS


    VERSUS HOLISTIC
    RUBRICS
    ANALYTIC HOLISTICS
    RUBRICS RUBRICS
    articulates the level of does not list separate levels of
    performance for each performance for each criterion.
    criterion so the teacher can It assigns a level of performance
    assess student by assessing performance
    performance on each across multiple criteria as a
    criterion whole
    THANK YOU FOR
    LISTENING!
    Don't hesitate to ask any questions!

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