Name: Janin Rosco Cosido Course: BSED-MATHEMATICS

Section: EDM 3 Semester: 1st S.Y. 2020-2021

Activity Number 3
Let’s Check

List down at least five activities which are considered as performance-based outputs. From the
list you have made, what do you think are the competencies to be accomplished?

Activities Competencies Assessment/Procedures

1. Case Study Students are expected to think The teacher will conduct research,
critically and solve the problem. and the students will devise a
Learners will sharpen and develop feasible solution to the problem.
their critical thinking skills. The teacher will use pre-specified
quality standards to evaluate the
activity.
2. Problem Solve problems involving circular Give at least 2 examples of real-life
Solving functions. problems involving circular
functions. Explain and solve every
problem, and discuss it on how you
can apply that problem in you daily
life.
3. Creating own problems about Make your own problems on
Demonstration converting radians to degrees and vice converting radians to degrees and
Task versa. vice versa. Show the steps or
procedures of how the problems are
solved.

4. Presentation Illustrating a unit circle. Create your own unit circle and
Task state the relationship between the
linear and
angular measures of a central angle
in a unit circle.
Present it to the class.
5. Completing Making search and investigation Complete these discussion
an inquiry about spotting fake news in the digital questions:
age.
1. What’s the goal fake news
publishers want to accomplish?
Why do they do it?
2. What are some of the ways that,
when left unchecked, fake news can
damage communities and also global
society?
3. What are some of the ways we
 can use Information Fluency to
avoid being duped by fake news?
4. What do you feel should be done
about fake news, and how would
you begin taking action if you
could?

Let’s Analyze
In this activity, you are required once again to elaborate your answer to each of the questions
below.
1. As a teacher education student, think of a subject you plan to teach and make workable task
which are applicable to your teaching situation in the different types of performance
assessment.

Subject: Pre-Calculus (Probability)

Identify goals of the performance-based assessment - In this case, I wanted to push my

students' critical thinking and problem-solving abilities. While completing this assessment, I also
wanted them to show less codependence and more individuality.

Select the appropriate course standards - Once the goals have been established, I will select
the Common Core standards that will be addressed by this performance assessment. I'm going to
decide that the assessment will assess students' understanding of conditional probability and
probability rules.

Review assessments and identify learning gaps - This is an extremely important step. I take a
look at the worksheets that students are currently working on for the unit. A large portion of the
assignments consists of two-way frequency tables. Following that, I examined what was missing
and discovered that there was very little relevant real-world application. As a result, I decided to
develop a performance-based assessment that was also grounded in reality. Furthermore, this
task would necessitate students analyzing two-way frequency tables as well as other charts and
graphs.

Design the scenario - I'll settle on a scenario in which the students will decide whether an
inmate should be granted parole or remain in prison after brainstorming a few different
scenarios. This scenario had five major components: Setting, Role, Audience, Timetable,
Product.
Gather or create materials - Depending on the circumstances, this step may or may not be
required. For this assessment, I'd like students to calculate the likelihood of the inmate returning
to prison. I created seven different documents for their review, including pie charts, bar graphs,
and two-way frequency tables. The data is based entirely on statistics from government agencies
such as the Federal Bureau of Prisons and the Bureau of Justice Statistics.
Develop a learning plan - In preparing students for the performance-based assessment, I want to
be careful not to "teach to the test." I must strike a balance between teaching the material (for
example, probability given two independent events) and preparing students for the task (e.g.,
interpreting the validity of a media resource). I consider six different formative assessments that
should be in place before students complete the performance task. However, I recognize that this
aspect of my plan will need to be reviewed and revised on a regular basis based on student
learning needs.
In a Nutshell
In this activity, you will be required to draw conclusions, perspectives or understanding from the
nature of performance-based assessment.

1. Performance-based assessments that are effective allow students to apply their

knowledge to solve a problem or demonstrate a skill. Students demonstrate or build something,
and their work is evaluated through observation and judgment, often with the help of a tool such
as a rubric.

2. Performance-based assessment is particularly beneficial for evaluating students' mastery

of difficult learning standards, their capacity to apply concepts gained to solve issues, and their
ability to appraise skills. “The only way to determine if they can swim is to put them in the
pool,” a colleague once said. Some easy skills, on the other hand, are best judged by seeing
students perform.

3. Listening to, observing, and talking with students while they execute these tasks
constitutes performance-based evaluation. It is a continuous process that aids teachers in
discovering a student's ability to reason and think. Teachers are able to adjust their teaching
methods in response to student performance. Students gain knowledge and improve self-
evaluation abilities as a result of the assessment process. Performance-based learning and
assessment encourages a lifelong learning and improvement process.

4. Students have responsibility for self-evaluation in performance-based assessment, which

is frequently referred to as assessing real life. Testing is done to a student, however performance
evaluation is done by the student as a kind of self-reflection and self-assessment, which is
considerably superior to a paper and pencil exam. Because the finest teacher is experience,
allowing our students to firsthand experience what we teach them in school will help them
understand and learn more. Performance-based evaluations can analyze not only their knowledge
but also other aspects of their abilities, most notably their creativity.

5. In certain cases, performance-based evaluation can simply be an example of what

Bloom's Taxonomy refers to as application. As a result, a student or a group may be required to
apply their knowledge and abilities to a specific task or problem. It is critical to have a specific
rubric that spells out the criteria for evaluation in advance if performance-based assessments are
to be fair, valid, and dependable. It's also a good idea to have students keep a log or notebook to
track the project's progress and write their opinions on the process.

6. Performance-based assessment provides a means of ensuring that evaluation is truly a

learning experience, one that engages students and measures the breadth of their knowledge and
skills.

7. Performance-based assessments are more engaging and demanding for students since
they frequently entail real-world tasks. Rather than studying just enough to obtain a satisfactory
score on a test, students devote many hours to their projects and frequently look beyond the
teacher and textbook for information. Furthermore, students have various role models to admire
when an assessment simulates what a person in the profession may do. Students achieve
something they may be proud of when an assessment results in a product or performance.

8. Students can be empowered by performance-based assessments because they are given

the option to choose the direction of their learning within the limitations set by teachers. Giving
students this level of control over their education can be a tremendous incentive. Furthermore,
students are more likely to succeed with performance-based assessments if they understand what
their learning should look like. As a result, an evaluation may not be the finish or climax of
learning as much as it is the start of a new area of interest.

9. Despite its limitations, as a future teacher, I believe I should establish more performance-
based assessments for our students. It will take me some time to create and review, but it will
benefit my students more than a paper and pencil test. In group activities, I also need to make
sure that each student receives an individual grade, which we should assign using a rubric or
guiding questions.

10. The most challenging aspect of teaching is offering activities for your students that not
only promote academic success but also help them grow as "human beings." In the future, I
would include activities that would promote human values to my students to maximize
performance-based assessment. Not all of my students will be able to grasp all of the teachings
with a flick of my finger, so I need to be prepared with patience and understanding. As I've
learnt, "learning by doing" is extremely important in a student's life because experience is the
finest teacher. I adore this line and would be delighted to include it into my teaching profession
at some point.

Q&A

In this level, you are encouraged to ask questions to verify your understanding on the topic. Feel
free to send message to the instructor for clarification and more discussion on the topic if necessary.

1. What are the attributes of good writing, or good scientific thinking, or good collaborative
group process, of effective oral presentation? More generally, by what qualities or features will
you know whether students have produced an excellent response to their assessment task? What
do you expect to see if this task is done excellently, acceptably, or poorly?
2. Do you have samples or models of student work, from your class or other sources, that
exemplify some of the criteria you might use in judging the task?