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E. Process of Conducting PBA

Teachers can create performance-based assessments by identifying goals like critical thinking, selecting relevant standards, reviewing current assessments to identify gaps, designing a scenario around the standards, and developing a learning plan without teaching directly to the test. For example, a teacher designed an assessment where students decide if an inmate should be granted parole or remain in prison to measure understanding of probability rules and concepts.

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Carmela Duhaylungsod
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17 views

E. Process of Conducting PBA

Teachers can create performance-based assessments by identifying goals like critical thinking, selecting relevant standards, reviewing current assessments to identify gaps, designing a scenario around the standards, and developing a learning plan without teaching directly to the test. For example, a teacher designed an assessment where students decide if an inmate should be granted parole or remain in prison to measure understanding of probability rules and concepts.

Uploaded by

Carmela Duhaylungsod
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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E.

Process in Conducting Performance Based Assessment

How can teachers create performance-based assessments for their students?

1. Identify goals of the performance-based assessment.

 Challenges the students to use critical thinking and problem-solving skills

 Exhibit less codependence and more individuality

2. Select the appropriate course standards.

 Select the Common Core standards to be addressed with this performance assessment

 Decide that the assessment should measure students' understanding of conditional


probability and rules of probability

3. Review assessments and identify learning gaps.

 Looked at the current worksheets that students were completing for the unit

 Decide to create a performance-based assessment that was also reality-based

4. Design the scenario.

 Settled on a situation where the students would decide if an inmate should be granted
parole or remain in prison. This scenario includes five key components:

 Setting
 Role
 Audience
 Time frame
 Product

5. Gather or create materials.

 This step may or may not be needed

6. Develop a learning plan.

 Be careful not to "teach to the test" in preparing students for the performance-based
assessment

 We needed to strike a balance between teaching the content and preparing students for
the task

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