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Assessment in Learning 2 (Prof Ed 9) Module 3

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32 views

Assessment in Learning 2 (Prof Ed 9) Module 3

Uploaded by

Sonny M. Villete Jr
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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CARAMOAN COMMUNITY COLLEGE

Caramoan, Camarines Sur

ASSESSMENT IN LEARNING 2

A. Learning Targets

At the end of this module, you are expected to;


a. Design appropriate performance assessment tools for intended student learning
outcomes

B. Warm Up
From your experiences and knowledge gained in taking Assessment in Learning 1, answer the
question below.
1. How do you assess students’ learning outcomes using various types of performance
assessment tools? Cite specific examples if you have.

C. Overview
In this module, your success will depend upon from your knowledge on the difference
between traditional and alternative assessment and how and when to chose a particular
assessment method most appropriate to the identified learning objectives and desired learning
outcomes of your course.

D. Lesson Proper
What is Performance Assessment?
Performance assessment is an assessment activity or set of activities that require
students to generate products or performances that provide direct or indirect evidence of their
knowledge, skills and abilities in an academic content domain. It provides teachers with
information about how well a student understands and applies knowledge and goes beyond the
ability to recall information. It is used for assessing learning outcomes that involve designing or
1 Assessment in Learning 2 – Module 3
CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur

creating projects or products such as research papers, art exhibits, reflective essays, and
portfolios. On the other hand, performance-based tasks include actual performances of making
those products. Both product-based and performance-based assessments provide information
about how a student understands and applies knowledge and involve hands-on tasks or
activities that students must complete individually or in small groups.
Similar to performance assessment is the concept of authentic assessment . authentic
assessment requires student o actually demonstrate their skills in applying skills and knowledge
they have learned from class. It resembles tasks that people do in the real setting context.
What are the good characteristics of good performance assessment?
In choosing and designing the best performance assessment, it is good to evaluate its
suitability against the following criteria:
1. It is authentic, that is, it includes performance that are meaningful and realistic.
2. IT provides opportunities for students to show both what they know and how well they
can do what they know.
3. It allows students to be involved in the process of evaluating their own and their peer’s
performance and outputs.
4. It assess more complex skills
5. It explains the tasks, required elements, and scoring criteria to the students before the
start of the activity and the assessment.

What are the general guidelines in designing performance assessment?


The learning task at the end of the course serves as the bases in designing the performance
assessment task. After identifying the learning outcomes, the evidence of student learning and
the standard criteria that will be used to evaluate those evidence are then identified. THE
following questions may serve as a guide in designing performance assessment.
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes?
3. What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting ,
engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?

How do you conduct the performance assessment?


Performance assessment requires teachers and peers’ judgment when evaluating the
resulting products and performances. This necessitates using a set of predetermined criteria
that are aligned with desired targeted standards or desired learning outcomes.

2 Assessment in Learning 2 – Module 3


CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur

The following are the basic steps in planning and implementin gperformance-based or product-
based assessment?
1. Define the purpose of performance or product-assessment.
2. Choose the activity/output that you will assess.
3. Define the criteria
- There are four types of criteria
o Content criteria – to evaluate the degree of students knowledge and
understanding of facts. Concepts, ad principles related to the topic/content.
o Process criteria – to evaluate the proficiency level of performance of a skill or
process;
o Quality criteria – to evaluate th equality of a product or performance; and
o Impact criteria – to evaluate the overall results or effects of a product or
performance.
4. Create the performance rubric.
- There are different types of rubrics,
o Holistic rubric - simultaneous application of all criteria is applied in assessing
o Analytic rubric – each criterion is used to evaluate
o General rubric – contains criteria that can be applied across tasks
o Task-specific rubric – contains criteria that are unique to specific tasks.
5. Assess students’ performance or products.

E. Do It Yourself
a. Task 1
Let us answer the following questions.
1. What are the types of performance assessment?
_

2. What are the characteristics of good performance assessment?


3. _

4. What are the general guidelines in designing performance assessments?


_

3 Assessment in Learning 2 – Module 3


CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur

5. What are the basic steps in conducting performance-based or product-based


assessments?
_

b. Task 2
Design your own performance-based or product-based assessment in any subject you like. Use
the template below.

Subject Area:
Overall Desired Learning Outcomes:
Desired Learning Outcomes Course Topic Types of Performance Tasks

F. References
Assessment in Learning 2
Dr. Marilyn Ubina-Balagtas et. al
Page 36 to 45

4 Assessment in Learning 2 – Module 3

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