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Assessment 2 LESSON 9

Activity Sheet

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Ma'am Joan H.
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68 views

Assessment 2 LESSON 9

Activity Sheet

Uploaded by

Ma'am Joan H.
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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LESSON 9

THE NATURE OF PERFORMANCE ASSESSMENT


1.PERFORMANCE-BASED ASSESSMENT
o Is one in which the teacher observes and makes
judgement about the students’ demonstration of a
skill or in creating a product constructing a
response, or making a presentation.
1.1 An alternative way to measure learning
 Is an alternative form of assessment
that moves away from traditional
paper-and-pencil test (Ferman, 2005)
1.2 A way to provide opportunity for learners
to be creative and innovative
 Process the creative aspect of the
students in bringing out what know and
what they can do through different
performance tasks such as exhibits,
project work sample. According to
Linn(1995).
 Performance assessments provide a
basis of teachers to evaluate both the
effectiveness of the process or
procedure used (e.g. approach to data
collection, manipulation of instruments)
and the product resulting from
performance of a task (e.g. completed
reports of results, completed artwork).

2.PERFORMANCE-PRODUCTS ASSESSMENT
o Are outputs produced by students that provide
concrete samples of their knowledge and
understanding of the subject matter?
o Some performance assessment proponents
contend that genuine performance assessments
must possess at least three features (Phopam,
2011)
o 1. Multiple Evaluation Criteria
o 2. Pre-specified Quality Standards
o 3. Judgemental Appraisal
TYPES OF PERFORMANCE TASK
1. SOLVING A PROBLEM
o Critical thinking and problem solving are important skills
that need to be sharpened and developed by the
learners.
2. COMPLETING AN INQUIRY
o An inquiry task is one in which the students are asked to
collect data in order to their understanding about a topic
or issue.
3. DETERMINING A POSITION
o The task requires the students to make a decision clarify
a position.
4. DEMOSTRATION TASK
o This task shows how the students use knowledge and
skills to complete well-defined complex tasks.
5. DEVELOPING EXHIBITS
o Exhibits are visual presentation or displays that need
little or no explanation from the creators.
6. PRESENTATION TASK
o This is a work or task performed in front of an audience.
7. CAPSTONE PERFORMANCE
o These are tasks that occur at the end of a program study.

STRENGTHS OF PERFORMANCE BASED ASSESSMENTS


o Performance Assessment clearly identifies and
clarifies learning targets.
o Performance Assessment allows students to
exhibit their own skills, talents and expertise.
o Performance Assessment advocates constructivist
principle of learning.
o Performance Assessment allows the teachers to
explore the main goal and processing of teaching
and learning process.
o Performance Assessment uses variety of
approaches to
o student’s evaluation

LIMITATIONS OF PERFORMANCE-BASED ASSESSMENT


o Development of high quality performance
assessment is a tedious process.
o Performance Assessment requires a considerable
amount of time to administer.
o Performance Assessment takes a great deal of time
to score.
o Performance task score may have low reliability.
o Performance task completion may be discouraging to
less able students.
SUMMARY OF THESTRENGTHS AND WEAKNESSES OF
PERFORMANCE-BASED ASSESSMENT
No STRENGTHS WEAKNESSES
.
1. Integrates assessment with Reliability may be difficult to
instructions establish
2. Learning occurs during Subjective nature of the d
assess scoring may be significant.
Measurement error
3. Provides opportunities for Inconsistent student
formative assessment. performance across the time
may result in inaccurate
conclusion.
4. Tends to be more authentic Few samples of student
than other types of achievement.
assessments
5. Provides additional way for Difficult to plan for amount of
students to show what they time needed.
know and can do
6. Emphasis on reasoning skills Limited ability to generalize
to a larger domain of
knowledge
7. More engaging; active Requires considerable
involvement of students. teacher time to prepare and
student time to complete.
8. Forces teachers to establish
specific criteria to identify
successful performance
9. Encourage students self-
assessment
10. Emphasis on application of
knowledge.
11. Encourages re-examination
of
instructional goals and
purpose of schooling

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