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-AL-Performance-Based-Assessments-2

The document outlines the principles and practices of performance-based assessment, emphasizing the differentiation between process and product performance. It details the GRASPS model for designing performance tasks, the development of assessment rubrics, and the interpretation of assessment data to enhance learner achievement. Additionally, it discusses various types of performance tasks, their advantages, and limitations.

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2 views

-AL-Performance-Based-Assessments-2

The document outlines the principles and practices of performance-based assessment, emphasizing the differentiation between process and product performance. It details the GRASPS model for designing performance tasks, the development of assessment rubrics, and the interpretation of assessment data to enhance learner achievement. Additionally, it discusses various types of performance tasks, their advantages, and limitations.

Uploaded by

Phylize
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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ADD A FOOTER 1

a. Understand and explain the nature of performance based assessment;

b. Differentiate the performance process from product performance


assessment;

c. design and develop performance tasks using the Goal, Role, Audience,
Situation, Products, Standards (GRASPS) model;

d. Develop appropriate assessment rubrics or customize existing ones to


fit the desired outcome; and

e. Interpret performance assessment data/ results for monitoring and


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evaluating learner achievement to improve learner performance and
inform instruction.
1.Mrs. Kelly Ann is doing a performance -based assessment
in web site development with the use of different
programming system in Information Technology course.
Which of the following most likely to occur?
A.Students will be evaluated using portfolio.
B.Students will be evaluated on actual demonstration.
C.Students will be evaluated based from past experience.
D.Students will be evaluated using traditional assessment.
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2. Teacher Mandy assessed his students in terms if
appropriate and effective use of some equipment and
tools in Technology and Livelihood Education. What
mode of assessment should Teacher Manny use?
A.Journal Assessment
B.Affective Assessment
C.Traditional Assessment
D.Performance-Based Assessment 5
3. What should be considered on planning
for performance-based assessment?
A.The purpose of assessment.
B.Available paper and pencil test.
C.The table of specification for the task.
D.The level of cognitive domain to be 6

measured.
4. Which statement about performance -based
assessment is NOT correct?
A.It focusses process only.
B.It emphasizes application of knowledge.
C.It deals on what the student know and can
do.
D.It assesses both process and product tasks. 7
5. What is the first step in planning for a
performance-based assessment?
A.Prepare a scoring rubric.
B.Evaluate the performance.
C.Identify performance tasks.
D.Determine the purpose of assessment.
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Performance Based Assessments is a type of
assessment where teachers observe and make
judgement about the student’s demonstration of
skill or competency in creating a product,
constructing a response, or making a
presentation(Mc Millan ,2007)
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Performance products are outputs
produced by the students that provide
concrete examples of their knowledge
and understanding of the subject matter.

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PRODUCT-ORIENTED PERFORMANCE
BASED ASSESSMENT – product oriented
assessment is a kind of assessment where in
the assessor views and scores the final
product made and not on the actual
performance of making that product. – It is
concern on the product alone and not on
the process.
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Process-oriented assessments provide
insights on the students ‘critical thinking,
logic and reasoning skills.-Performance
should be grounded in real-world contexts.-
The focus of performance-based assessment
is the final output that must be developed or
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completed.
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Features that performance assessments must possess
(Popham,2011) t’s performance really is.

➢ Multiple evaluation criteria– student’s performance


must be judged using more than one evaluation
criterion.
➢ Pre-specified quality standards–
➢ Judgmental appraisal– Performance assessments
depend on human judgements to determine how
acceptable a student’s performance really is

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Types of Performance Tasks

1.Solv ing a prob lem – sharpens critical thinking


and problem-solving skills of a students.

2.Completing an inquiry –Students are asked to


collect data in order to develop their understanding
about a topic or issue.

3.Determining a position –This task requires a


student to make decision or clarify a position.
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Types of Performance Tasks
4.Demonstration Task –Students explain or describe how
something works or how to do something when they perform these
tasks.

5.Developing Exhibits –Exhibits are visual presentations or


displays that need little or no explanation from the creators.

6.Presentation Task –This is a work or task performed in front


of an audience.

7.Capstone Performances –Tasks that occur at the end of a


program of study and enable students to show knowledge and skills in
the context that matches the world of practicing professionals. 25
Advantages

1. Performance Assessment clearly identifies and clarifies


learning targets.
2. Performance assessments allow students to exhibit their
own skills, talents, and expertise.
3. Performance assessment advocates constructivist principles
of learning.
4. Performance assessment uses variety of approaches to
student evaluation.
5. Performance assessments allows the teachers to explore the
main goal and processes of teaching and learning process.

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Limitations
1.It’s a tedious process.
2.Requires a considerable amount of time to
administer.
3.Takes a great deal of time to score.
4.Scores may have lower reliability.
5.Task completion maybe discouraging to less
able students.

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ADD A FOOTER 29

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