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Process based Performance Based Assessment
 

Process based Performance Based Assessment

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assessing students can be achieved through several ways. one of which is by focusing on the process by which the student displays his/her learning.

assessing students can be achieved through several ways. one of which is by focusing on the process by which the student displays his/her learning.

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    Process based Performance Based Assessment Process based Performance Based Assessment Document Transcript

    • Process Oriented Performance Assessment 12
    • PORTFOLIO ANALYSIS FORM Student Name: Teacher Name: ACTIVITY 3: Second Year High School Educational Goal: The students will be able to design and draw one simple school building using only the figures of prism and parallelogram. Performance Task Content Illustrating Student Progress Date • Draw an isometric sketch of a given a • Isometric sketch which includes Top, Front and perspective of prism and parallelogram Side views of a Prism. which includes top, front and side views. • Sketch or Drawing of a school building based on the student’s design. • Design and draw your own plan for the school building based on the figures • provided. Sketch or Drawing of an interior plan of the school building based on the student’s design. • Design and draw an interior for your planned school building. • Combined output of the student’s school building design forming its Blueprint. • Draw a blueprint for the planned school building. Summary/ Comments: Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do. Some performance tasks are designed to have students demonstrate their understanding by applying their knowledge to a particular situation. In this case, the students are tasked to design a school blueprint through a series of activities/tasks that would lead them to the completion of their designed school blueprint. Performance tasks often have more than one acceptable solution; in this case the students can design their own school building as long as the required figures are present in the design. The process involves the use of higher-order thinking skills which enable the students to build and solidify their own knowledge through experience. OBSERVATION NOTES 13
    • Name of School Observed: Macabalan High School Schol Address: Macabalan, Cagayan De Oro City Date of Visit: 05 Dec. 2007 2nd Year Grade/Year Level: Subject Area: English Subject Matter: Christmas Learning Logbook Describe in bullets the performance-based activity you observe. My observation of the entire classroom activity is structured using the nine instructional events as my guideline in describing the performance based activity in the class. • The teacher started the class, with a strong voice, thereby gaining the attention of the students. The teacher then, asked the students about their Christmas Logbook and their preparation for their incoming culminating activity this December. • The teacher then, gave the lesson objectives, which states that “at the end of the lesson, the pupils should be able to: write effectively using their Christmas logbook. • The teacher then, asked the students to raise their hands if they have experienced writing diary’s, logbook or slam book in the past, and asked them to recall and share to the class the things that are commonly, being written on it. • The teacher then, told the students to bring out their required notebook that will serve as their Christmas Learning Logbook, and then gave the required content of the Christmas logbook, which is, to write their experiences during last year’s Christmas as far as they could remember, on the first page. And then on the next pages, they will write their experiences during this year’s Christmas, if they received a gift, they have to cut a portion of it and paste it in the Christmas logbook, also included are cards or letters they received this Christmas, and also paste there if they have a family picture. And then they will share it with their respective groups on January next year. 14
    • • The teacher then, told the students to go to their respective groups, and start working on their Christmas Learning Logbook, at this point, the students will write only their past Christmas experience, and then share it to their group mates. • The teacher, while listening to the students gave her inputs on the topics being discussed in the group, and then checks also if the students were able to write on their logbook based on the instruction she gave. The teacher took a sample logbook from a pupil who did it well and told the students to do the same thing on their work. • After the activity, the teacher asked to students to compare the Christmas logbook to a diary and slam book and also what are their differences. • At end of the session, the teacher instructs the students to continue working on their Christmas Learning Logbook in their homes, and they will share it with their group mates on January. 15
    • MY CHECKLIST My personal reminders: • Learning Objectives • Materials • Procedures • Show Portfolio • Assessment rubrics Subject: Mathematics Topic: Geometry Learning Objectives: • To be able to design and draw one simple school building using the figures of prism and parallelogram. Materials: • Pencil • Ruler • 30 x 60 triangle or protractor • Drawing sheet Procedures: • Draw the top, front and side view of the prism as provided by the teacher on your drawing paper. Reflecting the accurate measurement of the perspective. • Draw the top, front and side view of the parallelogram as provided by the teacher on your drawing paper. Reflecting the accurate measurement of the perspective. • Design and draw your own plan for the school building based on the figures provided. • Design and draw an interior for your planned school building. • Draw a blueprint for the planned school building. 16
    • SHOW PORTFOLIO Learning Objective: To be able to design and draw one simple school building using only prism and parallelogram. Materials: • Pencil • Ruler • 30 x 60 triangle or protractor • Drawing sheet General Performance Task: • To design and draw one simple school building using only the prism and parallelogram figures. Learning Episodes: • Drawing an isometric sketch of a given a perspective of prism and parallelogram which includes top, front and side views. • Design and draw your own plan for the school building based on the figures provided. • Design and draw an interior for your planned school building. • Draw a blueprint for the planned school building. Assessment Task: • Demonstrate correct drawing of the isometric sketch. • Drawn plan for the school building using the prism and parallelogram figures provided. • Clear interior plan for the school building. • Blueprint which includes planned school building perspective, isometric sketch and interior plan. 17
    • TRIANGULAR PRISM PARALLELOGRAM 18
    • SCHOOL BUILDING Room A Room B Room C C.R C.R HALLWAY Room D Room E Room F Room G School Building Floor Plan 19
    • Rubric for assessing learning: Criteria for 1 2 3 4 learning Beginning Developing Accomplished Exemplary Score Does not Views are Projected views Consistently isometric present a clear presented, with are presented projects the views sketch representation attention to with little with high of the detail such as attention to accuracy and perspective measurements. details. attention to detail. Unable to Plan is The plan is The plan is create a school completed with done with good completed with School building plan. minimal effort, effort and good effort and building plan and no attention to attention to attention to details but details. Highly details. The lacks aesthetic creative on work is design on the aesthetic designs somewhat prism and of the figures. careless. parallelogram figures. Unable to Unable to Presented a Demonstrates a create a clear present a clear clear interior good Interior plan interior plan for interior plan for plan with little understanding on for the school the school. the school attention to designing an building building. untidy details. Such Interior plan and work as improperly is presented in a Ex. Rooms are placed clear and detailed unevenly dimensions on distributed. the figure. manner. The work is neat. Attempted only Incomplete Complete Blueprint is Blueprint to create a presentation on blueprint presented neatly drawing for blueprint for the the blueprint. presentation, and accurately. the school planned school No attention to but improper Includes proper building building. details, places dimensioning of dimensioning of text and all parts and all parts and dimensions locations. locations. inappropriately Disconnected Consistent units and untidy lines are clearly of measure are work. visible with used. All lines are inconsistent continuous with measurement no hidden lines. used. Total score Teacher comment: 20
    • ANALYSIS Do you think your originally designed process-oriented performance assessment can appropriately assess the teacher’s learning objective? Why? / Why not? • Yes, because my process-oriented performance assessment gives more emphasis on how the students were able to come up with a design based on the specifications that were provided on them. Aside from that, the performance assessment design is aligned with my objectives, thereby making the assessment appropriate not only with the learning objectives but also with the entire task. Why do teacher need to give attention to the students’ process-oriented tasks? Why do they need to assess them? • Because we want to know if the student’s strategy towards the given activity is in line with our objectives. While we are also concern with the product of the activity, in the performance-oriented assessment, we are also concern on how the student’s deal with the given task in order to come up with a product and achieve the learning objectives. In what conditions can the process-oriented performance assessment be used more appropriately? • When the students are given the task, which they have to do or perform. Like in this case, the students will design a school building, in a blueprint format. In this example, we want to measure if the particular student has internalized the lesson by dealing with the task in a manner that is in accordance with the performance criteria that a teacher has set. 21
    • REFLECTIONS I feel confident with my personal strategies in constructing this process-oriented performance assessment plan, in the sense that, though far from perfect, it is the reflection of the level of knowledge and understanding I have so far, in the assessment 2 classes. In the process of my field study and the construction of this assessment plan, I have encountered lot of things I never knew before which has gradually improved my understanding in developing my design for a process-oriented performance assessment. In accomplishing the field study task, we were hindered by the availability of high school classroom where we intend to demonstrate our performance task, forcing us to use simulation of the performance task among the students of the College of Education. Likewise my experience in the field study gave me a better insight on how the teacher should facilitate learning from a diverse range of students. The application of teaching models in a classroom environment by applying models such as Gagne’s nine instructional model, from which I was able to observe in the classroom, and has served as my reference in developing my assessment plan. Finally, I have learned that Process-oriented performance based assessment provides insight into students thinking, reasoning and motivation. It also helps support the development of mental habits that lead to independent learning. 22