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CHARACTERISTICS OF A GOOD PERFORMANCE ASSESSMENT
- 1. Lesson 3: PERFORMANCE ASSESSMENT BSED 2A PROFED10 ASSESSMENT OF LEARNING 2 GROUP 4 20.08.21
- 2. Kickoff Meeting GROUP 4 MEMBERS M H E L L Y R A M O S I N T R O D U C T I O N W I N D S A Y M E R C A D O W H A T I S P E R F O R M A N C E A S S E S S M E N T ? D I A N A I B U S C A A R V I N A M I G O W H A T A R E T H E C H A R A C T E R I S T I C S O F A G O O D P E R F O R M A N C E A S S E S S M E N T ? M H E L L Y R A M O S D A I S Y C A S T R O W H A T A R E T H E G E N E R A L G U I D E L I N E S I N D E S I G N I N G P E R F O R M A N C E A S S E S S M E N T ? K Y L A L I S C A N O H O W D O Y O U C O N D U C T P E R F O R M A N C E A S S E S S M E N T ? R O S E L L E R B A S I L L I O
- 3. PG. 36
- 4. Kickoff Meeting 20.08.21 At the end of the lesson: DESIGN APPROPRIATE PERFORMANCE ASSESSMENT TOOLS FOR INTENDED STUDENT LEARNING OUTCOMES.
- 5. Business Meeting MOTIVATION 01 S I T N E X T T O Y O U R G R O U P Business Meeting 20.08.21 Kickoff Meeting
- 7. Kickoff Meeting CREATE A 1 MIN COMMERCIAL 1. START WITH A CAPTIVATING HOOK 2. KNOW YOUR AUDIENCE 3. KNOW YOUR PRODUCT 4. SHOWCASE YOUR PRODUCT 5. MAKE IT MEMORABLE YOU CAN TELL A STORY, CATCHY JINGLE, MESSAGE MUST INCLUDE A SLOGAN AND NAME OF PRODUCT
- 11. 20.08.21 Kickoff Meeting Remembering ● Recalling the key features and details about the product we are promoting. ● Describe the basic features of a pen, such as its purpose, ink type, and writing functionality.
- 12. 20.08.21 Kickoff Meeting Understanding ● Explain the importance of a pen in everyday life and how it serves as a tool for communication and expression
- 13. 20.08.21 Kickoff Meeting Applying ● We design a commercial that showcases the unique features and benefits of a specific pen. ● PEN + COMMERCIAL ■ Connect, relate
- 14. 20.08.21 Kickoff Meeting Analyzing ● Analyze the strengths and weaknesses of the commercial strategy and consider how well they align with the target audience. ● Compare and contrast ● Pros and cons
- 15. 20.08.21 Kickoff Meeting Evaluating ● consider the persuasive techniques used, the clarity of the message, and the effectiveness in convincing viewers to choose the advertised pen. ● Judgevalue
- 16. 20.08.21 Kickoff Meeting Creating ● Demonstration of the commercial
- 17. PG. 36
- 23. CHARACTERISTICS OF A GOOD PERFORMANCE ASSESSMENT? PROFED10 ASSESSMENT OF LEARNING 2 20.08.21 A R V I N A M I G O M H E L L Y R A M O S
- 24. Business Meeting INTRO With so many different types of performance assessment tasks or tools that can be used to measure students' learning outcomes, deciding which one to use can be confusing and challenging. In choosing and designing the best performance assessment, it is good to evaluate its suitability against the following criteria:
- 25. Business Meeting IT IS AUTHENTIC, THAT IS, IT INCLUDES PERFORMANCE TASKS THAT ARE MEANINGFUL AND REALISTIC. 1 Performance assessment should present or require tasks that are realistic and related to everyday life.
- 26. Kickoff Meeting As it involves an authentic task, it should convey its purpose and reflect its relevance to the students, their discipline, and the outside world as a whole. For example, in an Entrepreneur class wherein one of the learning outcomes is the ability to develop a business plan, instead of giving final exams to test students' knowledge of concepts, principles, and processes of developing a business plan, the students will be required to submit a proposed business plan for a putting up a new investment.
- 27. Business Meeting IT PROVIDES OPPORTUNITIES FOR STUDENTS TO SHOW BOTH WHAT THEY KNOW AND HOW WELL THEY CAN DO WHAT THEY KNOW. 2 Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies.
- 28. Kickoff Meeting Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and "How well can they use what they know?" to determine whether the students have actually achieved this goal.
- 29. Kickoff Meeting For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results.
- 30. Business Meeting IT ALLOWS STUDENTS TO BE INVOLVED IN THE PROCESS OF EVALUATING THEIR OWN AND THEIR PEERS' PERFORMANCE AND OUTPUT. 3 Performance assessment should allow students to be involved in the process of evaluating themselves and their peers.
- 31. Kickoff Meeting It should give students the opportunity for self- reflection or self-assessment, as well as to be involved in evaluating their classmates' performance. Self- assessment allows students to make judgment about their learning process and products of learning, track their progress, and identify the areas where to focus or improve on.
- 32. Kickoff Meeting Peer assessment, on the other hand, allows students to give constructive feedback about the performance of their classmates or groupmates, which the latter can use to revise or improve their work. Both assessments require that scoring or grading is based on the criteria agreed upon by the teacher and the students. The use of a rubric can facilitate self-assessment and peer assessment.
- 33. Business Meeting IT ASSESSES MORE COMPLEX SKILLS. 4 Unlike traditional tests that usually assess a single skill and require simple tasks such as remembering or recalling of concepts, performance assessment usually taps higher- order cognitive skills to apply knowledge to solve realistic and meaningful problems.
- 34. Kickoff Meeting As such, performance assessment allows students to engage in more challenging activities that require various skills, such as planning and decision-making, problem-solving, critical thinking, communication, and creative skills, among others.
- 35. Kickoff Meeting For example, instead of giving final exams to assess students' learning in a marketing class, the teacher may require the students to conduct a marketing and market research, come up with a marketing strategy, and/or conduct an actual marketing for a product of their choice.
- 36. Kickoff Meeting These performance tasks not only assess students' knowledge of principles and processes in marketing but also tap their creativity, planning skills, collaborative skills, communication skills, and research skills.
- 37. Business Meeting IT EXPLAINS THE TASK, REQUIRED ELEMENTS, AND SCORING CRITERIA TO THE STUDENTS BEFORE THE START OF THE ACTIVITY AND THE ASSESSMENT. 5 At the start of the class, it is important that the requirements of the subject are presented and explained to the students.
- 38. Kickoff Meeting These include the required tasks, activities or projects, the expected quality and level performance or output, the criteria to be included for assessment, and the rubric to be used.
- 39. Kickoff Meeting Ideally, students should be involved in the whole assessment process from the very onset, by providing them assessment options, getting them involved in discussions and decision-making on performance standards and criteria, allowing them opportunity to give feedback on teacher-made rubrics and to revise them, and training them on how to apply rubric for self- and peer-assessment.
- 40. A PICTURE IS WORTH A THOUSAND WORDS
- 43. CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, infographics & images by Freepik THANKS GROUP 4 Business Meeting Kickoff Meeting
Editor's Notes
- Grab the viewer's attention from the beginning with a compelling opening scene, catchy jingle, or intriguing statement.
- EDUCATIONAL OBJECTIVES
- Have students recall and describe the basic features of a pen, such as its purpose, ink type, and writing functionality.
- Have students recall and describe the basic features of a pen, such as its purpose, ink type, and writing functionality.
- Use the information
- Use the information
- Use the information
- Use the information
- EDUCATIONAL OBJECTIVES
- Performance assessmentshould present or requiretasks that are realistic and related to everyday life. As it involves an authentic task, it should convey its purpose and reflect its relevance to the students, their discipline, and the outside world as a whole. For example, in an Entrepreneur class wherein one of the learning outcomes is the ability to develop a business plan, instead of giving final exams to test students' knowledge of concepts, principles, and processes of developing a business plan, the students will be required to submit a proposed business plan for a putting up a new investment. This performance task entails students to identify the market needs and gaps. plan out the marketing mix (7Ps) and the 4Ms of operations, and forecast the costs and revenues of the business. This task allows students to have hands-on experience in performing a task that is done in the actual world.
- rprovides opportunities for students to show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and "How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and "applying" and at most "creating".
- rprovides opportunities for students to show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and "How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and "applying" and at most "creating".
- rprovides opportunities for students to show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and "How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and "applying" and at most "creating".
- rprovides opportunities for students to show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and "How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and "applying" and at most "creating".