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PERFORMAN
CE-BASED
TEST
PERFORMANCE-BASED
ASSESSMENT
Believe that the best way to gauge a student or pupil competency in a
certain task is through...
Performance-Based
Test
There are many testing procedures that are classified
as performance-based tests.
• Require student...
Performance
Tasks
• Students are required to draw on the knowledge and skills they possess and to
reflect upon them for us...
As in any other test, the tasks need to be consistent with the intended
outcomes of the curriculum and the objectives of t...
Rubrics and
Exemplars
Rubrics is a scoring method that lists the
criteria for a piece of work, or what
counts. It also articulates gradations of...
Perkins et al (1994) provide an example of
rubrics scoring for student inventions and
the lists criteria and gradation of ...
Rubric for an Invention Report
Purposes
The report explains
the key purposes of
the invention and
points out less
obvious ...
Critique
The report
discusses the
strengths and
weaknesses of the
invention, and
suggests ways in
which it can be
improved...
Reasons for the seeming
popularity of scoring rubrics
in the Philippines
Useful for both
teaching and
evaluation of
learni...
CREATI
NG
RUBRIC
S
1. SURVEY MODELS
Show students examples of good and
not-so-good work. Identify the
characteristics that make the good ones...
2. Define criteria
From the discussions of the models,
identify the
qualities that define good work.
3.
Agree on the
levels of quality
Describe the best answer and worst levels of
quality, then fill in the middle levels bas...
4.
Using the agreed criteria and levels of quality,
evaluate the models presented in step 1 together
with the student.
Pra...
5.
Give students their task. As they work, stop
them occasionally for self-and peer-assessment.
Use self-and peer
assessme...
6.
Give students their time to revise their work and
based on the feedback they get in step 5.
Revise
7.
Use the same rubric students used to
asses their work yourself.
Use teacher assessment
The table shows an example of a teacher- made rubric prepared to
assess the videotaped: Reading Rainbow-style
Book talks.
...
Criteria Quality
Did I tell one interesting part?
Made it sound
interesting-I want to
buy it!
Told part and
skipped on to
...
Tips in designing Rubrics
• Avoid vague terms
• Use words that can convey ideas
And can readily observed
Criterion Quality
Gains attention
of audience.
Gives details or
an amusing fact,
a series of
questions, a short
demonstrat...
Gives enough
details.
Yes, I put in
enough
details to give
the reader a
sense of time,
place, and
events.
Yes, I put
some ...
Well designed rubrics include:
• Performance dimension that are critical to successful task
completion;
• Reflects all imp...
AUTOMATING
PERFORMANCE
BASED TEST.
The following should kept in mind as we design a
performance based test.
• Each performance task is used in the test shoul...
Submitted By: Group
4.
Submitted To:
Prof. Genalyn L. Baranda
Members:
Michelle Zonio
Ma. Mae Paz
Ma. Luz Lago
Ma. Kia Joy Madrelino
Julimar Meteoro
Queenie Cusay
Analyn Liba
Lyza Balb...
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Assessment1

  1. 1. PERFORMAN CE-BASED TEST
  2. 2. PERFORMANCE-BASED ASSESSMENT Believe that the best way to gauge a student or pupil competency in a certain task is through observation. It is designed to assess students on what they know, what they are able to do and the learning strategies they employ in the process of demonstrating it.
  3. 3. Performance-Based Test There are many testing procedures that are classified as performance-based tests. • Require students to perform task or activity perhaps. • Solve complex problem.
  4. 4. Performance Tasks • Students are required to draw on the knowledge and skills they possess and to reflect upon them for use in the particular task at hand. • They are required to work on their projects that yield a definite output or product, or perhaps, a following process which tests their approach to solving a problem.
  5. 5. As in any other test, the tasks need to be consistent with the intended outcomes of the curriculum and the objectives of the instruction; and must require students to manifest. a. What they know b. The process by which they came to know it.
  6. 6. Rubrics and Exemplars
  7. 7. Rubrics is a scoring method that lists the criteria for a piece of work, or what counts. It also articulates gradations of quality for each criterion from excellent to poor.
  8. 8. Perkins et al (1994) provide an example of rubrics scoring for student inventions and the lists criteria and gradation of equally for verbal, written, or graphic reports on student, inventions.
  9. 9. Rubric for an Invention Report Purposes The report explains the key purposes of the invention and points out less obvious ones as well. The report explains all the key purposes of the invention. The report explains some of the purposes of the invention but misses key purposes. The report does not refer to the purposes of the invention. Features The report details both key and hidden features of the invention and explains how they serve several purposes. The report details the key features of the invention and the purposes they serve. The report neglects some features of the invention or the purposes they serve. The report does not detail the features of the invention or the purposes they serve. Criteria Quality (3 Most acceptable (2) Acceptable (1) Less acceptable (0) not acceptable
  10. 10. Critique The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved. The report discusses the strengths and weaknesses of the invention. The report either strengths or weaknesses of the invention but not both. The report does not mention the strengths of the weaknesses of the invention. Connections The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena. The report makes appropriate connections between the purposes and features of the invention and one or two phenomena. The report makes unclear or inappropriate connections between the invention and other phenomena. The report makes no connections between the inventions and other things. SUB-TOTALS
  11. 11. Reasons for the seeming popularity of scoring rubrics in the Philippines Useful for both teaching and evaluation of learning outcomes. Allow students to acquire wisdom in judging and evaluating the quality of their work. Are efficient and tend to require less time for the teachers in evaluating student performance.
  12. 12. CREATI NG RUBRIC S
  13. 13. 1. SURVEY MODELS Show students examples of good and not-so-good work. Identify the characteristics that make the good ones good and the bad ones bad.
  14. 14. 2. Define criteria From the discussions of the models, identify the qualities that define good work.
  15. 15. 3. Agree on the levels of quality Describe the best answer and worst levels of quality, then fill in the middle levels based on your knowledge of common problem the discussion of not-so-good work.
  16. 16. 4. Using the agreed criteria and levels of quality, evaluate the models presented in step 1 together with the student. Practice on models
  17. 17. 5. Give students their task. As they work, stop them occasionally for self-and peer-assessment. Use self-and peer assessment
  18. 18. 6. Give students their time to revise their work and based on the feedback they get in step 5. Revise
  19. 19. 7. Use the same rubric students used to asses their work yourself. Use teacher assessment
  20. 20. The table shows an example of a teacher- made rubric prepared to assess the videotaped: Reading Rainbow-style Book talks. Criteria Quality Did I get my audience’s attention? Create beginning Boring beginning No beginning Did I tell what kind of book? Tells exactly what type of book it is Not sure, not clear Didn’t mention it Did I tell something about the main character? Included facts about character Slid over character Did not tell anything about the main character Did I mention the setting? Tells when and where the story takes place Not sure, not clear Didn’t mention the setting
  21. 21. Criteria Quality Did I tell one interesting part? Made it sound interesting-I want to buy it! Told part and skipped on to something else Forgot to do it Did I tell who might like this book? Did tell Skipped over it Forgot to tell How did I look? Hair combed, neat , clean clothes, smiled, looked-up happy Lazy look Just-got-out of bed look, head down How did I sound? Clear, strong, cheerful voice No expression in voice Difficult to understand_6inch voice or screeching
  22. 22. Tips in designing Rubrics • Avoid vague terms • Use words that can convey ideas And can readily observed
  23. 23. Criterion Quality Gains attention of audience. Gives details or an amusing fact, a series of questions, a short demonstration, a colorful visual or personal reason why they picked this topic. Does a two sentence introduction, then then starts speech. Gives a one sentence introduction, then starts speech Does not attempt to gain attention of audience, just starts speech. Rubric for an Oral Presentation
  24. 24. Gives enough details. Yes, I put in enough details to give the reader a sense of time, place, and events. Yes, I put some details but some key details are missing. No, I didn’t put in enough details, but I did include a few. No, I had almost no details. Criterion Quality Rubric for evaluating Scrapbook
  25. 25. Well designed rubrics include: • Performance dimension that are critical to successful task completion; • Reflects all important outcomes of the performance task. • A rating scale that provides a usable, easily-interpreted score; • Reflect concrete references, in clear language understandable to students, parent and other teacher.
  26. 26. AUTOMATING PERFORMANCE BASED TEST.
  27. 27. The following should kept in mind as we design a performance based test. • Each performance task is used in the test should be clearly defined. • A user need not always end up accomplishing the task; • Having defined the possible strategies, the process and milestones • Every aspect of the problem-solving has to lead a set of changes.
  28. 28. Submitted By: Group 4. Submitted To: Prof. Genalyn L. Baranda
  29. 29. Members: Michelle Zonio Ma. Mae Paz Ma. Luz Lago Ma. Kia Joy Madrelino Julimar Meteoro Queenie Cusay Analyn Liba Lyza Balbino Lovely

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