Session 2: The webinar will give an insight into creating meaningful and contextualized performance assessment tasks.

2. WHAT IS PERFORMANCE BASED ASSESSMENT?
• Assessment strategies require students to demonstrate their knowledge and skills
by performing a task or producing a product.
• Provides teachers information with how students understand and apply
knowledge.

3. TRADITIONAL VS PERFORMANCE
Do you know it?
• Recall
• Identify
• Match
• List
Can you use/apply it?
• Compare
• Classify
• Analyze
• Apply

4. PBAS CAN BE PROCESS ORIENTED OR PRODUCT ORIENTED
• Product Oriented
Work produced by students, depicts the
application of their knowledge. Examples:
projects, art, portfolio, photo, writing samples
(newspaper articles, essays)
• Process Oriented
Insight to students’ thinking, reasoning,
motivation. Examples: Individual or pair
conferences, presentations, surgeries, course
designing,

5. COMPLEXITY OF A TASK
• Restricted-type task
• Narrowly defined and require
brief responses
• Task is structured and specific
• Examples:
• Construct a bar graph from a
provided survey data.

6. • Demonstrate a shorter conversation with
a waiter about what is on a menu
• Listen to the evening news on television and
explain if you believe the stories are biased.

7. • Flip a coin ten times. Predict what the next ten flips of
the coin will be, and explain why.
• Climbing a bar competition

8. • (In view of the class, place 10 caterpillars
in a box. Place a flashlight at one end,
while darkening the other by folding over
the box top.)
“Do caterpillars move more to the light or
more to the dark? Make a graph that shows
how many caterpillars move to the light and
how many move to the dark part of the box”.

9. EXTENDED-TYPE TASK
• Complex, elaborate, and time-consuming.
• Often include collaborative work with small
group of students.
• Requires the use of a variety of
information
Examples:
Design a playhouse and estimate cost of
materials and labor

10. Plan a trip to another country: Include the
budget, places and justify why you want to
visit certain places

11. TURN YOUR STREET GREEN USING LOW-COST NO-
COST MATERIAL

12. CONSTRUCTING PERFORMANCE BASED ASSESSMENT TASKS
1. Define the purpose and take account of some factors;
• What am I assessing
• What do my students need to know. Am I asking some trivial information
• What prerequisite skills do my students need to know
• What level my students need to perform (foundation, intermediate or proficiency)
• Will the performance level be the same for all the students in the class?/
performing the task?
• What level of cognition should I assess?

13. How can I survive in a desert?
1. To take decisions in a team
2. To develop necessary skills for survival in
a desert
3. To learn the characteristics of a desert
e.g. Critical thinking, collaboration,
communication
2. Integrated or single subject?
3. Write driving question
4. Identify learning outcomes
5. Identify the content and thinking skills to be
assessed

14. 6. Create task
“Imagine that your class is going on an expedition into the
Sahara desert. What means of transport would you use? What
kind of clothing would you need? How much food and water
would you have to take with you? Think and explore the ways
in which you have to adapt to be able to survive for a month
in a desert”
7. Design the scenario/ write methodology
i. Processes to follow in carrying out the project/ performing task
ii. Essential Worksheets
iii. Assessment checklists/rubrics (Self-assessment and Peer-Assessment)
8. Submission guidelines

15. • Sample_Project_LifeInDesert.doc

16. Example: Methodology
Divide the whole class in the 3 group
Task-1: Group-1 collect the information about following things in
the schools:
Number of the chairs
Number of tables
Number of cupboards
Number of doors
Number of trees
Task-2: Group-2 collect the information about following things in
the school:
Number of windows
Number of black/white boards
Number of class rooms
Number of play ground
Number of plants
Group-3 Perform the below task 3-5:
Task-3: Gather all information at one place
Task-4: Make a frequency table
Task-5: Demonstrate the frequency table in front of the class
Marking scheme
1. Collection of the
information 2marks
2.Making the frequency table
1mark
3.Demonstration
2marks
Total 5

17. WHILE DESIGNING THE PROJECT
• Language shall be appropriate to the age and experience and grade
level of the students.
• Time bound
• Be sure that words, images, symbols, etc. provide evidence of
understanding.
• The content is ethically appropriate and contextually relevant
• Integrate Technology (when necessary) but orient students with
authentic and useful sites.

18. • Personalize the situation
• Provide clear directions
• Keep your students developmental level in mind
• Plan well and discuss the project with peers

19. INSTRUMENTS TO ASSESS TASK
• Rubrics
• Checklists
Instruments.doc

20. I hear and I FORGET
I see and I REMEMBER
I do and I UNDERSTAND
Take Away