Session 1: the webinar will give an insight into creating meaningful and contextualized performance assessment tasks.

1. How to enhance Deeper
Learning using Performance
Based Assessments
SIPD-LED WEBINAR
BY
SHAGUFTA SHAZADI
(SPECIALIST MONITORING EVALUATION ACCOUNTABILITY & LEARNING)

3. What is “DEEPER LEARNING”?

4. Deeper learning competencies

7. As an educator do we promote deeper learning?
 Do we teach children about their career, life skills i.e. taking out loans,
buying a house, budgeting, investments, saving, decision making etc?
 How can we prepare our students for their future career in an era which is
rapidly changing?

8. Performance based assessments to promote deeper
learning
 PBA is according to Educational Testing “A test in which a test taker
actually demonstrates the skills the test is intended to measure by doing
real-world tasks that require those skills, rather than answering questions
asking how to do them”
 According to (Mc Mellon, 2007), teacher observes and makes judgments
about students demonstration of a skill in creating a product or
presentation

9. PBAs can be process oriented or product oriented
Product Oriented
 Based on final work produced by students using
multiple levels of metacognition.
 Depicts the application of knowledge.
 Demonstrates the levels of task achievement.
Examples: projects, art, portfolio, photo, writing
samples (newspaper articles, poetry/essay essays)
The assessment is done on the basis of the final
product

10. Process Oriented
 Insight to students’ thinking, reasoning, motivation. Examples: Individual or pair
conferences, presentations, surgeries, course designing, Role play
 Assessment has to be done during the performance of the task-when the
student is demonstrating the skills.

11. Why Performance Based Assessment

12. Why performance based assessments?
 Engages and Measures what it’s really matters in the life
outside the classroom
 Creating opportunities to equip students the necessary skills
to thrive in 21st century
 More like instructional activity than like paper pencil tests
 When students experience PBA there is some learning takes
place

13.  Discourages memorize and regurgitate content and measures
higher-order thinking skills.
 Bringing students out of their comfort zone
 Engage them in exploration, solve real life problems
 Create opportunities for global collaboration
 Make them think rethink and learn

14. Examples of PBA Tasks
Task: Working in pairs. Making seed balls/ earth balls/ clay dumplings using fertile clay.
(note) write a list of questions you come across while doing the work
Material: clay, natural fertilizer, water, any seeds, tub, gloves,
Directions:
 Mix the soil, clay and 1 part water thoroughly. There shouldn’t be lump
 Take small bits of the clay mixture and roll into ball about 1 inch
diameter
 Add seed
 Dry seed balls for 24-48 hours in a shady place before sowing or restoring
 Cast out into fields at the appropriate time of the year
Philosophy and science: to make the surround greener, more environmental friendly place.
 Useful to employ in urban areas where tillage is not an option. Establish perennial pasture on marginal
degraded highlands where steep slopes, existing woodlands, shallow soils/exposed bedrock makes the
use of seed drills and rippers impossible.

15.  Performance Assessment Task Template.doc

16. TASK: Make a parallel circuit model using the material provided
Material: wires, four 1.5 volt batteries, 3 bulbs, 4 switches, hard board, pencil, ruler
Steps
(note) Make predictions and write questions that hits your mind to think
 Gather the main components of a parallel circuit (provided already)
 Mark a diagram using pencil on board
 Point battery, wire, switch and bulbs at different points
 Prepare your wires according to the required length
 Connect the first lightbulb to the battery.
 Begin to connect the switch to the battery.
 Connect the switch to the first lightbulb.
 Connect all three bulbs in a way that is controlled by one switch
 Connect each bulb with its own switch

17. Theory:
 Current flows from positive to negative end of the battery. In parallel circuit
there are more than one paths to flow current, therefore, each bulb has its
path that when any one bulb goes off rest will still be glowing.

18. Circuit diagram Assessment Checklist
S# Steps Yes(
1)
No(0)
i Battery is placed rightly
ii Switch is placed at positive end
iii Bulbs are connected in a way that if one goes off the rest are
still lighting up
iv All the bulbs glow from main switch
v Shown current direction from +ive to –ive
vi Labelled components of circuit
Exemplary questions be:
1. Why switch is placed at positive end?
2. Why domestic circuits are connected parallel?
3. Why if the one bulb goes off the rest are still lighting up?

19. Take away
What can I do with what I know is more
important than what do I know?

20. Q&As