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Questions and Answers
What is the main focus of Process-oriented Assessment?
What is the main focus of Process-oriented Assessment?
- The actual task performance (correct)
- The competencies acquired by the students
- The learning outcomes of the students
- The final output of the activity
Which of the following is a learning outcome under Process-oriented Assessment?
Which of the following is a learning outcome under Process-oriented Assessment?
- Writing a research report without defending it
- Reciting a poem with appropriate voice quality and gestures (correct)
- Avoiding any form of public speaking
- Memorizing facts and figures without understanding
How are competencies defined in the context of assessment?
How are competencies defined in the context of assessment?
- A group of skills and abilities needed for a particular task (correct)
- The student's attendance record
- The final grade received by a student
- The number of tasks completed in a given time period
Why is it important to include level of performance in assessment?
Why is it important to include level of performance in assessment?
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What is one of the criteria for designing performance tasks?
What is one of the criteria for designing performance tasks?
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Which statement accurately describes learning objectives in process-oriented performance-based assessment?
Which statement accurately describes learning objectives in process-oriented performance-based assessment?
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Study Notes
Process-Oriented Assessment
- Focuses on the actual task performance rather than the output of the product of the activity
- Concerned with the process of learning, not just the end result
Examples of Process-Oriented Assessment
- Reciting a poem with feeling, using appropriate voice quality, facial expressions, and hand gestures
- Conducting systematic research on a topic
- Defending a written research report
- Demonstrating coping skills in managing loss and grief
- Executing the skills involved in a dance
Learning Competencies
- Defined as a group or cluster of skills and abilities needed for a particular task
- Stated in direct, observable behaviors of the students
- Include level of performance for clearer expectations, more consistent and objective assessment, and better feedback
Criteria for Designing Performance Tasks
- Integrate knowledge and skills across multiple content standards or strands within a content area
- Measure the capacities of students, such as depth of understanding, research skills, complex analysis, and identification and provision of relevant evidence
- Require student-initiated planning, management of information and ideas, and interaction with other materials
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