Chapter IV Designing Meaningful Performance-Based Assessment PDF
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Herman (1992)
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This document is about designing meaningful performance-based assessments. It covers features, suggestions, and purpose of assessments. It emphasizes the importance of specifying learning outcomes and using complex cognitive skills in performing tasks.
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**Chapter IV Designing Meaningful Performance-Based Assessment** - **Overview** - **Learning Outcome** ▪ Determine the features of an effective Performance Assessment Task ▪ Identify the Suggestions for Constructing Performance Tasks ▪ Define the Purpose of Assessment - **Features of an...
**Chapter IV Designing Meaningful Performance-Based Assessment** - **Overview** - **Learning Outcome** ▪ Determine the features of an effective Performance Assessment Task ▪ Identify the Suggestions for Constructing Performance Tasks ▪ Define the Purpose of Assessment - **Features of an effective performance assessment task** - **Suggestions for Constructing Performance Tasks** - Designing performance assessment entails critical processes which start from the tasks that the teacher wants to assess. A well-designed performance assessment helps the student to see the connections between the knowledge, skills, and abilities they have learned from the classroom, including the experiences which help them to construct their own meaning of knowledge. 1. **Defining the Purpose of Assessment** - The first step in designing performance-based assessment is to define the purpose of assessment. Defining the purpose and target of assessment provides information on what students need to perform in a task given. By identifying the purpose, teachers are able to easily identify the **weaknesses** and strengths of the students\' performance. Purpose must be specified at the beginning of the process so that the proper kinds of performance criteria and scoring procedures can be established. Basic questions which teachers ask in determining possible learning competencies to be considered are listed below. - **Five Questions to Consider in determining Competencies.** +-----------------------------------+-----------------------------------+ | Five Questions | Examples | +===================================+===================================+ | What important cognitive skills | - **Communicate effectively in | | or attributes do I want my | writing, employ algebra to | | students to develop? | solve real-life problems** | +-----------------------------------+-----------------------------------+ | What social and affective skills | - **Work independently, | | or attributes do I want my | appreciate individual | | students to develop? | differences** | +-----------------------------------+-----------------------------------+ | What metacognitive skills do I | - **Reflect on the writing | | want my students to develop? | process, self-monitor | | | progress while working on an | | | independent project** | +-----------------------------------+-----------------------------------+ | What types of problems do I want | - **Perform research, predict | | my students to be able to solve? | consequences** | +-----------------------------------+-----------------------------------+ | What concepts and principles do I | - **Understand cause-and-effect | | want my students to be able to | relationships, use principles | | apply? | of ecology and conservation** | +-----------------------------------+-----------------------------------+ **Herman (1992)**
