Performance-based Assessment in Social Studies PDF

Using Performance- based Assessment in Social Studies Performance Assessment Performance-based assessment (PBA) is a form of classroom assessment utilized by teachers through observing and making judgments regarding the learners’ demonstration of knowledge and skills by means of creating a product,...

Using Performance- based Assessment in Social Studies Performance Assessment Performance-based assessment (PBA) is a form of classroom assessment utilized by teachers through observing and making judgments regarding the learners’ demonstration of knowledge and skills by means of creating a product, making presentations, and constructing a response (McMillan, 2007) 2 In this aspect, the performance-based assessment is a form of alternative assessment that is carried out in the context of authentic tasks. This may be accomplished by individuals or by group, written or oral. The type of performance depends on the required competencies to be performed. However, teachers can actually use their creativity to enhance and include more learning areas in the performance. 3  Performance Tasks As stipulated in DepEd order No. 8, s. 2015, should allow learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks. PRESENTATION TITLE 4  Performance-based tasks may include: 1. Skills demonstration 2. Group Presentation 3. Oral work 4. Multi-media presentation 5. Research projects The performance task itself is the heart of performance-based assessment. PRESENTATION TITLE 5 Things to remember in planning and implementing performance tasks: Teach the requisite knowledge. Create and communicate the scoring rubric. Be a facilitator. PRESENTATION TITLE 6 Strengths and Limitations of PBA Strengths  Performance assessment clearly identifies and clarifies learning targets.  Performance assessment allows students to exhibit their own skills, talents, and expertise.  Performance assessment advocates constructivist principle of learning.  Performance assessment uses a variety of approaches to student evaluation  Performance assessment allows the teachers to PRESENTATION TITLE 7 Strengths and Limitations of PBA Limitations  Development of high-quality performance assessment is a tedious process.  Performance assessment requires a considerable amount of time to administer.  Performance assessment takes a great deal of time to score.  Performance task scores may have lower reliability.  Performance task completion may be discouraging 8 PRESENTATION TITLE Types of Performance Tasks in Social Studies  Position Paper (reaction paper)  Simple Survey Research  Role-Play/Drama  Community Action Plan  Business /Product Proposal  Exhibit PRESENTATION TITLE 9  Steps in Creating Performance- based Assessment 1. Defining The Purpose of Assessment 2. Identifying the Appropriate Task 3. Using Rubrics as an Assessment Tool PRESENTATION TITLE 10  Types of Scoring Rubric 1. Analytic Rubric This kind of scoring rubric requires teachers to identify major skills that are relevant and aligned with what is intended to measure. It determines the specific and detailed criteria that learners must achieve. When criteria are defined in a detailed manner, teachers will not face any difficulty in assigning scores to a performance or product. Each criterion is defined based on a PRESENTATION TITLE 11 certain degree of performance thereby  1- Needs 2-Fair 3-Good 4-Excellent Improvement Ideas No evidence of a main Contains simple Contains a focused Contains focused and idea information about a main idea original main idea Ideas see random and topic Very limited Uses some details to Uses specific and unconnected development of the enhance the main idea engaging details to topic develop the main idea Organization No sense of beginning, Shows beginning Beginning, middle and Engaging beginning, middle and end sense of organization end work together to well organized middle, No evidence of but may be hard to communicate and effective ending transitions follow at times effectively Variety of transition May use simple Uses variety of words to make the transition words transition words to writing flow smoothly connect ideas Sentence Fluency Many sentences Complete sentences, Variety of sentence Purposefully uses a fragments but most are simple beginnings and lengths variety of sentence Repetitive, simple structure and about the Uses some compound length and structure sentences same length sentences (simple and compound) to engage the reader Conventions Still needs extensive Still needs much Only requires minor Needs almost no editing, errors interfere editing, errors editing, errors do not editing with meaning sometimes breakdown interfere with meaning meaning PRESENTATION TITLE 12  Types of Scoring Rubric 2. Holistic Rubric This kind of rubric allows teachers to evaluate a performance or a product based on the perspective of its overall quality. Each criterion is defined generally and then assigned a score. This gives the teachers an overall grasp of what should be evaluated among the learners. It also allows the teachers to rate very quickly, thus saving more time for the performance. PRESENTATION TITLE 13  Criteria Ratings Pts. Excellent to Very Good performance. Models professionalism and exemplary This area will be used 5 pts. intellectual engagement with the course content. Demonstrates ability to productively by the assessor to identify important implications and extensions of the readings in ways that motivate leave comments and deepen inquiry in the course. Posts and replies ar eon time or early. Replies are related to the criterion engaged, polite, and offer support, critiques, and useful suggestions. Good to Average Performance. Applies course content effectively, but may fail to This area will be used 4 pts. address all elements of the assignment. Grammar is high in quality but may display by the assessor to minor inconsistencies. Replies are engaged and polite, but may not offer much leave comments critical thinking or suggestions. related to the criterion Below Average Performance. Post may not model a professional, collegial demeanor. This area will be used 3pts. Post may be inconsistent with the assignment instructions; comments may lack by the assessor to depth and/or oversimplify the issues at hand or may be incomplete. Grammar may leave comments be inconsistent. Post and replies may be late in a manner that reduces participation. related to the criterion Replies may not be present. Poor Performance. Post was not completed or does not address assignment This area will be used 0 pts. requirements. Comments may be shallow or incomplete. Grammar is poorly by the assessor to executed. leave comments related to the criterion Total Point : 12 PRESENTATION TITLE 14  Summary of training Public speaking is an important Public speaking has been around skill to have in various professional for thousands of years and was environments originally studied by the Greeks Public speaking can help you Follow-up exercises and additional become a better advocate for resources on how to continue yourself improving your skills PRESENTATION TITLE 15  Assessment and evaluation Quiz on public speaking tools: Feedback on training: What is the birthplace of Did you find these strategies rhetoric? helpful? What are some of the ways to Do you feel like you have a combat stage fright? better grasp on the subject? PRESENTATION TITLE 16 Thank you Mirjam Nilsson​ 206-555-0146 [email protected] www.contoso.com