3a._Performance_Assessment3.pdf

Performance Assessment - Dr. Rosalie P. Espartero Performance Assessment qIt is an assessment activity or set of activities that require students to generate products or performances that provide direct or indirect evidence of their knowledge, skills and abilities in an academic...

Performance Assessment - Dr. Rosalie P. Espartero Performance Assessment qIt is an assessment activity or set of activities that require students to generate products or performances that provide direct or indirect evidence of their knowledge, skills and abilities in an academic content domain. qIt provides teachers with information about how well a student understands and applies knowledge and goes beyond the ability to recall information. qIt is used for assessing learning outcomes that involve designing or creating projects or products such as research papers, art exhibits, reflective essays and portfolios.  Performance-based tasks They include actual performances of making those products, such as carrying out laboratory experiments, exhibiting creative and artistic talents, such as dancing, painting, and playing a musical instrument, and demonstrating writing skills through extemporaneous essay writing, article review, and reflective papers. Examples of product-based and performance-based assessments Types Examples A. Product-Based Assessment Charts, illustrations, graphs, collages, murals, maps, time flows, Visual Products diagrams, posters, advertisements, video presentations, art exhibits Kinesthetic Products Diorama, puzzles, games, sculpture, exhibits, dance recital Written Products Journals, diaries, logs, reports, abstracts, letters, thought or position papers, poems, story, movie/TV scripts, portfolio, essay, article report, research paper, thesis Verbal Products Audiotapes, debates, lectures, voice recordings, scripts Examples of product-based and performance-based assessments Types Examples A. Performance-Based Assessment Paper presentation, poster presentation, individual or group report on assigned Oral topic, skills demonstration such as baking, teaching, problem solving Presentations/Demonstrations Dance, recital, dramatic enactment, prose or poetry interpretation, role playing, Dramatic/Creative playing musical instruments Performances Debates, mock trial, simulations, interviews, panel discussions, storytelling, poem reading Public Speaking Playing basketball, baseball, soccer, volleyball and other sports Athletic Skills Demonstrations/Competition Characteristics of a good performance assessment?  It should present or 1. It is authentic, that is, it require tasks that are includes performance tasks realistic and related to that are meaningful and everyday life. I should convey its purpose and realistic. reflect its relevance to the students, their discipline and the outside world as a whole. 2. It provides opportunities It should achieve a for students to show both balanced approach what they know and how wherein it gives students well they can do what they opportunities to show know. their knowledge-and-skill competencies.  It should give students the opportunity for self-reflection or self-assessment, as well as to be involved in evaluating their classmates’ performance. 3. It allows students to be Self-assessment allows involved in the process of students to make judgement about their process of learning evaluating their own and process and products of their peers’ performance learning, track their progress and output. and identify the areas where to focus or improve on, while peer assessment allows students to give constructive assessment about the performance of their classmates.  It usually taps higher- 4. It assesses more complex order cognitive skills to skills apply knowledge to solve realistic and meaningful problems. It allows students to engage in more challenging activities that require various skills.  It is important that the requirements of the 5. It explains the task, subject are presented and required elements, and explained to the students. scoring criteria to the These include the students before the start of required tasks, activities the activity and the or projects, the expected assessment. quality and level performance or output, the criteria to be included for assessment, and the rubric to be used.