Product-Oriented Performance-Based Assessment PDF

PRODUCT-ORIENTED PERFORMANCE- BASED ASSESSMENT  INTRODUCTION Performance-based education poses a challenge for teachers to design instruction that is task-oriented. The trend is based on the premise that learning needs to be connected to the lives of the students throu...

PRODUCT-ORIENTED PERFORMANCE- BASED ASSESSMENT  INTRODUCTION Performance-based education poses a challenge for teachers to design instruction that is task-oriented. The trend is based on the premise that learning needs to be connected to the lives of the students through relevant tasks that focus on student’s ability to use their knowledge and skills in meaningful ways. Performance based tasks require performance-based assessments in which the actual student performance is assessed through a product, such as a completed project or work that demonstrates levels of task achievement. Add a Footer 22  PRODUCT-ORIENTED LEARNING COMPETENCIES Student performance- targeted tasks that lead to a product or overall learning outcomes. Examples: communication skills demonstrated in reading, writing, speaking and listening or psychomotor skills requiring physical abilities to perform a given task. RUBRICS - evaluate or assess student performance or proficiency in any given task as it relates to a final product or learning outcome. Add a Footer 33 Product-oriented learning competencies target 1.Novice or beginner ‘s level 2.Skilled level 3.Expert level Such levels correspond to Bloom’s taxonomy in the cognitive domain in that they represent progressively higher levels of complexity in the thinking process. Add a Footer 44  There are other ways to state product-oriented learning competencies. For instance, we can define learning competencies for products or outputs in the following way: Level 1: Does the finished product or project illustrate the minimum expected parts or functions? (beginner) Level 2: Does the finished product or project contain additional parts and functions on top of the minimum requirements which tend to enhance the final output? (skilled level) Level 3: Does the finished product contain the basic minimum parts and functions, have additional features on top of the minimum, and is aesthetically pleasing? (Expert Level) Add a Footer 55 Example: The desired product is a representation of a cubic prism made out of cardboard in an elementary geometry class. Learning Competencies: The final output submitted by the students must: 1. Possess the correct dimensions (5” x 5” x 5”)-(minimum specifications) 2. Be sturdy, made of durable cardboard and properly fastened together – (skilled specification) 3. Be pleasing to the observer, preferable properly colored for aesthetic purposes-(expert level) Add a Footer 66 Example 2: The product desired is a scrapbook illustrating the historical events called EDSA 1 People Power Example 3: The desired output consists of the output in a typing class Add a Footer 77 Task Designing How should a teacher design a task for product-oriented performance based assessment? 1.Complexity 2.Appeal 3.Creativity 4.Goal-Based Add a Footer 88 Example: Paper folding is a traditional Japanese art. However, it can be used as an activity to teach the concept of plane and solid figures in geometry. Provide the students with a given number of colored papers and ask them to construct as many plane and solid figures from these papers without cutting them (by paper folding only) Add a Footer 99  SCORING RUBRICS Are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of products or processes of students’ efforts. Are typically employed when a judgment of quality is required and may be used to evaluate a broad range of subjects and activities. For instance, scoring rubrics can be most useful in grading essays or in evaluating projects such as scrapbooks. Add a Footer 10 10  Criteria Setting The criteria for a scoring rubrics are statements which identify “what really counts” in the final output. The following are the most often used major criteria for product assessment: 1. Quality 2. Creativity 3. Comprehensiveness 4. Accuracy 5. Aesthetics Add a Footer 11 11 From the major criteria, the next task is to identify sub statements that would make the major criteria more focused and objective. For instance, if we were scoring an essay on, “ Three Hundred Years of Spanish Rule in the Philippines” , the major criterion “Quality” may possess the following sub statements:  Interrelates the chronological events in an interesting manner  Identifies the key players in each period of the Spanish rule and the roles that they played.  Succeeds in relating the history of Philippine Spanish rule (rated as Professional, Not quite professional, and Novice) Add a Footer 12 12 When scoring rubrics an appropriate evaluation technique? Can evaluate group activities, extended projects and oral presentations Cuts across disciplines and subject matter for they are equally appropriate to the English, Mathematics and Science classrooms. Where and when a scoring rubric is used does not depend on the grade level or subject, but rather on the purpose of the assessment. Add a Footer 13 13 General versus Task-Specific In the development of scoring rubrics, it is well to bear in mind that it can be used to assess or evaluate specific tasks or general or broad category. Student’s Oral Communication skills- GENERAL SCORING RUBRIC Student’s knowledge of the facts surrounding the EDSA 1 Revolution – SPECIFIC SCORING RUBRIC Add a Footer 14 14 Process of Developing Scoring Rubrics 1.Identification of the qualities and attributes that the teacher wishes to observe in the students’ outputs that would demonstrate their level of proficiency. 2.Identification and definition of the criteria for lowest level of performance. 3.Test whether our scoring rubrics is “reliable” by asking two or more teachers to score the same set of projects or outputs and correlate their individual assessments. Add a Footer 15 15 Asynchronous: Group Video Activity Present and explain the paradigm of the following: a. Process-oriented learning and assessment b. Product-oriented learning and assessment Add a Footer 16 16 THANK YOU End of the topic 17