UNIT 2 Performance Assessment PDF

1 UNIT 2 PERFORMANCE ASSESSMENT At the end of the unit, the pre-service teacher must be able to: Design appropriate performance assessment tools for intended student learning outcomes. A. What and Why of Performance Assessme...

1 UNIT 2 PERFORMANCE ASSESSMENT At the end of the unit, the pre-service teacher must be able to: Design appropriate performance assessment tools for intended student learning outcomes. A. What and Why of Performance Assessment Performance Assessment Performance assessment 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. It provides teachers with information about how well a student understands and applies knowledge and goes beyond the ability to recall information. It is used for assessing learning outcomes that involve designing or creating projects or products such as research papers, art exhibits, reflective essays, and portfolios. On the other hand, performance-based tasks 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. Both product-based and performance-based assessments provide information about how a student understands and applies knowledge and involve hands-on tasks or activities that students must complete individually or in small groups. Purpose of Performance Assessment: 1. It can be used to determine the proficiency level of students, to motivate students to study and provide feedbacks to the students. 2. It also allows teachers to observe achievements, habits of mind, ways of working and behavior of value in the real world. In many cases, these are outcomes that conventional tests may miss. Types Examples A. Product-Based Assessment Visual Products Charts, illustrations, graphs, collages, murals, maps, timeline flows, 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 recording, scripts B. Performance- Based Assessment  2 Oral Presentations/ Paper presentation, poster presentation, Demonstrations individual or group report on assigned topic, skills demonstration such as baking, teaching, problem solving Dramatic/Creative Dance, recital, dramatic enactment, prose or Performances poetry interpretation, role playing, playing musical instruments Public Speaking Debates, mock trial, simulations, interviews, panel discussion, story-telling, poem reading Athletic Skills Playing basketball, baseball, soccer, volleyball, Demonstration/ and other sports Competition Similar to performance assessment is the concept of authentic assessment. Authentic assessment requires students to actually demonstrate their skills in applying skills and knowledge they have learned from class. It involves tasks that resemble what people do in the real setting or context, such as doing an actual research, making a case study, giving a speech, or performing on a stage. Characteristics of a Good Performance Assessment With so many different types of performance assessment tasks or tools that can be used to measure students’ learning outcomes, deciding which one to use can be confusing and challenging. In choosing and designing the best performance assessment, it is good to evaluate its suitability against the following criteria: 1. It is authentic, that is, it includes performance tasks that are meaningful and realistic. Performance assessment should present or require tasks that are realistic and related to everyday life. As it involves an authentic task, it should convey its purpose and reflect its relevance to the students, their discipline, and the outside world as a whole. 2. It provides opportunities for students to show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skill competencies. Since the main goal of teaching and learning is for students’ acquisition and application of knowledge and skills, course assessments should therefore help answer the questions “Do the students know it?” and “How well can they use what they know?” to determine whether the students have actually achieved this goal. 3. It allows students to be involved in the process of evaluating their own and their peers’ performance and output. Performance assessment should allow students to be involved in the process of evaluating themselves and their peers. It should give students the opportunity for self-reflection or self-assessment, as well as to be involved in evaluating their classmates’ performance. Self-assessment allows students to make judgment about their learning process and products of learning, track their progress, and identify the areas where to focus or improve on. Peer assessment, on the other hand, allows students to give constructive feedback  3 about the performance of their classmates or groupmates, which the latter can use to revise or improve their work. Both assessments require that scoring or grading is based on the criteria agreed upon by the teacher and the students. The use of a rubric can facilitate self-assessment and peer-assessment. 4. It assesses more complex skills. Unlike traditional tests that usually assess a single skill and require simple tasks such as remembering or recalling of concepts, performance assessment usually taps higher-order cognitive skills to apply knowledge to solve realistic and meaningful problems. As such, performance assessment allows students to engage in more challenging activities that require various skills, such as planning and decision-making, problem-solving, critical thinking, communication, and creative skills, among others. 5. It explains the task, required elements, and scoring criteria to the students before the start of the activity and the assessment. At the start of the class, it is important that the requirements of the subject are presented and explained to the students. These include the required tasks, activities or projects, the expected quality and level performance or output, the criteria to be included for assessment, and the rubric to be used. Ideally, students should be involved in the whole assessment process from the very onset, by providing them assessment options, getting them involved in discussions and decision-making on performance standards and criteria, allowing them opportunity to give feedback on teacher-made rubrics and to revise them, and training them on how to apply rubric for self- and peer- assessment B. Developing Performance Tasks Guidelines in Designing Performance Assessment Tasks The learning outcomes at the end of the course serve as the bases in designing the performance assessment tasks. With the learning outcomes identified, the evidence of student learning that are most relevant for each learning outcome and the standard or criteria that will be used to evaluate those evidence is then identified. To guide you in designing performance assessments, the following questions may be addressed: 1. What are the outcomes to be assessed? 2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g., problem-solving, decision-making, critical thinking, communication skills)? 3. What are the appropriate performance assessment tasks or tools to measure the outcomes and skills? 4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging, challenging, and measurable? 5. Are the performance tasks authentic and representative of real-world scenarios? 6. What criteria should be included to rate students’ performance level? 7. What are specific performance indicators for each criterion? The choice of teaching and learning activities is also of utmost importance in choosing the performance assessments to use. There should also be an alignment among the learning outcomes, the teaching learning activities and assessment tasks.  4 Using GRASPS Tasks to Create Authentic Assessment G – Goal (What task do I want the students to achieve?) R – Role (What’s the student’s role in the task?) A – Audience (Who is the student’s target audience?) S – Situation (What’s the context? The challenge?) P – Product (What will students create/develop?) S – Standards (On what criteria will they be judged?) Example GRASPS tasks You are a member of a team of scientists investigating deforestation of the Papua New Guinean rainforests. You are responsible for gathering scientific data (including visual evidence such as photos) and producing a scientific report in which you summarize current conditions, possible future trends and the implications for both Papua New Guinea and its broader influence on our planet. Your report, which you will present to a United Nations subcommittee, should include detailed and fully supported recommendations for an action plan that are clear and complete. GRASPS unpacked G = The goal (within the scenario) is to determine current deforestation conditions and possible future trends R = Student is a member of a team of investigative scientists A = The target audience is the United Nations subcommittee S = The scenario: inform the United Nations subcommittee of the effects of deforestation on the Papua New Guinean rain forest and convince them to follow the recommended action plan. P = The product is a clear and complete action plan S = The standards by which the product will be judged are detailed and fully supported recommendations in an action plan that is both clear and complete. G = Goal Your task is to …  5 The goal is to … The problem or challenge is … The obstacle to overcome is … R = Role You are … You have been asked to … Your job is … A = Audience Your clients are … The target audience is … You need to convince … S = Situation The context you find yourself in is … The challenge involves dealing with … P = Product, Performance You will create a … in order to … and Purpose You need to develop a … so that … S = Standards Your performance needs to … Your work will be judged by … Your product must meet the following standards… A successful result will … Template to help create GRASPS task Use one of the sentence starters from each letter to help you write your task. Once you have your sentences, then write it up as a task. Differentiating Performance Task for Diverse Learners Who are diverse learners? Diverse learners include children and students of all abilities from radically, ethnically, culturally, and linguistically diverse backgrounds. Diversity in classroom Get to know your student Re-evaluate your teaching materials Be willing to address inequality Connect the families and community Meet diverse learning need Different Types of Learners 1. Auditory and Musical Learners - Auditory learners like to hear solutions and examples explained to them, and may gravitate towards music subjects and group learning as way to understand information. 2. Visual and Spatial Learners - These learners prefer information presented visually rather than spoken. 3. Verbal Learners  6 - Verbal learners might have a preference for reading and writing, word games and poems. They know the meaning of a broad category of words, can use effectively, and actively seek out new words to add their repertoire. 4. Logical and Mathematical Learners - Logical learners look for patterns and trends win what they learn. They search for the connections, and the reasons and results. These learners greatly appreciate any type of learning that logically explains the subject at hand. 5. Physical and Kinesthetic Learners - Commonly called “hands-on” learners that emphasizes a type of “Learning by Doing”. 6. Social Interpersonal Learners - Social learners show preference towards groups and collaboration 7. Solitary and Intrapersonal Learners - These learners can be visual, auditory, physical, verbal, or logical learners. 8. Nature Learners - Nature learners are learners who do best when interacting with nature. Differentiated Instruction Techniques to Reach Diverse Learners Key Vocabulary – educators work with students to help them identify, recognize, develop, and use new terminology. Consider matching key vocabulary with one of the other differentiated instruction techniques below to engage all your students. Create a memory match game to learn and review key vocabulary terms. Prior Knowledge Links – This technique taps into students’ prior experiences and knowledge. Have students interview each other to learn about their own individual experiences in reference to a certain topic. You can also address pointed questions to the entire group, such as: Have you ever visited a forest? What was it like? Did you like it? Paired and Cooperative Learning – Combine students with varying learning abilities, interests, language proficiencies, or other skill strengths into groups of two or more to provide peer support throughout a lesson. Nonlinguistic Representations – Help students learn using modalities other than the printed word, such as singing, role-playing, sketching, taking photographs, etc. Realia and Hands-on Learning – Provide students with tangible objects illustrate what is being discussed, and get students to participate through the use or creation of materials to engage multiple learning modalities. Curricular and Personal Connections – Help students make connections with other content and discipline areas by relating new concepts to previously learned ones. This can be accomplished using group questioning, hands-on realia, or a more formal assessment. Oral, Reading, and Writing Skills – Encourage students to integrate the three learning modalities of speaking, reading, and writing. Higher Order Thinking – Challenge students to go beyond comprehension of basic material by moving them toward more abstract reasoning, such as  7 making inferences, predictions, and appropriate connections. This can also be accomplished using group questioning or a more formal assessment. Scoring Rubrics A scoring rubric is an efficient tool that allows you to objectively measure student performance on an assessment activity, particularly those that are not traditional in nature such as portfolio, outputs or projects, performances, collaborative work, and research. The following are examples of student performances and outputs that can be assessed by a rubric: Student Performances: 1. Oral presentations/demonstrations Research paper/poster presentation Individual or group report Skills demonstration, such as baking and teaching Extemporaneous speech 2. Dramatic/Creative performances Dance recital Performance in a play or musicals Poetry reading and interpretation Playing musical instruments 3. Public speaking Debates Declamation Panel discussion Inspirational speech 4. Athletic Skills Demonstration/Competition Products/Outputs 1. Visual products Paintings Collages Posters Video presentations 2. Kinesthetic products Diorama Sculpture Dance recital Wood carvings 3. Written products Essays Poems Thesis/term paper Movie/TV script 4. Verbal products Audiotapes  8 Voice recording Speech scripts (to inform, to persuade, etc.) Types of Rubrics: Type of Rubric Description General/Generic It contains criteria that are general and can be applied Rubric across tasks. This is most convenient for teachers who do not have the time and skills in developing different types of rubrics as they can reuse the same rubrics for several tasks or assignments. However, the teacher may not be able to assess accurately the student’s performance for a particular task. For example, the same rubric that can be used to evaluate both oral presentation and research output. Task-specific It contains criteria that are unique to a specific Rubric performance task to be assessed. This kind of rubric is best for instruction and formative assessment since it will provide the students feedback on what aspects of their performance or work need to be improved. However, developing analytic rubrics is time-consuming for teachers. For example, a rubric can only be used for oral presentation and another rubric is applicable for research output. Holistic Rubric A Student’s performance or output is evaluated by applying all criteria simultaneously, thus providing a single score based on an overall judgment about the quality of student’s work. It does not provide a score on each individual criterion. One advantage of holistic rubric is that it is quick to develop and use by the teachers. However, it does not inform students about their specific strengths and weaknesses, and thus, may not be as sufficient and helpful in guiding them in improving their performance. For example, rubric for problem solving activities which entails scoring the student’s overall ability to solve a particular problem or issue, and rubric for creative work (e.g., painting), which gives an overall score for the student’s creativity and skill. Analytic Rubric A student’s work is evaluated by using each criterion separately, thus providing specific feedback about a student’s performance or product along several dimensions. This is most applicable for assessing a complex performance or product. One advantage is it identifies the student’s strengths and areas for improvement based on the criteria identified. Scoring with an analytic rubric however would entail more time than with a holistic rubric. For example, rubric for research paper that requires scoring a student’s work on different parts of the research paper, or a rubric for chemical laboratory experiment taking into consideration the student’s performance in every stage of the experiment.  9 This is a general/generic rubric as this can be applied to any type of performance tasks or outputs (e.g., research report, dance performance, oral presentation, etc.) Criterion Not evident Insufficient Sufficient Excellent 1 2 3 4 Provided No/few Comments Comments Comments meaningful/ comments or are are include relevant suggestions to superficial, relevant suggestions and feedback on improve the not and additional peer’s work, work, relevant, appropriate; resources; output, performance, neutral or comments comments praise performance or output, non- include specific strengths comments encouraging. positive of the work/ might be feedback performance as interpreted as and well as insulting, with suggestions. constructively little address understanding weaknesses with of the alternatives that assigned task. might be considered. Sample Task-Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs Criteria Not Insufficient Sufficient Excellent Evident 2 3 4 1 Provided meaningful/ Relevant feedback on: -Significance No/few Comments Comment Comments of the study commen are s are include ts or superficial relevant suggestions and suggestio and not and additional ns; with relevant appropriat resources little e. regarding the understa construct/ nding. problem. -Theoretical No/few Comments Comment Comments basis/ commen are s are include conceptual ts or superficial relevant suggestions and framework of suggestio and not and additional the study ns; with relevant appropriat resources little e. regarding the understa construct/ nding. problem. -methods No/few Comments Comment Comments commen are s are include ts or superficial relevant suggestions and suggestio and do not and additional ns provide appropriat resources appropriate e. regarding the  10 suggestions construct/ on how problem. research should be conducted. -comments in No/few Comments Comment Comments praise a positive, commen Are neutral s include specific strengths encouraging, ts or or non- positive of the work/ and suggestio encouraging feedback performance as constructive ns; given ; comments and well as manner to are not suggestion constructively improve relevant to s. address the the study weaknesses with paper; alternatives that comment might be s might considered. be interprete d as insulting. Grade Sample Holistic Rubric for Oral Presentation Rating/Grade Characteristics A Is very organized. Has a clear opening statement that (Exemplary) catches audience’s interest. Content of report is comprehensively and demonstrates substance and depth. Delivery is very clear and understandable, uses slides/ multimedia equipment effortlessly to enhance presentation. B Is mostly organized. Has opening statement relevant to (Satisfactory) topic. Covers important topics. Has appropriate pace and without distracting mannerisms. Looks at slides to keep on track. C Has an opening statement relevant to topic but does not (Emerging) give outline of speech; is somewhat disorganized. Lacks content and depth in the discussion of the topic. Delivery is fast and not clear; some items not covered well. Relies heavily on slides and notes and makes little eye contact. D Has no opening statement regarding the focus of the (Unacceptable) presentation. Does not give adequate coverage of topic. Is often hard to understand, with voice that is too soft or too loud and pace that is too quick or too slow. Just reads slides, slides too much text. Sample Analytic Rubric for Oral Presentation Standards 4 3 2 1 Exemplary Satisfactory Emerging Unacceptable Organization Has a Has Has opening Has no clear opening statement opening opening statement relevant to statement or statement that is topic and but has an  11 that relevant to does not give irrelevant catches topic and outline of statement, audience’s gives outline speech, is gives listener interest, of speech, is somewhat no focus or maintain mostly disorganized. outline of the focus organized, presentation throughout provides , adequate summarize “road map” s main for the points listener. Content Demonstra Covers Lacks Does not give tes topic, uses content and adequate substance appropriate depth in the coverage of and depth, sources, is discussion of topic, lacks is objective. the topic, sources comprehen lacks sive, shows resources. mastery of material. Delivery Has Has Delivery is Is often hard natural appropriate fast, some to delivery, pace, has items not understand, projects no covered well, has voice that enthusias distracting not is too soft or m, mannerisms understandabl too loud, has interest, , is easily e. a pace that is and understood. too quick or confidence too slow, report can demonstrates be one or more understood distracting well. mannerisms Use of media Uses Looks at Relies heavily Just reads slides slides to on slides and slides, slides effortlessl keep on notes, makes too much text y to track, uses little eye enhance as contact, uses presentatio appropriate slides with n, has an number of many texts. effective slides. presentatio n without media Response to Demonstra Shows ease Answers Cannot Questions tes full in questions, but answer most knowledge answering not questions. of topic, questions convincingly/ Demonstrates explains but does not vague or little grasp of and elaborate unclear information, elaborates has on all undeveloped questions or unclear answers to questions  12 GRADE Characteristics of a Goof Rubric: 1. Explicit. A good rubric should contain criteria and performance indicators that are clear, concrete, and observable as well as relevant and applicable to the performance task to be assessed. Each benchmark and point value should also have clearly delineated indicators, differentiating the expected quality of work for each performance level. 2. Aligned. A good rubric should contain criteria that are aligned with the expected quality of performance for a particular task or assignment, as well as with the intended level of learning outcomes in the subject. 3. Authentic. A good rubric should include criteria and performance indicators or descriptors that are meaningful and require application of real-life skills. 4. Valid. A good rubric should be able to measure what it intends to measure. 5. Diagnostic. A good rubric should be able to communicate to the students what are expected of them in the course, allow them to reflect on their performance, and provide them opportunities to improve on areas that they did not do well. Steps in Rubric Development Step 1. Determine the learning outcome and the performance task to be evaluated. It is important to be clear about the learning outcome/s and the specific performance task that will be evaluated. Choose tasks that are essential (i.e., aligned with desired learning outcomes), authentic (i.e., involves meaningful and real-life application of skills), complex (i.e., contains numerous possibilities for application, extensions, and connections of knowledge and skills), feasible (i.e., can be done given the time constraints and availability of resources), and measurable (i.e., it can be observed and measured). Step 2. Identify the quality attributes or indicators of the performance task. Next, you need to identify and list all possible attributes or indicators of a good performance. This can be based from your own expectations and benchmark exemplars of work that reflect key standards. You may explore and specify the skills, knowledge, and or behavior that you will be looking for to describe the standard in one’s performance. Be sure to limit the characteristics that are important. Step 3. Determine the criteria or dimensions. Cluster the list of attributes and/or indicators into possible groups or categories and label the categories. This will form the criteria for assessment. For example, in a dance performance task, all attributes that pertain to how well the students execute the dance in terms of movement, body position, placement in stage, and dance style can be grouped under the criterion “Technical Skills”. You can also include criteria in terms of the components of a performance task. For example, for a research report rubric,  13 you can include as criteria the different parts of a research, such as introduction, method, data gathering and analysis, conclusion, and recommendations. Likewise, for a chemistry laboratory report, you can include as dimensions introduction, materials/equipment, procedure, data results, analysis. Keep in mind that only relevant criteria should be included in the rubric. You also need to determine what type of criteria (i.e., content, process, quality, or impact) and rubric (i.e., holistic, analytical, general, or task-specific) will be used. Step 4. Determine the benchmarks and point values. A number of descriptors can be used to denote the levels of performance (with or without accompanying symbols for letter or number grades). Examples of levels of performance include: Level 4 Exemplary Distinguished Substantially Outstanding Developed Level 3 Accomplished Proficient Mostly Developed Proficient Level 2 Developing Apprentice Developed Acceptable Level 1 Beginning Novice Underdeveloped Unacceptable Usefulness of a Scoring Rubric Rubric is an important component in the teaching-learning process. It does not only help teachers in assessing students’ work through application of consistent standards and in identifying the gaps in their learning, but it also makes students aware of what are expected of them in relation to the assessment tasks in particular and the subject as a whole, of how they will be graded, and eventually of how well they are meeting these expectations. Thus, to make the rubric more relevant and useful to the students, it is important for teachers to: 1. Prepare the rubric and make it available to students before they begin with the assigned tasks to inform them the requirements, criteria, and expectations so as to guide them in carrying out their tasks; 2. Develop rubric with performance descriptors that are clear and easily understood by students; 3. Present the rubric to students and allow them to give their feedback and suggestions to improve or refine it; 4. If possible, involve students in the creation of rubric to enhance their motivation, engagement, and self-regulation; and 5. Orient the students on how to effectively use the rubric, especially those that are used for self-assessment and peer-assessment.