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8/14/2019 Performance based assessment - Copy.pptx
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PERFORMANCE
BASED ASSESSMENT
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What is Performance-Based
Assessment?
• It integrates instruction with
evaluation of student achievementand is based on constructivist
learning theory. Multiple criteria for
judging successful performance aredeveloped, and students learn to
self-assess
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CHARACTERISTIC OF
PERFORMANCE-BASED
ASSESSMENT
• Students perform, create, construct,
produce, or do something.• Reasoning skills are needed and assessed.
• Involves sustained work, often days and
weeks.• Calls upon students to explain, justify,
and defend.
• Performance is directly observable.
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STRENGTHS OF PERFORMANCE-
BASED ASSESSMENT
• Students are more engage in active
learning as a part of the assessment.• They force teachers to identify multiple,
specific criteria for judging success.
• Can be applied to learning all context
areas
• Motivates educators to explore the
purposes and processes of schooling.
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LIMITATION OF
PERFORMANCE-BASED
ASSESSMENT
•Reliability
•Sampling
•Time
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LEARNING TARGETS FOR
PERFORMANCE-BASED
ASSESSMENT
• Skills
Include the student’s accomplishment of reasoningcommunication and psychomotor proficiencies.
• Products Are completed works, such as term papers, reports,
projects, and other assignments in which students use
their skills and knowledge.
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TYPES OF APPROPRIATE
LEARNING TARGETS
• COMMUNICATION SKILLS
Learning targets focused on communication skillsinvolve student performance of reading, writing,
speaking, and listening.
• PSYCHOMOTOR SKILLS
To describe clearly the physical action that are
required.
These may be developmentally appropriate skills
or skills that are needed for specific tasks.
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PSYCHOMOTOR SKILLS
STEPS IN IDENTIFYING LEARNING TARGETS FORPSYCHOMOTOR SKILLED
1. To describe clearly the physical action that are require. These
may be developmentally appropriate skills or skills that areneeded for specific tasks.
FIVE CATEGORIES:
Fine motor: cutting paper with scissors, drawing a line et.
Gross motor: walking, jumping etc. Complex: perform a golf swing, operate a computer et.
Visual: copying, finding letters et.
Verbal and auditory: identify and discriminate sounds,
imitate sounds et.
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2. To identify the level at which the skill is to be performed.
One effective way to do this is to use an existing classification
of the psychomotor domain. (Simpson, 1972)
These are:
Perception Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination
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STEPS IN CONSTRUCTING
PERFORMANCE-BASEDASSESSMENT
1.Generate or identify idea for atask.
2.Develop task description.
3.Write task question or prompt.
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TYPE OF
PERFORMANCE-BASEDTASK
1.Restricted-type tasks
2.Extended-type tasks
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RESTRICTED-TYPE TASKS
• Target a narrowly defined skill and
require relatively brief responses.
• It is structured and specific
• Requires relatively little time foradministration and scoring.
Example
Construct a bar graph from data provided. Read an article from the newspaper and
answer questions.
Sing a song.
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5. ACTIVE• The student is the worker and decision maker
• Students interact with other students
• Students are constructing meaning and deepeningunderstanding
6. FEASIBLE• The task can be done within school and homework time.
• It is developmentally appropriate for students.• It is safe.
7. EQUITABLE• The task develop thinking in a variety of styles.
• It contributes to positive attitudes.
8. OPEN• The task has more than one right answer.
• It has multiple avenues of approach, making it accessible to
all students.
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EXAMPLE OF PERFORMANCE-BASED
TASKS
Example 1: Measurement and Evaluation Course
• Less Authentic Do an oral presentation of the process in
developing and validating a cognitive test.• Authentic Critique an existing test instrument in terms of its
validity and reliability
• More Authentic Develop a valid and reliable instrument and
administer it to the target users.
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EXAMPLE OF PERFORMANCE-BASED
TASKS
Example 2: Science
• Somewhat Authentic Explain the steps when manipulating the
microscope in examining the parts of a tiny animal.• Authentic Demonstrate how to use the microscope in
examining the body parts of a tiny animal.
• Very Authentic Get any specimen and examine this using the
microscope.