1. The document discusses the purposes and targets of high-quality classroom assessment. It explains that assessment should provide feedback to students and serve as a diagnostic tool, and that targets reflect the intended learning outcomes.
2. Learning targets are defined as statements describing what students should know and be able to do by the end of instruction. Targets have clear content including observable behaviors and criteria for judging performance.
3. Various assessment methods are presented, including direct methods like exams, projects, and observations; and indirect methods like surveys and interviews that infer learning through student and faculty perceptions. Factors like sampling accuracy are also important for high-quality assessment.
1. The document discusses the purposes and targets of high-quality classroom assessment. It explains that assessment should provide feedback to students and serve as a diagnostic tool, and that targets reflect the intended learning outcomes.
2. Learning targets are defined as statements describing what students should know and be able to do by the end of instruction. Targets have clear content including observable behaviors and criteria for judging performance.
3. Various assessment methods are presented, including direct methods like exams, projects, and observations; and indirect methods like surveys and interviews that infer learning through student and faculty perceptions. Factors like sampling accuracy are also important for high-quality assessment.
1. The document discusses the purposes and targets of high-quality classroom assessment. It explains that assessment should provide feedback to students and serve as a diagnostic tool, and that targets reflect the intended learning outcomes.
2. Learning targets are defined as statements describing what students should know and be able to do by the end of instruction. Targets have clear content including observable behaviors and criteria for judging performance.
3. Various assessment methods are presented, including direct methods like exams, projects, and observations; and indirect methods like surveys and interviews that infer learning through student and faculty perceptions. Factors like sampling accuracy are also important for high-quality assessment.
1. The document discusses the purposes and targets of high-quality classroom assessment. It explains that assessment should provide feedback to students and serve as a diagnostic tool, and that targets reflect the intended learning outcomes.
2. Learning targets are defined as statements describing what students should know and be able to do by the end of instruction. Targets have clear content including observable behaviors and criteria for judging performance.
3. Various assessment methods are presented, including direct methods like exams, projects, and observations; and indirect methods like surveys and interviews that infer learning through student and faculty perceptions. Factors like sampling accuracy are also important for high-quality assessment.
1: While the second purpose asks the question: Did
HIGH QUALITY ASSESSMENT IN RETROSPECT the students achieve the intended learning TOPICS: outcome? Purpose of Assessment Can you relate the purposes of assessment to your Targets in assessment future work as a teacher? How? INTRODUCTION Classroom assessment is very important in What is a Learning Target? monitoring the learning of students. A learning target is a statement of students’ Classroom Assessment is an an act or performance that includes both the process of collecting and interpreting description of what students should know, information about students’ learning. In understand and be able to do at the end of line with this, why do you think that unit or instruction and be feasible about the assessment should be of high quality? criteria for judging the level of performance High quality assessment plays a very demonstrated. important role in the teaching and learning. Terms that are always associated with It provides useful measures of student learning target are goals, objectives, performance. competency, outcome, standard, and High quality assessment is essential in all expectation. assessments. Sound assessments arise from clear achievement targets. Valid What is a Learning Target? assessments reflect clear achievement The word “learning” is used to convey that targets. Begin any assessment design with a targets’ emphasis is on the importance of clear sense of WHY. how students will change. The learning target is composed of content High quality assessments can be achieved if: and criteria. Content is what students Evaluation is based on clearly stated should know and be able to do while objectives; Criteria are dimensions of student Evaluation procedures and techniques performance used for judging attainment. should be selected in terms of clearly stated The CONTENT includes observable objectives. behavior & special condition. Observable Evaluation should be comprehensive. behavior answers “What will the students Evaluation should be continuous and an do to learn the lesson?” This is introduced integral part of the teaching-learning by an active verb which is doable or process performable by the student while the Evaluation should be diagnostic. SPECIAL CONDITION answers the question Evaluation should be cooperative. “How?” “How will the students do what Evaluation should be used judiciously. was stated in the observable behavior?” OBSERVABLE BEHAVIOR & SPECIAL In achieving clarity of learning targets, CONDITION should always be PARALLEL. teachers must offer international teaching. CRITERION on the other hand ask the International teaching means that all question “How much do you expect instruction and classroom activities are students to learn, perform or master the aimed at specific learning targets. Hence, lesson?” teachers need to begin with well-defined For example: What students need to targets to be able to develop assessments know? that: (CONTENT – includes observable 1. Reflect exactly what is taught; and behavior & special condition) 2. What students are expected to learn Students will explain their In this topic we will focus on the purpose understanding on the effect of the and targets of high quality assessment. sun on seasons, length of day, weather and climate by using a graphic organizer. What are the purposes of Assessment? Criterion is added: Provide feedback to students. Students will explain correctly their Serves as a diagnostic tool for instruction. understanding on the effect of the sun on seasons, length of day, The first purpose usually asks the question: Was weather and climate by using a the instruction effective? graphic organizer. Students will explain correctly their 1. Direct methods understanding on the effect of the Are measurements strategies that require sun on seasons, length of day, students to actively demonstrate weather and climate by using a achievement levels related to institutional graphic organizer. and program specific learning outcomes. What will the students do to learn the lesson? Focus on collecting evidence on student How will the students do it in learning the lesson? learning or achievement directly from How much do you expect them to learn, perform students using work they submit or master the lesson? (assignment, term paper, etc.) Or by observing them as they demonstrate LESSON 1.2: learned behaviours, attitudes, skills, or HIGH QUALITY ASSESSMENT IN RETROSPECT practice. TOPICS: Examples of direct method: capstone Methods of assessment project, certification of licensure exam, Sampling in assessment entrance/exit interview, performance, Accuracy in assessment portfolio, pre/post test, rubrics, standard tests, intellectual competitions, course INTRODUCTION assessments The most important aspect of choosing a method is ensuring that the method will Advantages: provide the evidence needed to determine o Require students to actively the extent to which the goal or outcome demonstrate their knowledge, was achieved. Decisions about which attitudes, and/or skills assessment methods to utilize should be o Provide data to directly measure based primarily on the data that is needed expected outcome for the specific goals and outcomes being o Demand less abstract assessed, not on past data collection efforts interpretation or convenience. o Usually easier to administer In this lesson, the topics on assessment method, sampling and accuracy under high 2. Indirect method quality assessment will be continued. There This method requires the faculty and are three varied methods of assessments student life staff to infer actual students’ will be presented namely the direct and abilities, knowledge and values rather than indirect methods; and the qualitative and observing direct evidence of learning or quantitative methods with their achievement. corresponding examples and the most Indirect assessment is gathering information popular classroom assessment methods through means other than looking at actual used by the teachers are: objective tests, samples of student work, (e.G. Surveys, exit essay, performance-based, oral questioning, interviews), and focus groups and teacher observation. Sampling and Provides perceptions of students, faculty, or accuracy in assessment were also included school people (often alumni and employers) for the discussion. who are interested the program, service or institution. ACQUISITION OF NEW KNOWLEDGE Expand on or confirm what is discovered after first using direct method. What are assessment methods? Examples of indirect method: alumni Assessment methods are ways to ascertain survey, faculty survey, tracking students (measure) student achievement level data, external reviews, curriculum and associated with solid student learning syllabus analysis, course evaluation survey, outcomes (SLOs). employer survey, focus or group, graduate Outcome is a generic term for goals, survey objectives and/or aims. Advantages: A specific assessment method is selected o Relatively easy to administer for a specific outcome which answer the o Provide clues about what question “how do I measure outcome?”. could/should be assessed directly o Able to flesh out subjective areas Assessment methods include both direct and direct assessments cannot capture indirect method o Particularly useful to ascertaining Does the weighting of each assessment task values and beliefs reflect the importance of the related o Surveys can be given to many intended learning outcomes? respondents at the same time How will your class size influence your choice of assessment? How will resource constraints influence your choice of assessment? QUALITATIVE AND QUANTITATIVE METHODS What technologies can you use to support 1. Qualitative assessment method – tells you the assessment? why? This method collects data that does What is sampling? not lend itself to quantitative data A test is a sample of behavior, products or but rather to interpretive criteria; performances from a larger domain of data or evidence are often interest. representative words, pictures, Teachers could never ask students all of the descriptions, examples of artistic possible test questions about fourth-grade performance, etc. arithmetic. So they select sample of Examples: open-ended questions, problems that represent the important think aloud, e-portfolio, focus group, parts of the domain. one-on-one interview, observation It means that for a certain period of time or shadowing, role play or like midterm coverage, there are many simulation, thought experience topics that were taken and it follows that there are many learning to be tested. 2. Quantitative assessment method – tells In this case, sampling of assessment will you what? only draw out representative test items This method collects representative form the topic coverage to be tested those data that are numerical and lend sample test items were decided to be themselves to numerical summary constructed once the table of specifications or statistical analysis was made. Examples: surveys, true or false or multiple-choice test What is accuracy in assessment? The accuracy of assessment is measured VALID AND RELIABLE METHODS based on its validity and reliability. Valid. The method is appropriate to Validity generally refers to how accurately a academic discipline and measures what it is conclusion, measurement, or concept designed to measure. corresponds to what is being tested. For this Reliable. The method yields consistent data lesson, we will focus each time it is used and persons using the on validity in assessments. method are consistent in implementing the Validity is defined as the extent to which method and interpreting the data. an assessment accurately measures what it is intended to measure while Before exploring the potential assessment reliability refers to the extent to which methods, it might be useful to reflect on the an assessment method or instrument following questions: measures consistently the performance of What are the learning outcomes that you the student. are going to assess? Assessments are usually expected to Which existing modes of assessment produce comparable outcomes, with promote the desired learning outcomes? consistent standards overtime and between Which do not? different learners and examiners. To what extent are current assessment methods challenging, authentic and LESSON 2 holistic? TOPICS: Nature, Characteristics and Related Terms What kind of skill and knowledge are being demonstrated in each assessment task? INTRODUCTION Are all learning outcomes equally What is an authentic assessment? important? Authentic assessment evaluates the students’ collective skills and abilities to perform and demonstrate the tasks in real-world 4. Authentic Assessments Provide Multiple situation for them to determine Paths to Demonstration: Research shows how much they have learned with that multiple and varied assessments give meaningful application. the best indication of student learning It includes performance tests and (Wiggins, 1998). We all have different portfolio assessment. learning styles and also best demonstrate Another definition from Mueller what we have learned in different ways. (2011), he defined Authentic Using only one method to assess students Assessment as a form of assessment may not show the big picture as some in which the students are asked to students may express themselves better perform real-world tasks and using different mediums. demonstrate meaningful application of essential knowledge and skills. Characteristics of Authentic Assessment 1. It requires the students to perform ACQUISITION OF NEW KNOWLEDGE meaningful tasks in real-world situation. 2. It promoted the development of the higher Nature of Authentic Assessment / Four Important order thinking skills because the evaluators reasons to strive to assess students authentically including self and peer have to think wisely in the class (adapted from the Authentic and precisely the rating most appropriate to Assessment Toolbox by Mueller, 2014) the students’ performance from excellent 1. Authentic Assessments are Direct down to poor. Measures: Authentic assessments give 3. It tenders direct evidence of application and students the chance to not only know the construction of knowledge and skills content, but to actually apply the required. knowledge in a meaningful way. It allows for 4. It includes portfolio collection of entries. more direct evidence of learning the skill 5. It demonstrates application of a particular through demonstration or application. knowledge and skills. 6. It fosters role-playing of the lessons learned 2. Authentic Assessments Capture the by the students which serves as show Constructive Nature of Learning: Research window to them. in education and learning has concluded 7. It identifies performance of students’ that students need to construct their own acquired skills and expertise. meaning and knowledge, not simply be fed 8. It assesses directly holistic projects by knowledge to be received passively. multiple human judgment like self, peer, Students need to create their own meaning subject teacher, and teacher-adviser. and construct knowledge based on their 9. It trains the students to evaluate their own own experience of the world combined with work as well as to their peer. the new information they receive. 10. It is designed on criterion-referenced measure rather than norm-referenced 3. Authentic Assessments Integrate measure. Teaching, Learning, and Assessment: When authentic assessments are integrated Related terms on authentic assessment throughout the course, it allows students to Phases of Authentic Assessment work with the instructor and build their 1. Identifying the most important knowledge own learning while completing the and skills that students should be able to assessment. An example of this would be a demonstrate as a result of their learning scenario that allows students to construct activities. their own knowledge while moving through 2. Determining the criteria and standards of the experience, picking up pieces of outcomes performance and the acceptable knowledge as they go. This integrated evidence that may be presented as proof of teaching, learning, and assessment outcomes’ attainment experience is in contrast to traditional 3. Implementation of the supporting activities assessment where the teaching and that will facilitate the attainment of the learning come first and the assessment desired student learning outcomes. happens after – independent of the 4. Measuring the extent at which the students teaching and learning. are attaining the desired learning outcomes. 5. Interpreting the assessment results and evaluating whether they indicate attainment of the desired learning approach in the assessment of students outcomes and utilizing them for continuous learning that refers to the use of improvement. assessment strategies or tools that allow learners to perform or create a product that Examples of Authentic Assessments in different is meaningful to the learners as they are disciplines based on the real world contexts. Nursing- Provide a case study of a patient and ask students to assess and create a plan ACQUISITION OF NEW KNOWLEDGE: of care Principles of Authentic Assessment Business- Develop a 1. Focus assessment on what really matters; business/marketing/sales plan for an 2. Ensure that assessments are valid imaginary (or real) company in a student's indications of student competence; area of interest. 3. Use assessment to support student Computer Science- Troubleshoot a learning; and problematic piece of code; Develop a 4. Develop assessment practices that use the website/app to solve a particular problem teacher’s time efficiently and/or meet a set of criteria Psychology- Examine/critique a case study DIFFERENCE BETWEEN TRADITIONAL from multiple theoretical positions ASSESSMENTS BETWEEN AUTHENTIC Public Affairs or Service Learning Courses- ASSESSMENTS Consider how a community agency might be impacted by a particular challenge (budget Traditional Assessment (TA) cuts, infrastructure outage, public health By "traditional assessment" (TA), it is crisis, etc.) referred to as the forced-choice measures Biology/Chemistry- Draw a diagram of how of multiple-choice tests, fill-in-the-blanks, a process works, indicating what happens if true-false, matching and the like that have X occurs been and remain so common in History- Engage in a role play of a particular education. Students typically select an event in history; describe what might have answer or recall information to complete happened if one element of a historical the assessment. These tests may be event had changed. standardized or teacher-created. They may be administered locally or state wide, or internationally. LESSON 3. In the TA model, the curriculum drives WHY USE AUTHENTIC ASSESSMENT? assessment. "The" body of knowledge is TOPICS: determined first. That knowledge becomes Principles of authentic assessment the curriculum that is Traditional assessment vis-a-vis authentic delivered. Subsequently, the assessments assessment are developed and administered to determine if acquisition of the curriculum INTRODUCTION: occurred. Why use authentic assessment? There are reasons why authentic assessment will be Authentic Assessment (AA) implemented in the classroom aside from AA, assessment drives the curriculum. That the traditional assessment. According to is, teachers first determine the tasks that Stiggins, R. (1987), “The common practice students will perform to demonstrate their of using recall and recognition objective the mastery, and then a curriculum is developed skills and knowledge they have mastered.” that will enable students to perform those Another from Newton Public Schools, tasks well, which would include the “Authentic assessments are products acquisition of essential knowledge and and/or performance correlated with real life skills. This has been referred to as planning experiences.” There are also other backwards (e.g., McDonald, 1992). terminologies used for authentic For example, if I were a golf instructor and I assessment and they are: performance taught the skills required to perform well, I assessment, alternative assessment and would not assess my students' performance direct assessment. by giving them a multiple choice test. I Authentic assessment is the most popular would put them out on the golf course and model for alternative assessment. It is an ask them to perform. Although this is obvious with athletic skills, it is also true for DEVELOPING AUTHENTIC CLASSROOM academic subjects. We can teach students ASSESSMENT how to do math, do history and do science, TOPICS: not just know them. Then, to assess what A framework for authentic assessment our students had learned, we can ask Authentic assessment development students to perform tasks that "replicate process the challenges" faced by those using INTRODUCTION mathematics, doing history or conducting In this lesson, the students will be scientific investigation. introduced to the framework used for authentic assessment and to design and to Defining Attributes of Traditional and Authentic develop/design an authentic task by Assessment following the authentic assessment Attributes Traditional Authentic steps/process. As pre-service teachers, Assessment Assessment students will be trained on how to design 1.Action/op Selecting a Performing a the task that is parallel to how the task will tions Response Task be assessed through the process.
2. Setting Contrived simulation/Real ACQUISITION OF NEW KNOWLEDGE
/imagined -life 3. Method Recall/Recogniti Construction/A A framework for authentic assessment on pplication Five dimensions framework of authentic 4. Focus Teacher- Student- assessment were distinguished: (a) the structured structured assessment task, (b) the physical context, (c) 5. Outcome Indirect Evidence Direct Evidence the social context, (d) the assessment result or form, and (e) the assessment criteria. These dimensions can vary in their level of Authentic Assessment Complements Traditional authenticity (i.e., they are continuums). Assessment It is a misconception to think that A teacher cannot choose between AA and something is either authentic or not TA. It is likely that a mixture of the two will authentic (Cronin, 1993; Newmann & best meet your needs. Mastery and Wehlage, 1993), because the degree of knowledge and skills which is the focus of authenticity is not solely a characteristic of traditional assessment must be encouraged the assessment chosen; it needs to be among the students to form foundation on defined in relation to the criterion situation which will be built the activities that will derived from professional practice. For require students to demonstrate and example; carrying out an assessment in a perform the tasks that they are expected to team is authentic only if the chosen perform in the real world. assessment task is also carried out in a team For example, if I had to choose a chauffeur in real life. from between someone who passed The main point of the framework is that the driving portion of the driver's license each of the five dimensions can resemble test but failed the written portion or the criterion situation to a varying degree, someone who failed the driving portion and thereby increasing or decreasing the passed the written portion, I would choose authenticity of the assessment. the driver who most directly demonstrated the ability to drive, that is, the one who Authentic assessment development process passed the driving portion of the test. Step 1. Identify the standards However, I would prefer a driver who Standards like goals, are statements of what passed both portions. I would feel more students should know and be able to do. comfortable knowing that my chauffeur had However, standards are typically narrower a good knowledge base about driving in scope and more amenable to assessment (which might best be assessed in a than goals. Ex. Students will be able to add traditional manner) and was able to apply correctly two-digit numbers. that knowledge in a real context (which Step 2. Select an authentic task could be demonstrated through an Find a way students can demonstrate that authentic assessment). they are fully capable of meeting the standard. The language of a well-written LESSON 4: standard can spell out what a task should ask students to do to demonstrate their The emphasis is on what students know and mastery of it. what they can do. If the task to be Step 3. Identify the Criteria of the task demonstrated closely resembles what is What does good performance in this task typically performed or experienced in the look like? Or how will i know they have real world, then performance assessment is done a good job on this task> also more realistic. Criteria: indicators of a good performance is a testing that requires a student to create task an answer or a product that demonstrate Characteristic of a good criterion: clearly his/her knowledge or skills (Rudner & stated, brief, observable, statement of Boston, 1991). behavior, written in a language students implies that the student need to understand demonstrate skills by actual performance Ex. Standard: the student will conduct of a certain task rather than just making on banking transaction an answer sheet. The term performance Task: make deposits, withdrawals or cash assessment usually includes essays to checks at a bank demonstrate writing skills or content Criteria: Selects needed forms (deposit, knowledge. withdrawal), Fill in forms with necessary provides a basis of teachers to evaluate information, endorses check, locates open both the effectiveness of the process or teller, states type of transaction procedure used (e.g. approach to data Step 4. Create the rubric. collection, manipulation of instruments) Once you have identified the criteria you and the product resulting from performance want to look for an indicators of good of a task (e.g. completed report of results, performance, you next decide whether to completed art work). consider the criteria analytically or Is an assessment activity or set of activities holistically. that require students to generate products or performances that provide direct or LESSON 5: indirect evidence of their knowledge, skills, WHAT AND WHY OF PERFORMANCE ASSESSMENT and abilities in an academic content TOPICS: domain. It provides teachers with Meaning, nature and purpose of information about how well a student Performance Assessment understands and applies knowledge and Types of Performance Task: Process-based goes beyond the ability to recall and Product-based information. It is used for assessing Principles of performance assessment learning outcomes that involve designing or INTRODUCTION creating projects or products such as To be able to learn or enhance your skills on research papers, art exhibits, reflective how to develop or design good and essays, and portfolio. effective performance assessment task and tools, you need to be aware of the Purpose of performance assessment principles of performance assessment To define valued outcomes for students. which you need to learn in this lesson. To capture students’ time and attention. To generate appropriate student learning ACQUISITION OF NEW KNOWLEDGE activities. To help students internalize the discipline’s MEANING AND NATURE OF PERFORMANCE standard. ASSESSMENT To identify opportunities for improvement Performance assessment is a type of alternative assessment that Types of performance task: refers to assessing student learning by Process-based. This is also called process- requiring a student to perform a task or oriented, performance-based assessment. develop a product as a demonstration of This assessment is concerned with the one’s learning. actual task performance rather than the The focus of the assessment is on providing output or product of an activity. It also opportunity for the students to apply what evaluates the actual task performance. It they have learned through tasks does not emphasize on the output or performance and or product creation. product of the activity. This assessment aims to know what processes a person Reciting a poem, writing an essay, undergoes when given a task. manipulating the microscope. identifying an activity that would entail LEARNING COMPETENCIES The learning more or less the same sets of competencies. objectives in process-oriented performance If an activity would result in too many based assessment are stated in direct possible competencies then the teacher observable behaviors of the students. would have difficulty assessing student’s Competencies are defined as groups or competency on the task. cluster of skills and abilities needed for a Find a task that would be interesting and particular task. enjoyable for the students. RUBRIC, which contains the essential criteria An example of learning competencies for process- for the task and appropriate levels of oriented is given below: performance is typically created to measure TASK: Recite a Poem by Edgar Allan Poe, “The student’s performance. RUBRIC is a scoring Raven”. \ scale used to assess student performance OBJECTIVES: The activity aims to enable the along a task-specific set of criteria. students to recite a poem entitled “The Raven” by Edgar Allan Poe. 2. Product-based. This is also called Product- Specifically: (Process answers the question Oriented Performance Based Assessment. how?) This product oriented assessment is a kind of 1. Recite the poem from memory without assessment where in the assessor views and referring to notes; scores the final product made and not on the 2. Use appropriate hand and body gestures actual performance of making that product. in delivering the piece; It is concern on the product alone and not on 3. Maintain eye contact with the audience the process. It is more concern to the while reciting the poem; outcome or the performance of the learner. 4. Create the ambience of the poem It also focuses on achievement of the through appropriate rising and falling learner. Product assessment focuses on intonation; evaluating the result or outcome of a 5. Pronounce the words clearly and with process. proper diction. Note: The specific objectives identified LEARNING COMPETENCIES. The learning constitute the learning competencies. competencies associated with products or outputs are linked with an assessment with The following competencies are simple three levels of performance manifested by competencies: the product, namely: novice or beginner’s Speak with a well-modulated voice level, skilled level, and expert level. Draw a straight line from one point to another point There are other ways to state product- Color a leaf with green crayon oriented learning competencies. For The following competencies are more complex instance, we can define learning competencies: competencies for products or outputs in the Construct an equilateral triangle given following way: three noncollinear points Level 1: Does the finished product or Recite a poem with feeling using project illustrates the minimum appropriate voice quality , facial expected parts or functions? ( expressions and hand gestures Beginner) Draw and color leaf with green crayon Level 2: Does the finished product or project contains additional parts and TASK DESIGNING - learning tasks need to be functions on top of the minimum carefully planned. In particular, the teacher requirements which tend to must ensure that the particular learning enhance the final product? (skilled process to be observed contributes to the level) overall understanding of the subject or course. Level 3: Does the finished product Some generally accepted standards for contains the basic minimum parts designing a task include: and functions, have the additional identifying an activity that would highlight features on top of the minimum, and the competencies to be evaluated. e.g. is aesthetically pleasing? (Expert output. The following are the most often used level) major criteria for the product assessment: quality, creativity, comprehensiveness, Example: accuracy, and aesthetic. The desired product is a representative of a cubic prism made out of cardboard in an Product-based assessment also provides elementary geometry class. information about how a student understand Learning Competencies: The final product and applies knowledge and involve hands-on submitted by the students must: tasks or activities that students must complete Possess the correct dimension individually or in small groups. Below are types (5”x5”x5”) – (minimum specification) of product-based assessment and their Be sturdy, made of durable cardboard examples. and properly fastened together – (skilled specification) TYPES EXAMPLES Be pleasing to the observer, preferably Visual Products charts, illustrations, graphs, collages, murals, maps, timeline flows, properly colored for aesthetic purposes diagrams, posters, advertisements, – (expert level) video presentations, art exhibits Kinaesthetic diorama, puzzles, games, sculpture, Task Designing. The design of the task Products exhibits, dance recital in this context depends on what the Written journals, diaries, logs, reports, teacher desires to observe as outputs Products abstracts, letters, thought or position of the students. The concepts that may papers, poems, story, movie/TV scripts, portfolio, essay, article be associated with task designing report, research paper, thesis include: Verbal Products audiotapes, debates, lectures, voice a. Complexity. The level of complexity recording, scripts of the project needs to be within the range of ability of the students Principles/Characteristics of a good while projects that are too performance assessment complicated will most likely It is authentic, that is, it includes frustrate them. performance tasks that are meaningful b. Appeal. The project or activity must and reliable. be appealing to the students. It It provides opportunity for students to should be interesting enough so the show both what they know and how students are encouraged to pursue well they can do what they know. the task to completion. It should lead to self-discovery of It allows students to be involved in the information by the students. process of evaluating their own and c. Creativity. The project needs to their peers’ performance and outputs. encourage students to increase It assesses more complex skills. creativity and divergent thinking. It explains the task, required elements, Given the same set of materials and and scoring criteria to the students project inputs, how does one best before the start of the activity and the present the project? It should lead assessment. to students into exploring the various possible ways of presenting LESSON 6.1. the final output. DEVELOPING PERFORMANCE TASKS d. Goal-based. in here, the teacher TOPICS: must bear in mind that the project Design Performance Task is produced in order to attain a Goal, Role, Audience, Situation, Products, learning objective. Thus, projects Standards (GRASPS) Model: A guide to assigned to students not just for the developing authentic performance Task. sake of producing something but for the purpose of reinforcing INTRODUCTION learning. Performance Task is what students are required to do in the performance Criteria Setting for Scoring Rubrics assessment, either individually or in groups. The criteria for scoring rubrics are statement The task can vary in subject and by level of which identify “what really counts” in the final complexity. Some performance task are specific to a content area, and others Standards and Criteria for Success – integrate several subjects and skills. In this dictates the standards that must be met and lesson, you will know the suggestions on how the work will be judged by the how to design a task and how to design a assumed audience. task using the GRASPS model. Example 1: ACQUISITION OF NEW KNOWLEDGE Constructing a Task Scenario (G.R.A.S.P.S. - Design Performance Task mathematics example) The following are suggestions in Goal: The goal (within the scenario) is to minimize designing/developing performance task and the costs for shipping bulk quantities of M&Ms. ways in improving scoring (Gronlund, Linn & Miller, Role: You are an engineer in the packaging 2009). department of the M&M Candy Company. 1. Focus on learning outcomes that require Audience: The target audience is non-engineer complex cognitive skills and student company executives. performance. Situation: You need to convince penny-pinching 2. Select or develop tasks that represent both company officers that your container design will content and skills that are central to provide cost-effective use of the given materials, important learning outcomes. maximize shipping volume of bulk quantities of 3. Minimize the dependence of task M&Ms, and be safe to transport. performance on skills that are relevant to Product/Performance and Purpose: You need to the intended purpose of the assessment design a shipping container from given materials task. for the safe and cost-effective shipping of the 4. Provide the necessary scaffolding for the M&Ms. Then you will prepare a written proposal in students to be able to understand the task which you include a diagram and show and what is expected from their mathematically how your container design provides performance. effective use of the given materials and maximizes 5. Construct task directions so that the the shipping volume of the M&Ms. student’s task is clearly indicated. Standards & Criteria for Success: Your container 6. Clearly communicate performance proposal should... provide cost-effective use of the expectations in terms of the scoring rubrics given materials, maximize shipping volume of bulk by which the performance will be judged. quantities of M&Ms, be safe to transport, and your models must make the mathematical case. What Is A Goal, Role, Audience, Situation, Products, and Standards (GRASPS) Model? Example 2: Goal, Role, Audience, Situation, Products, Constructing a Task Scenario (G.R.A.S.P.S. - social Standards (GRASPS) Model: A guide to developing studies example) authentic performance task. Goal: Your goal is to help a group of foreign visitors Wiggins and McTighe’s (2010), proponent of understand the key historic, geographic and GRASPS model is an excellent starting point in economic features of our region. developing an authentic performance task.. Role: You are an intern at the Regional Office of GRASPS is an acronym for: Tourism. Goal – states the problem or challenge to Audience: The audience is a group of nine foreign be resolved. visitors (who speak English). Role – explains who students are in the Situation: You have been asked to develop a plan, scenario and what they are being asked to including a budget, for a four-day tour of the do. region. Plan your tour so that the visitors are Audience – who the students are solving shown sites that best illustrate the key historical, the problem for, who they need to convince geographic and economic features of our region. of the validity and success of their solution Product/Performance and Purpose: You need to for the problem. (Remember, the audience prepare a written tour itinerary and a budget for is not limited to the instructor.) the trip. You should include an explanation of why Situation – provides the context of the each site was selected and how it will help the situation and any additional factors that visitors understand the key historic, geographic and could impede the resolution of the economic features of our region. Include a map problem. tracing the route for the tour. [Optional: Provide a Product, Performance, and Purpose – budget for the trip.] explains the product or performance that Standards & Criteria for Success: Your proposed needs to be created and its larger purpose. tour plan needs to include... an itinerary and route map, the key historical, geographic and economic 2. Logical- perform a mental features of the region - a clear rationale for the Mathematical or arithmetic calculation; selected sites, accurate and complete budget Number Smart create a process to figures measure something difficult; analyze how LESSON 6.2: something works DEVELOPING PERFORMANCE TASK 3. Musical or Music perform a musical piece; TOPICS: Smart review a musical work, 1. Differentiating Performance Tasks for diverse compose a song; coach learners someone to play a 2. Scoring Rubrics: Types, Components, musical instrument Development, and Interpretation and Utilization 4. Bodily-Kinesthetic perform a skit; or Body Smart demonstrates sports INTRODUCTION technique; create a mime Performance tasks appropriate for diverse to display something; learners can be given in the form of letting perform a dance them perform the tasks that are related to multiple intelligences and learning styles. 5. Spatial-Visual or design a costume; Scoring Rubrics are used when judging a Picture Smart interpret a painting; quality of the work of the learners on create a room layout; performance assessments. They are also paint a picture forms of scoring guide that are used in evaluation the level of performance of 6. Interpersonal or teamwork; demonstrate a students or products resulting from the People Smart feeling through body performance task. Moskal (200), defined language scoring rubrics as a descriptive scoring schemes that are developed by teachers or 7. Intrapersonal or create one’s own rule or other evaluators to guide in the analysis of Self Smart task; reflect the products or processes of students efforts. 8. Spiritual / about religion and The content of this lesson is about the Existential ultimate issues – prayer, performance tasks appropriate for diverse 9. Naturalist or Nature natural Environment - learners and the types, components and Smart - observe the leaf structure; development of scoring rubrics. The advocate cleanliness, content of this lesson is about the recycle materials performance tasks appropriate for diverse learners and the types, components and 10. Moral about ethics, development of scoring rubrics. humanity and value of life ACQUISITION OF NEW KNOWLEDGE Differentiating Performance Tasks for diverse learners What are diverse learners? They are learners with different ways; with different learning styles (audio, visual and tactile); has different strengths, interests, needs and language; someone which is not captured 2. Performance task related to Learning by ‘traditional ways’ of teaching; has one Styles size does not fit all. Learning styles of students can be assesses by the 1. Performance task using multiple following: Intelligences LEARNING STYLE TASK TO PERFORM MULTIPLE TASK TO Auditory Transcribe audio, listen to lectures, INTELLIGENCES PERFORM Learn best when listen to educational songs and hearing the rhymes, listen to rhythm 1. Linguistic or write a set of instructions; material. instruments, do recitation, practice Language Smart speak on a subject; edit a singing and reading aloud written piece of work; speeches; story-telling Auditory Transcribe audio, listen to lectures, and is more useful for formative assessment Learn best when listen to educational songs and during instruction (McMillan, 2001). hearing the rhymes, listen to rhythm With this type of rubric, the students can be material. instruments, do recitation, practice singing and reading aloud able to identify their strengths, as well as their weaknesses more clearly. Visual Illustrate visual images, do This rubric can also be utilized by the Learn best when matching games, draw pictures and teacher when there is a need for the seeing the material diagrams, play puzzles, students to assess their own product or watching/observing someone do something, produce printed work in a process called self-assessment. material, illustrate charts, paint pictures, make posters, design wall Components of a scoring rubric strips, 1. Holistic Rubric
Tactile/ Haptic do things that involve manual
Learn best when doing and touching, do long nature incorporating the walks, design model kits, do yard sense of touch work, gardening, play textured and/or motion. puzzles and manipulatives, typing instead of writing, present drama or dance, do lab experiments, build models
Types of Scoring Rubrics 2. Analytic Rubric
1. Holistic Rubric On the left side, the criteria describe the It is a type of rubric that requires the key elements of a student work or product. At teacher to score an overall process or the top, the rating scale identifies levels of product of a whole (Nitko & Mertler, performance. Under each section of the rating 2001)this means the evaluator provide the scale, the indicators provide examples or overall quality of the performance of concrete descriptors for each level of students by yielding a single score to performance. represent a specific category of accomplishment. The advantage of this rubric is its simplicity and the ability to provide a reasonable summary rating. McMillan, 2001), stated that in this type of rubric, all traits are efficiently combined, the work is quickly scored and it provides a one-score result. Development of scoring rubrics 2. Analytic Rubric McMillan(2001) listed the steps in It is a type of rubric that provides developing rubrics used in assessing the information regarding performance in each performance, process, product, or both the e component parts of a task, making it useful process and product of the students for for diagnosing specific strength and classroom use weaknesses of the learners (Gareis & Grant, 2008). Interpretation and Utilization. 1. Be sure that the criteria focus on the In this type of rubric, the evaluator important aspects of the performance. The evaluates each criterion separately. This teacher should identify the different means that the rater scores each given attributes that are most important and criterion independently from others and related to the learning outcomes of the sum up each score in each component to particular content that is going to be come up with the final result. assessed. The total score of the product or 2. Match the type of rating with the purpose performance of the students will be the of the assessment. The purpose of sum of the ratings of all the parts being assessment is very important in the type of evaluated. the rating scheme that will be utilized by Analytic rubrics are very useful when the the teacher, rater, or evaluator on the teacher wants to provide diagnostic performance of the students. Use holistic information and feedback for the learner rubric if the purpose of assessment is more consumption to keep all the facets in mind global and needs an overall judgment, while if holistic descriptions are too complex. analytic rubric if the purpose is to provide Lastly, the difficulty in summarizing and feedback about the different aspects of synthesizing too many separate dimensions performance. into a brief report of evaluation (McMillan, 3. The descriptions of the criteria should be 2001). directly observable. Make descriptions Generosity error is committed when focused on the behaviors or characteristics a teacher overrates the performance of the performance or product that is of the students or favors the high directly observed. performing students in the class. 4. The content should be written so that Severity error is when the teacher students, parents, and others understand favors the low performing students them. Take note that the criteria should be in the class. shared and discussed first with the Halo effect is committed when students before the instruction so they will judging individual characteristics in incorporate the descriptions as standards terms of a general impression when doing their task/s or activities. Make (Grunland, 1998) sure that the descriptions used are clearly stated so that they can apply them very Interpretation and Utilization of Rubrics well in their work. Write the descriptions so Uses of rubrics they can be easily comprehended by the Heide Goodrich Andrade, an expert in rubric students and other stakeholders. Pay development , discussed the uses of rubrics in attention also to the words and phrases of the assessment process. the criteria. It is equally important that you 1. Rubrics are powerful tools for both teaching give examples to the students to clearly and assessment. Rubrics can improve illustrate the given descriptions and use student performance, as will as monitor it, them as their pattern when doing the by making teachers’ expectation clear and task/s assigned to them. by showing students how to meet these 5. The characteristics and traits used in the expectations. The result is often marked scale should be clearly and specifically improvements in the quality of student defined. After describing the criteria, assign work and in learning. Thus, the most a rating scale or possible point that shows common argument for using rubrics is they an excellent performance or poor help define “quality”. performance. There is a need for you to 2. Rubrics are useful in that they help discuss the details of the descriptions to students become more thoughtful judges of avoid ambiguity. The words must be clear the quality of their own and others’ work. and not ambiguous. When rubrics are used to guide self- and 6. Take appropriate steps to minimize scoring peer-assessment, students become error. Our ultimate goal here is to make increasingly able to spot and solve problems sure that our scoring system is objective on their own and one another’s work. and reliable. When using performance- Repeated practice of peer assessment, based assessment, it involves a professional especially self-assessment, increases the judgment. In this case, errors in scoring student’s sense of responsibility for their should be avoided in order to achieve own work and cuts down on the number of objectivity and consistency in scoring. “Am I done yet?” question. There are some possible errors when using 3. Rubrics reduces the amount of time performance-based assessment, such as teachers spend evaluating students’ work. personal bias, generosity error, severity Teachers tend to find that by the time a error, central tendency error, and halo piece has been self- and peer-assessed effect. based on a rubric, they have little left to say 7. The scoring system needs to be feasible. about it. When they do have something to There are factors to consider to limit the say, they often simply circle an item in the number and complexity of the criteria to be rubric, rather than struggle to explain the evaluated or assessed. First, the time flaw or strength they have noticed; or figure consumed in developing the scoring criteria out what to suggest in terms of and the scoring. Second, the students’ improvements. Rubrics provide students focus on limited number of aspects of their with more informative feedbacks about performance. Third, the difficulty and time their strengths and in what area they need to improve. 4. Teachers appreciate rubrics because their “accordion” nature allows them to accommodate heterogeneous classes. The examples here have three or four gradations of quality, but there is no reason they cannot be “stretched” to reflect the work of both gifted and those with learning disabilities. 5. Rubrics are easy to use and to explain. Students were able to articulate what they had learned, and by the end of the year could be accurate with their evaluations. Parents were very excited about the use of rubrics. During parent conferences, I used simple rubric to explain to parents their purpose, and how they were used in class. The reaction of parents were very encouraging. They knew exactly what their child needed to do to be successful.