100098403 Product Oriented Performance Based Assessment

8/11/2019 100098403 Product Oriented Performance Based Assessment

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Performance-based education poses achallenge for teachers to designinstruction that is task-oriented.

Based on the premise that learning needsto be connected to the lives of the studentsthrough relevant tasks that focus on

students ability to use their knowledge andskills in meaningful ways.


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Product-Oriented LearningCompetencies

Products can include a wide range of studentworks that target specific skills.

Examples:Communication skills such as thosedemonstrated in reading, writing, speaking,and listening, or psychomotor skillsrequiring physical abilities to perform agiven task


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Using rubrics can help evaluatestudent performance orproficiency in any given task as itrelates to a final product orlearning outcome.


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The learning competencies associatedwith products or outputs are linkedwith an assessment of the level of

expertise manifested by the product.

3 LevelsNovice or beginner levelSkilled levelExpert level


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Other ways to state product-oriented learning competencies

Level 1: Does the finished product or projectillustrates the minimum expected partsor functions?

Level 2: Does the finished product or projectcontain additional parts and functions ontop of the minimum requirements?

Level3: Does the finished product contain the basicminimum parts and functions, haveadditional features on top of theminimum, and is aesthetically pleasing?


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ExampleThe desired product is a representation of a cubic

prism made out of cardboard in an elementarygeometry class.

Learning competencies: The final productsubmitted by the students must:

1. Possess the correct dimensions (5x5x5)

2. Be sturdy, made of durable cardboard andproperly fastened together

3. Be pleasing to the observer, preferably properlycolored for aesthetic purposes


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ExampleThe product desired is a scrapbook illustrating the

historical event called EDSA I People Power

Learning competencies: The scrapbook presented by

the students must:1. Contain pictures, newspaper clippings, and other

illustrations of the main characters of EDSA I

2. Contain remarks and captions for the illustrationsmade by the student himself for the roles playedby the characters of EDSA I People Power

3. Be presentable, complete, informative andpleasing to he reader of the scrapbook


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Example for assessing output ofshort-term tasksThe desired output consists of the output in a typing

class

Learning competencies: The final typing outputs ofthe students must:

1. Possess no more than five errors in spelling2. Possess no more than 5 errors in spelling while

observing proper format based on the documentto be typewritten

3. Posses no more than 5 errors in spelling, has theproper format, and is readable and presentable

Product-oriented performance based learning areevidence-based


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Task DesigningThe design of the task depends on what the teacher

desires to observe as outputs of the students.1. Complexity. It should be within the range of

the ability of the students

2. Appeal. The project should be appealing tostudents and should lead to self-discovery ofinformation by the students.

3. Creativity. It needs to encourage students to

exercise creativity and divergent thinking.4. Goal-based. The project is produced to attain a

learning objective. Thus, reinforcing learning.


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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 ingeometry. Provide the students with a givennumber of colored papers and ask them toconstruct as many plane and solid figures fromthese papers without cutting them (by paper

folding only)


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Scoring Rubrics

These are descriptive scoringschemes that are developed byteachers to guide the analysis ofthe products or processes ofstudents efforts.


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Criteria Setting

Criteria are statements whichidentify what really counts inthe final output.

Example:QualityCreativityComprehensivenessAccuracyAesthetics


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Identify substatements that would make themajor criteria more focused and objective.

Example: Essay on The Three HundredYears of Spanish Rules in the Philippines

QualityInterrelates the chronological events in aninteresting mannerIdentifies the key players in each period of

the Spanish rule and the roles that theyplayedSucceeds in relating the history ofPhilippine Spanish rule


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When are scoring rubrics anappropriate evaluation technique?

EssayEvaluate group activities

Oral presentations

Where and when a scoring rubric

is used does not depend on thegrade level or subject, but ratheron the purpose of the assessment


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Other MethodsChecklists are appropriate for evaluation whenthe information that is sought is limited to thedetermination of whether specific criteria havebeen met.

Scoring rubrics are based on descriptive scalesand support the evaluation of the extent towhich criteria have been met.

If the purpose of assessment have been met

Benefits of scoring rubrics:

1. They support the examination of the extent towhich the specified criteria have been reached.

2. They provide feedback to students concerninghow to improve their performances


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Process of Developing ScoringRubricsSteps1. Identify the qualities and attributes that you

wish to observe in the students outputs thatwould demonstrate their level of proficiency

2. Decide whether a holistic or analytical rubricwould be appropriate

In analytic scoring rubric, each criteria isconsidered one by one and the descriptions ofthe scoring levels are made separately while inholistic rubric, the collection of criteria isconsidered throughout the construction of eachlevel of the scoring rubric and the result is asingle descriptive scoring schemes.


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5. Test whether scoring rubric isreliable. Ask two or moreteachers to score the same set ofprojects or outputs and correlatetheir individual assessments


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Holistic vs. Analytical

Holistic Holistic rubrics give a single score or

rating for an entire product orperformance based on overallimpression of a students work.

The ratter considers all quality judgments in one big component andoverall judgment and comes up withone single score.


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Example of a Holistic scoring rubricdesigned to evaluate college writingsamples

Major Criterion: Meets Expectations for a first Draft of a Professional Report

Substatements:

The document can be easily followed. A combination of the following areapparent in the document:

1. Effective transitions are used through.2. A professional format is used.3. The graphics are descriptive and clearly support the documents purpose.

The document is clear and concise and appropriate grammar is usedthroughout

Adequate

The document can be easily followed. A combination of the following areapparent in the document:1. Basic transitions are used,2. Structured format is used.3. Some supporting graphics are provided, but are not clearly explained.


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The document contains minimal distractions that appear in acombination of the following forms:1. Flow in thought2. Graphical presentations3. Grammar/mechanics

Needs Improvement

Organization of document is difficult to follow due to a combination ofthe following:1. Inadequate transitions2. Rambling format3. Insufficient or irrelevant information4. Ambiguous graphics

The document contains numerous distractions that appear in thecombination of the following forms:1. Flow in thought2. Graphical presentation3. Grammar/mechanics

Inadequate

There appears to be no organization of the documents contents

Sentences are difficult to read and understand


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Analytical Analytical rubrics divide a product into essential

dimensions (traits), and each dimension is judged separately. A separate score is givenfor each dimension or trait consideredimportant for the assessed performance.Scoring of each trait can be done by using a

Likert scale (e.g., 1 to 5 where 1 is poorquality, 3 is average, and 5 is excellentquality).

Analytical Rubric


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QUALITY

Criteria 4 excellent 3 very good 2 Good 1 needs improvement

Attractiveness

The poster isexceptionallyattractive in termof design lay out&neatness

The poster isattractive in termof design lay out&neatness

The poster isacceptableattractive thought itmay be a bit messy

The poster isdistractingly messy orvery poorly design it isnot attractive

Originality

Several of thegraphics used on

the poster reflect aexceptional degreeof studentcreativity in theircreation anddisplay

One or two of the

graphics used onthe poster reflectstudent creativityin their creation ordisplay

The graphic aremade by thestudent but arebased on the designor ideas of others.

The graphic are madeby the student butbased on the design orideas of others.

Clarity

Graphics are all in

focus and thecontent easilyviewed &identifiedfrom 6ft away

Most graphics are

in focus and thecontent easilyviewed &identifiedfrom 6ft away

Most graphics are in

focus &the contentis easily viewed &identified from 4ftaway

Many graphics not clearor too small

TotalA, excellent 10-12B, above average 7-9

C, below average 6-5D, needs improvement 4-0

Example


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Analytical Rubric Are Suitable for Judging complex performances that involve multiple dimensions (skills that

must be assessed). Each step in the rubric can be designed to measureone specific trait.

Provide more specific information and feedback to students about their

strengths and weaknesses.Can be used to target instruction to specific areas in need for improvement.Analytical rubrics help students come to a better understanding about the

nature and quality of work they must perform.Disadvantages More time consuming to craft and use in gradingLower inter-rater agreement because of the many and detailed traitsLess desirable in large scale assessment context when many students must

be graded and when speed in grading is essential


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Guidelines for StatingPerformance Criteria1. Identify the steps or features of the

performance or task to be assessedimagining yourself performing it,observing students performing it orinspecting finished products.

2. List the important criteria of theperformance or product.

3. Try to keep the performance criteriafew so that they can be reasonablyobserved and judged.


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4. Have teachers think through the criteria as agroup.

5. Express the criteria in terms of observable

student behavior or product characteristics.

6. Avoid vague and ambiguous words likecorrectly, appropriately, and good.

7. Arrange the performance assessmentinstruments to use or modify them beforeconstructing them.


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Scoring Rubric for ResponseJournal Questions

3 Excellent.Answers are very complete and accurate.Most answers are supported with specific information from the reading, includingdirect quotationsSentence structure is varied and detailedMechanics are accurate, including spelling, use of capitals, and appropriatepunctuation.

2 Good.Answers are usually complete and accurate.These answers are supported with specific information from the reading.Sentence structure is varied. Mechanics are generally accurate including spelling, useof capitals, and appropriate punctuation.

1 Needs Improvement.Answers are inaccurate.These answers need to be supported with specific information.Sentence structure is incomplete. Mechanics need significant improvement.


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100098403 Product Oriented Performance Based Assessment