Alternative Modes of

Assessment

One in which a teacher observes and makes a judgment about the student’s demonstration of a skill or competency in creating a product, constructing a response, or making a presentation.

Emphasis on student’s ability to perform tasks by producing their own work with their knowledge and skills.

Performance-Based Assessment

Students perform, create, construct, produce, or do something

Deep understanding and/or reasoning skills are needed and assessed

Involves sustained work, often days

Calls on students to explain, justify and defend

Involves engaging ideas of importance and substance

Relies on trained assessor’s judgments for scoring

Multiple criteria and standards are specified

No single “correct” answer

Characteristics of Performance-Based Assessment

Strengths Weaknesses

Integrates assessment with instruction

Learning occurs during assessment

Provides opportunity for formative assessment

More authentic

More engaging, active involvement of students

Emphasis on reasoning skills

Teachers establish criteria to identify successful performance

Emphasis on application of knowledge

Encourages student self-assessment

Reliability may be difficult to establish

Measurement error due to subjective nature of the scoring

Inconsistent student performance across time may result in inaccurate conclusions

Requires considerable teacher time to prepare and student time to complete

Difficult to plan for amount of time needed

Strength and weaknesses of Performance-Based Assessment

It is important to assess on the processes which the students underwent in order to arrive at a certain product or outputs.

Process-oriented Assessment

“Assessment is not an end in

itself but a vehicle for educational

improvement.”

It concerned with the actual task performance rather than the output or product of an activity.

Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task.

Objectives are stated in directly observable behaviors of the students.

Defined as group or clusters of skills or abilities for needed for a particular task.

Process-oriented Learning Competencies

Task: Recite a Poem by Edgar Allan Poe, “The Raven”Objectives: The activity aims to enable the students to

recite a poem entitled the “The Raven by Edgar Allan Poe.Specifically:1. Recite the poem from memory without referring to note

2. Use appropriate hand and body gestures in delivering the piece;

3. Maintain eye contact with the audience while reciting the poem;

4. Create the ambience of the poem through appropriate rising and falling intonation;

5. Pronounce the words clearly and with proper diction.

Example of learning competencies of a process-oriented:

The following competencies are simple competencies:

speak with a well-modulated voice; Draw a straight line from one point to another point; Color a leaf with a green crayon.

The following competencies are more complex competencies:

Recite a poem with feeling using appropriate voice quality , facial expressions and hand gestures;

Construct an equilateral triangle given three non-collinear points

Draw and color a leaf with green crayon

Learning tasks need to be carefully planned.

Generally accepted standards for designing task include;

Identifying an activity that would highlight the competencies to be evaluated e.g. reciting a poem, writing an essay, manipulating a microscope.

Identifying an activity that would entail more or less the same set of competencies.

Find a task that would be interesting and enjoyable for the students.

Task Designing

Rubrics is a scoring scale used to assess student performance along a task-specific set of criteria.

o It contains the essential criteria for the task and appropriate levels of performance is typically created to measure student’s performance.

Scoring Rubrics

CRITERIA 1 2 3

Number of Appropriate

Hand Gestures x11-4 5-9 10-12

Appropriate Facial

Expressionsx1 Lots of

inappropriate facial expression

Few of inappropriate

facial expression

No apparent

inappropriate facial expression

Voice Inflection x2 Monotone voice

used

Can vary voice inflection with

difficulty

Can easily vary voice inflection

Incorporate Proper

Ambiance Through

Feelings in the Voice

x3Recitation

contains very little feelings

Recitation has some feelings

Recitation fully captures ambiance through

feelings in the voice

Recitation Rubriccriteria

Level of performan

ce

Descriptors spell out what is expected of students at each level of performance for each criterion.

It tells students what performance looks like at each level and how their work may be distinguished from the work of others for each criterion.

Descriptors

Clearer expectationsstudents know what is expected of them and

teachers know what to look for in student performance.

More consistent and objective assessmentLevels of performance permit teacher to more

consistently and objectively distinguish between good and bad performance, or between superior, mediocre and poor performance, when evaluating student work

Better feedbackidentifying levels of performance allows teacher

to provide more detailed feedback to students.

Why include levels of performance?

refers to something produced by students providing concrete examples of the application of knowledge.

product oriented assessment is a kind of assessment where in the assessor views and scores the final product made and not on the actual performance of making that product.

Product-Oriented Assessment

It is concern on the product alone and not on the process. It is more concern to the outcome or the performance of the learner. It also focuses on achievement of the learner.

Product assessment focuses on evaluating the result or outcome of a process.

Targeted tasks that lead to product or overall learning outcome.

the learning competencies associated with products or outputs are linked with an assessment with three levels of performance manifested by the product, namely:novice or beginner’s levelSkilled levelExpert level

Product-Oriented Learning Competencies

Level 1 : Does the finished product or project illustrates the minimum expected parts or functions? ( Beginner)

Level 2 : Does the finished product or project contains additional parts and functions on top of the minimum requirements which tend to enhance the final product? (skilled level)

Level 3: Does the finished product contains the basic minimum parts and functions, have the additional features on top of the minimum, and is aesthetically pleasing? (Expert level)

There are other ways to state product-oriented learning competencies. For instance, we can define learning competencies for products or outputs in the following way:

It is associated with task designing include: Complexity

Level of complexity of the project needs to be within the range of the ability of the students.

AppealThe project of the activity must be

appealing to the students. It should be interesting enough.

Task Designing

CreativityThe project needs to exercise

creativity and divergent thinking.

Goal-BasedProject is produced in order to

attain a learning objective.

Prepared by:Montano, Jeraldyn

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