Written Report
Process-Oriented Performance-Based Assessment
This chapter is concerned with process-oriented performance based assessment. Assessment is
not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins
with and enacts a vision of the kinds of learning we most value for students and strive to help
them achieve. Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and reveal in performance over time. Learning is a complex process.
It entails not only what students know but what they know; it involves not only knowledge and
abilities but values, attitudes, and habits of mind that affect both academic success and
performance beyond the classroom. Assessment should reflect these understandings by
employing a diverse array of methods, including those that call for actual performance, using them
overtime so as to reveal change, growth, and-increasing degrees of integration. Such an
approach aims for a more complete and accurate picture of learning.
Process-Oriented Learning Competencies
Information about outcomes is of high importance; where students “end up” matters greatly. But
to improve outcomes. We need to know about student experience along the way – about the
curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can
help us understand which students learn best under what conditions; with such knowledge comes
the capacity to improve the whole of their learning. Process-oriented performance-based
assessment is concerned with the actual task performance rather than the output or product of
the activity.
Learning Competencies
The learning objectives in process-oriented performance based assessment are stated indirectly
observable behaviors of the students. Competencies are defined as groups or clusters of skills
and abilities for needed for a particular task. The objectives generally focus on those behaviors
which exemplify a “best practice “for the particular task. Such behaviors range from a “beginner”
or novice level up to the level of an expert. An example of learning competencies for a processoriented performance based assessment is:
Task: Recite a Poem by Edgar Allan Poe, “The Raven”
Objectives:
The activity aims to enable the students to recite a poem entitled “The Raven” by Edgar Allan
Poe. Specifically:
1.
2.
3.
4.
5.
Recite the poem from memory without referring to notes;
Use appropriate hand and body gestures in delivering the piece;
Maintain eye contact with the audience while reciting the poem;
Create the ambiance of the poem through appropriate rising and falling intonation;
Pronounce the words clearly and with proper diction.
Notice that the objective started with a general statement of what is expected of the student from
the task (recite a poem by Edgar Allan Poe) and then breaks down the general objective into
easily identified constitute the learning competencies for this particular task. As in the statement
of objectives using Bloom’s taxonomy, the specific objectives also range from simple observable
processes to more complex observable processes e.g. creating an ambiance of the poem through
appropriate rising and falling intonation. A competency is said to be more complex when it consists
of two or more skills.
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
Task Designing
Learning tasks need to be carefully planned. Some generally accepted standards for designing
at ask include:
1. Identifying an activity that would highlight the competencies to be evaluated.
2. Identifying an activity that would entail more or less the same sets of competencies. If an
activity would result in too many possible competencies, then the teacher would have
difficulty assessing the student’s competency on the task.
3. Finding a task that would be interesting and enjoyable for the students. Tasks such as
writing an essay are often boring and cumbersome for the students.
Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a task-specific set of criteria.
Authentic assessments typically are criterion-referenced measures, that is, student’s aptitude on
a task is determined by matching the student’s performance against a set of criteria to determine
the degree to which the student’s performance meets the criteria for the task. To measure student
performance against a pre-determined set of criteria, a rubric, or scoring scale which contains the
essential criteria is typically create.
Scoring Rubric
Rubric - [1]is a scoring scale used to assess student performance along a task.
- is an authentic assessment tool used to measure student’s work.
- [4]is a generic scoring tool used to evaluate a student’s performance in a given outcome area.
(McTighe & Ferrara)
- [5] is a rating system by which teachers can determine at what level of proficiency a student is
able to perform a task or display knowledge of a concept.
Descriptors - [2] It spells out what is expected of students at each level of performance.
- It helps the teachers more precisely and consistently distinguish student work.
2 Types of Rubric
1. Analytic Rubric - [1] articulates level of performance for each criterion so the teacher can
assess student performance on each criterion.
- [4] a scoring procedure in which products or performance are evaluated for
selected dimensions, with each dimension receiving a separate score. (McTighe &
Ferrara).
2. Holistic Rubric- [1] does not list separate levels of performance for each criterion. It assigns
a level of performance by assessing performance across multiple criteria as a whole.