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Lesson 6 Developing A Performance Task

The document discusses the development of performance-based assessments. It outlines the steps to take which include defining the purpose, determining skills and outcomes, designing an authentic task, developing criteria and a rubric, and reviewing the process. Examples of performance tasks are provided. The reader is then asked to develop their own performance assessment on a subject they teach and present it as a slideshow following the recommended steps.

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63 views

Lesson 6 Developing A Performance Task

The document discusses the development of performance-based assessments. It outlines the steps to take which include defining the purpose, determining skills and outcomes, designing an authentic task, developing criteria and a rubric, and reviewing the process. Examples of performance tasks are provided. The reader is then asked to develop their own performance assessment on a subject they teach and present it as a slideshow following the recommended steps.

Uploaded by

franceearl.claron.student
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PERFORMANCE-BASED

ASSESSMENT
Developing a
Performance Task
OBJECTIVES
• Familiarize the steps in developing a performance task
• Create a performance task following the recommended
steps
Steps in Developing
a Performance Task
Introduction
• Performance tasks enable teachers to gather evidence not just about
what a student knows, but also what he or she can do with that
knowledge (Darling-Hammond and Adamson 2010).
• Rather than asking students to recall facts, performance tasks measure
whether a student can apply his or her knowledge to make sense of a
new phenomenon or design a solution to a new problem. In this way,
assessment becomes phenomenon-based and multidimensional as it
assesses both scientific practices and content within a new context
(Holthuis et al. 2018).
Introduction
• As we move away from traditional testing, the purpose of assessment
begins to shift. Instead of only measuring students’ performance, we
also strive to create an opportunity for students to learn throughout the
process. Not only are students learning more as they are being
assessed, but the feedback you gain as a teacher is far richer than
traditional assessment (Wei, Schultz, and Pecheone 2012).
• This allows teachers to gather more information about what students
do and do not know in order to better inform meaningful next steps in
their teaching.
Steps in Developing a
Performance Task
Define the purpose of the assessment
is considered in making decision in the subsequent steps of the
process
Formative assessment
-will be used if the result of the assessment is used for
instructional improvement, that is, to get feedback from the students.
Summative assessment
-will be used if the result of the assessment is used for
grading purposes and a more elaborate scoring scheme is needed.
Steps in Developing a
Performance Task
Determine the skills, learning outcomes, and taxonomy level
-it is very important to determine the skills, the learning outcomes
of any given instruction since there is a limited time in the classroom for
the assessment procedures.

Learning outcome/instructional objectives


-plays a very important role in planning performance
assessment.
Steps in Developing a
Performance Task
Determine the skills, learning outcomes, and taxonomy level
Performance-based assessment
-only assesses higher order thinking skills or complex
cognitive outcomes, receiving, responding, and valuing for affective
outcomes, and psychomotor skills. You should create a list of learning
outcomes that specifies knowledge, skills, habits of the mind, and social
skills that are appropriate for performance assessment.
Steps in Developing a
Performance Task
Design and develop activity or performance task
-is about creating an activity or task that will allow the students to
demonstrate the knowledge, skills, and attitudes that they have learned.
Before identifying the activity and task, you should consider the time
allotted for the activity, the availability of classroom resources, and the
data needed to judge the quality of the students’ performance.
Steps in Developing a
Performance Task
Design and develop activity or performance task
Kubiszyn and Borich (2007) suggested some questions to get
started with the activity and task.
a. What does the “doing of Mathematics, History, Science, Art,
Writing, and so forth” look and feel like to professionals who make
their living working in those fields in the real world?
b. What are the projects and tasks performed by those professionals
that can be adapted to the school instruction?
c. What are the roles or habits of mind that those professionals acquire
that the learners recreate in the classroom?
Steps in Developing a
Performance
Develop criteria and rubric
Task
Criteria and rubric go together and both are essential ways for
teachers to set the expectation on the students’ performance. It also
allows the skills and knowledge to be observed and measured. Here are
some of the characteristics that criteria and rubric both have:
Clear and Concise
Used in planning and assessment
Understood by both teachers and students
Encourages students to be successful
Takes the guesswork out of grading
Review Time!
• What are the two purposes of assessment?
• What are the different steps in developing a performance task?
• What are the characteristics of a performance-based rubric? Explain each.
Performance Task 2
Since we have finished discussing everything about performance-based
assessment, it’s now time to develop your performance task 2.
Purpose:
This performance task is summative, you will be evaluated based
on your output and will be marked based on a rubric provided on the
last part of this presentation
Performance Task 2
Objectives:
To create a performance-based assessment
To apply the steps in developing a performance-based assessment
Performance Task 2
Performance Task:
Your performance task 1 groupings will be the basis of the
members of each group in this task as well.
Create a performance task for senior high school level that can be
done as a summative assessment in the subject you handle, meaning, it
should be related to your majorship.
The final output will be a slide presentation that shows all the
steps in developing a performance-based assessment.
Performance Task 2
Criteria Description Highest Possible Score
Presentation The slide presentation to be submitted must 30
be complete, clear, and creative but not over
decorated
Authenticity The assessment should really be authentic, 40
where students are required to submit an
output or perform

Feasibility The task should be possible to be done 20


considering the level of students, the
expenses and the length of time

Validity The assessment should be aligned to the 20


discipline you are in and also to the
objectives
Criteria and Rubric The criteria and rubric should include all the 40
possible skills and knowledge that can be
measured to the students

Total 150 points


Criteria Points and Description

31-40 21-30 11-20 0-10

Presentation The slide presentation is The slide presentation is The slide presentation is
complete, easy to understand, slightly incomplete, not so incomplete, has many
presentable, made with easy to understand, typographical errors, no
creativity and not dull nor over presentable, made with coherence and made almost no
decorated creativity but slightly dull or decoration or over decorated
over decorated

Authenticity The chosen assessment is The chosen assessment is The chosen assessment is not The chosen assessment is not
really performance or project really performance or project really a performance or project performance or project based
based and is highly engaging based and is slightly engaging based and is not that engaging and is not engaging for students
for students for students for students

Feasibility The task is possible to be done The task is not possible to be


considering the level of done considering the level of
students, the expenses is students, it is quite expensive
minimal and the length of time and the length of time is not
is enough enough

Validity The task is really aligned to The task is not aligned to the
the subject and objectives subject nor to the objectives

Criteria and Rubric The criteria and rubric include The criteria and rubric include The criteria and rubric include The criteria and rubric include
all the possible skills and many possible skills and few possible skills and almost none of the possible
knowledge that can be knowledge that can be knowledge that can be skills and knowledge that can be
measured to the students measured to the students measured to the students measured to the students
End of Unit
2

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