MAVILLE ALASTRE-DIZONPhilippine Normal University

BALANCED ASSESSMENTBALANCED ASSESSMENT

Traditional Assessments

Alternative Assessments

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Assignments

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Performance Assessment

is one in which the teacher observes and makes judgment about the student’s demonstration of a skill or competency in creating a product

Performance assessments have two parts:

• a clearly defined task

• and a list of explicit criteria for assessing student

performance or product.

Performance – based Assessment is synonymous with Performance Assessment

Performance – based is shorthand for performance –and-product based

• emphasis on the students’ ability to use their knowledge and skills to produce their own work

Characteristics of Performance Assessments

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

•Reasoning skills are needed and assessed

•Involves sustained work, often days and weeks

•Calls upon students to explain, justify and defend

Characteristics of Performance Assessments

• Performance is directly observable

•Relies on trained assessors’ judgment for scoring

•Multiple criteria and standards are prescribed and made public

•There is no “single” correct answer

•If authentic, grounded on real-world contexts and constraints

TYPESRestricted type tasks – targets narrowly defined skill and require relatively brief response. The task is structured and specific. Examples:• Construct a bar graph from the data

provided• Read an article from the newspaper and

answer questions• Sing a song

TYPESExtended type tasks - more complex, elaborate and time consuming. Tasks often includes collaborative work with small groups of students and usually require the use of a variety of sources of information.Examples:•Design and carry out a study to determine which grocery store has the lowest prices•Publish a newspaper•Compose and perform a song

How to Assess a How to Assess a PerformancePerformance• Identify the Identify the competencycompetency that has to that has to

be demonstrated by the students with be demonstrated by the students with or without a product.or without a product.

• Describe the Describe the tasktask to be performed by to be performed by the students either individually or as a the students either individually or as a group, the resources needed, time group, the resources needed, time allotment and other requirements to be allotment and other requirements to be able to assess the focused competency. able to assess the focused competency.

• Develop a Develop a scoring rubricscoring rubric reflecting reflecting the criteria, levels of performance and the criteria, levels of performance and the scores.the scores.

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Performance Task BlueprintPerformance Task BlueprintLearning objectivesLearning objectives

Concepts and principlesConcepts and principlesSkills, processes, and proceduresSkills, processes, and procedures

Description of the taskDescription of the taskStudent products and/or Student products and/or

performancesperformancesCriteria for assessing each product Criteria for assessing each product

and/or performanceand/or performance

7 Criteria in Selecting a 7 Criteria in Selecting a Good Performance Good Performance Assessment TaskAssessment Task

• GeneralizabilityGeneralizability – the likelihood that – the likelihood that the students’ performance on the task the students’ performance on the task will generalize to comparable tasks.will generalize to comparable tasks.

• AuthenticityAuthenticity – the task is similar to – the task is similar to what the students might encounter in what the students might encounter in the real world as opposed to the real world as opposed to encountering only in the school.encountering only in the school.

• Multiple Foci Multiple Foci – the task measures – the task measures multiple instructional outcomes.multiple instructional outcomes.

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• Teachability Teachability – the task allows one – the task allows one to master the skill that one should be to master the skill that one should be proficient inproficient in

• Feasibility Feasibility – the task is realistically – the task is realistically implementable in relation to its cost, implementable in relation to its cost, space, time, and equipment space, time, and equipment requirementsrequirements

• ScorabilityScorability – the task can be – the task can be reliably and accurately evaluatedreliably and accurately evaluated

• FairnessFairness – the task is fair to all the – the task is fair to all the students irregardless of their social students irregardless of their social status or genderstatus or gender 1313

What is a rubric?

A rubric is a systematic scoring guideline to evaluate students’ performance (papers, speeches, problem solutions, portfolios) through the use of a detailed description of performance standards.

Holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.

Analytic rubrics provide specific feedback along several dimensions.

Types of Rubrics

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Important Elements of a Rubric

Whether the format is holistic or analytic, the following information should be made available in a rubric.

•Competency to be tested – this should be a behavior that requires either a demonstration or creation of products of learning

•Evaluative Criteria and their Indicators – these should be made clear using observable traits

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•Performance Levels - these levels could vary in number from 3 or more

•Qualitative and Quantitative descriptions of each performance level – these descriptions should be observable to be measurable

•Performance Task – the task should be authentic, feasible, and has multiple foci

Constructing a RubricConstructing a RubricIdentify the Identify the keykey elements, elements,

traits, or dimensions to be traits, or dimensions to be evaluatedevaluated

Think about what an Think about what an exemplary exemplary responseresponse to the task would look to the task would look like. (What are the key like. (What are the key characteristics of such a characteristics of such a response?)response?)

Decide the number of scale Decide the number of scale points needed to discriminate points needed to discriminate among the full range of among the full range of different degrees of quality (3 to different degrees of quality (3 to 5 are usually sufficient)5 are usually sufficient)

Decide if the identified Decide if the identified elements are of equal elements are of equal importance or will be weighted importance or will be weighted differently.differently.

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Template for Holistic RubricsTemplate for Holistic Rubrics

ScorScoree

DescriptionDescription

55 Demonstrates complete understanding Demonstrates complete understanding of the problem. All requirements of task of the problem. All requirements of task are included in response. are included in response.

44 Demonstrates considerable Demonstrates considerable understanding of the problem. All understanding of the problem. All requirements of task are included. requirements of task are included.

33 Demonstrates partial understanding of Demonstrates partial understanding of the problem. Most requirements of task the problem. Most requirements of task are included. are included.

Template for Holistic RubricsTemplate for Holistic Rubrics ScorScor

ee DescriptionDescription

22 Demonstrates little understanding Demonstrates little understanding of the problem. Many of the problem. Many requirements of task are missing. requirements of task are missing.

11 Demonstrates no understanding of Demonstrates no understanding of the problem. the problem.

00 No response/task not attempted. No response/task not attempted.

Template for analytic rubricsTemplate for analytic rubrics Beginning Beginning 11

DevelopinDevelopingg 2 2

AccomplisAccomplishedhed 3 3

ExemplaryExemplary 4 4

ScoScorere

CriteriCriteria #1a #1

DescriptioDescription n reflecting reflecting beginning beginning level of level of performanperformancece

DescriptioDescription n reflecting reflecting movement movement toward toward mastery mastery level of level of performanperformancece

DescriptioDescription n reflecting reflecting achievemachievement of ent of mastery mastery level of level of performaperformancence

DescriptioDescription n reflecting reflecting highest highest level of level of performanperformancece

CriteriCriteria #2a #2

DescriptioDescription n reflecting reflecting beginning beginning level of level of performanperformancece

DescriptioDescription n reflecting reflecting movement movement toward toward mastery mastery level of level of performanperformancece

DescriptioDescription n reflecting reflecting achievemachievement of ent of mastery mastery level of level of performaperformancence

DescriptioDescription n reflecting reflecting highest highest level of level of performanperformancece

Template for analytic rubricsTemplate for analytic rubrics Beginning Beginning 11

DevelopinDevelopingg 2 2

AccomplishAccomplisheded 3 3

ExemplarExemplaryy 4 4

ScorScoree

CriteriCriteria #3a #3

DescriptioDescription n reflecting reflecting beginning beginning level of level of performanperformancece

DescriptioDescription n reflecting reflecting movemenmovement toward t toward mastery mastery level of level of performaperformancence

Description Description reflecting reflecting achievemenachievement of t of mastery mastery level of level of performancperformancee

DescriptiDescription on reflecting reflecting highest highest level of level of performaperformancence

CriteriCriteria #4a #4

DescriptioDescription n reflecting reflecting beginning beginning level of level of performanperformancece

DescriptioDescription n reflecting reflecting movemenmovement toward t toward mastery mastery level of level of performaperformancence

Description Description reflecting reflecting achievemenachievement of t of mastery mastery level of level of performancperformancee

DescriptiDescription on reflecting reflecting highest highest level of level of performaperformancence