This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
Product-oriented assessments evaluate student performance through products they create, such as completed projects. These products demonstrate their achievement of learning tasks and skills. Products can include works showing communication skills or physical abilities. Rubrics are used to evaluate student performance and proficiency levels on tasks. Competencies are linked to expertise shown in the product. Products are assessed at three levels - minimum specifications, additional skilled specifications, and expert level specifications involving aesthetics. Examples provided assess geometry shapes, scrapbooks, and typing outputs at these three levels.
Fs 1 episode 1 school as a learning environmentNoel Parohinog
The document summarizes a field study conducted by a student to observe the school environment of Binalbagan Catholic College - High School Department. The student documented their observations of the school facilities using checklists. They observed the principal's office, library, counseling room, canteen, medical clinic, and other facilities. The student also observed classrooms, noting displays on walls, furniture arrangement, learning materials, student occupancy, lighting and ventilation. Based on their observations, the student concluded that the school has a positive impact on learning by having many facilities, though some improvements could be made. They reflected that they would like to teach in such a supportive environment and emphasized the importance of cleanliness, organization, facilities and ventilation for effective learning
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
The document summarizes a student's field study assignment to observe a school environment and evaluate how conducive it is to learning. The student is asked to:
1) Visit a school and document facilities using a checklist
2) Observe a classroom and record findings in a matrix
3) Analyze how the school/classroom impacts learning and relate it to child development knowledge
4) Reflect on the observation and note insights into creating an ideal learning environment.
The document discusses product-oriented performance-based assessment. It explains that performance-based education focuses on tasks that connect learning to students' lives through relevant, meaningful activities. Products can demonstrate a wide range of skills and be evaluated using rubrics. Learning competencies are linked to three levels of expertise shown in a product: novice, skilled, and expert. Scoring rubrics describe criteria for analyzing student performance and products. Developing effective rubrics involves identifying desired qualities, deciding on an analytic or holistic approach, and defining descriptive performance levels.
Product-based assessment is an alternative to traditional testing that assesses students' performance through products they create. Products can include books, displays, essays, games, projects, presentations, and portfolios. Scoring rubrics are used to outline the criteria and weighting for each criterion to assess student work at different quality levels on areas like ideas, organization, understanding, word choice, sentence structure, and mechanics. Product-based assessment allows students to demonstrate skills and competencies through varied works.
Field Study 1, Episode 2 "The Learners' Characteristics and Needs"Ruschelle Cossid
This document provides tools and guidance for observing learners' characteristics across different developmental domains and age levels. It includes observation checklists for physical, social, emotional, and cognitive domains. The observer is asked to record their findings in a development matrix to allow comparisons across levels. Their analysis should identify salient characteristics of observed learners and implications for teaching methods. The observer is also prompted to reflect on how their own experiences compare to the learners, recall influential teachers, and share other insights. The portfolio section encourages applying Erik Erikson's psychosocial development theory to guiding one's teaching.
The document describes a board display evaluation form that rates bulletin boards on various criteria such as effectiveness of communication, attractiveness, balance, unity, interactivity, legibility, correctness, and durability. Based on the evaluation, some boards need improvement in areas like clarity of writing and repair. The document recommends repairing damaged boards and using colorful materials to better engage audiences.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Field Study 1, Episode 1 "The School as a Learning Environment"Ruschelle Cossid
The document provides guidelines for observing a school campus and classrooms. It includes activity forms to document observations of various school facilities like the science laboratory, gymnasium, and comfort rooms. The document also includes a classroom facilities matrix to record observations of classrooms, including wall displays, furniture arrangement, learning materials, and student occupancy. The purpose is to familiarize observers with the different areas and facilities of the school to understand how they impact student learning.
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Alexa Jean Q. Colocado
Criteria Rating Comments
Quality of observation and
documentation
3
- Observed bulletin boards in different areas of the school
- Documented observations thoroughly using provided forms
Completeness and depth of
analysis
3
- Analyzed purpose, content, design of actual bulletin boards
- Evaluated strengths and weaknesses of one display
Depth and clarity of reflection
3
- Reflected on skills needed to design effective displays
- Identified skills to improve and concrete steps to do so
Completeness, organization,
clarity of portfolio
3
- Portfolio contains all required outputs and reflections
- Outputs are presented clearly and easy to follow
Timeliness of submission
3
-
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Assessment in Learning 2 Lecture 8 .pptxJoyceAgrao
This document discusses product-oriented performance-based assessment. It defines product-oriented assessment as assessing student performance through products they create, like projects. It discusses using rubrics to evaluate student performance on specific criteria at different competency levels (novice, skilled, expert). Examples are provided of designing assessment tasks and developing scoring rubrics for products. Criteria for rubrics include quality, creativity, comprehensiveness, and accuracy. The document emphasizes that product assessment should be evidence-based and evaluate whether students achieved intended learning outcomes.
The document discusses product-oriented performance-based assessment and scoring rubrics. It provides examples of using products or outputs to evaluate student learning and define competency levels. Scoring rubrics describe the criteria for different performance levels and are used to consistently evaluate student work. The document outlines steps to develop reliable scoring rubrics, including identifying criteria, defining descriptor levels, and testing inter-rater reliability.
The document discusses performance assessments and provides examples of performance tasks from various grade levels. It discusses the key elements of effective performance tasks, including ensuring they are clearly defined and aligned to learning targets. It also covers constructing rubrics to evaluate performance tasks, including the differences between holistic and analytic rubrics. The importance of providing descriptive feedback on rubrics is emphasized.
This document discusses developing portfolios for students and teachers. It defines a portfolio as a collection of a person's work used to demonstrate their skills and abilities. The document outlines the characteristics of student portfolios, including clear learning targets, organized work samples, guidelines for inclusion, and student self-reflection. Advantages are promoting self-assessment and motivation, while disadvantages include time consumption and difficulty in scoring. Steps to develop a student portfolio include setting a purpose, criteria for grading, determining included content, and involving students in the selection process.
This document discusses developing portfolios for students and teachers. It defines a portfolio as a collection of a person's work used to demonstrate their skills and abilities. The document outlines the characteristics of student portfolios, including clear learning targets, organized work samples, guidelines for inclusion, and student self-reflection. Advantages are promoting self-assessment and motivation, while disadvantages include time consumption and difficulty in scoring. Steps to develop a student portfolio include setting a purpose, criteria for grading, determining included content, and involving students in the selection process.
Performance Based Assessment with Rubrics
** Reminder
download the presentation for a clear instruction. slide 15 has animation and it is an important part in creating a rubric.
The document discusses performance-based assessment. It defines performance-based assessment as using tasks that are meaningful to students to evaluate how well they understand and apply knowledge and skills. It notes that performance assessments require students to demonstrate mastery of skills and competencies by performing or producing something. The document outlines some key characteristics of performance-based assessments, such as being authentic, integrating multiple skills, and aiming to improve student performance. It also provides steps for creating a performance assessment, such as identifying the performance to be evaluated, establishing criteria, and creating tasks.
This document provides an overview of curriculum maps created by the San Juan II School District based on the Understanding by Design model. It discusses the objectives of disseminating and explaining the curriculum maps and UbD model. It outlines the federal compliance requirements around standards and assessments that the maps are designed to address. It then explains the rationale for creating the maps, the model adopted, and components of the maps. Finally, it discusses how the Understanding by Design model and curriculum maps can be used for planning instruction and ensuring curriculum alignment.
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docxkarlhennesey
This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
The document discusses authentic assessment and compares it to traditional assessment. Authentic assessment involves asking students to perform real-world tasks that demonstrate knowledge and skills application, unlike traditional assessments that involve selecting answers. Authentic assessment designs engaging tasks aligned to standards and evaluates student performance using rubrics. It aims to replicate challenges students may face as citizens.
The document discusses authentic assessment and compares it to traditional assessment. Authentic assessment involves asking students to perform real-world tasks that demonstrate knowledge and skills application, unlike traditional assessments that involve selecting answers. Authentic assessment designs engaging tasks aligned to standards and evaluates student performance using rubrics. It aims to replicate challenges students may face as adult professionals.
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and embedded assessments.
2) Best practices for assessment including aligning tasks with learning goals, allowing students to demonstrate understanding in different ways, and using assessments to guide instruction.
3) Steps to create assessment tasks including identifying standards and practices, developing learning performances, and reviewing tasks for clarity, difficulty level, and fairness.
This document summarizes teaching methods that can effectively teach engineering concepts. It discusses the need to establish clear instructional objectives that specify what students should be able to do, including both technical skills and soft skills. It also recommends establishing the relevance of course material by relating it to real-world examples and teaching inductively from specific cases to general principles. Additionally, it suggests balancing concrete information like examples and data with abstract concepts, theories, and mathematics. Providing this balance of concrete and abstract information grounded in context can help motivate students and improve learning retention.
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
Similar to Chapter 5 product-oriented performance-based assessment (20)
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
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Kalyan today kalyan trick kalyan trick today kalyan chart kalyan today free game kalyan today fix jodi kalyan today matka kalyan today open Kalyan jodi kalyan jodi trick today kalyan jodi trick kalyan jodi ajj ka.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
2. Performance-based education poses a
challenge for teachers to design instruction
that is task-oriented. The trend is based on
the premise that learning needs to be
connected to the lives of the students through
relevant tasks that focus on students’ ability to
use their knowledge and skills in meaningful
ways. In this case, performance-based tasks
require performance-based assessment in
which the actual student performance is
assessed through a product, such as a
completed project or work that demonstrates
levels of task achievement.
3. Product-Oriented Leaning Competencies
Student performances can be defined as
targeted tasks that lead to a product or
overall learning outcomes. Product can
include a wide range of student works that
target specific skills.
Examples:
COMMUNICATION SKILLS
Reading Writing
Speaking Listening
4. PSYCHOMOTOR SKILLS (requiring physical
abilities to perform a given task).
Using rubrics is one way that teachers
can evaluate or assess student performance
or proficiency in any given task as it relates
to a final product or leaning outcomes.
The leaning competencies associated
with products or outputs are linked with an
assessment of the level of “expertise”
manifested by the product. Thus, product
oriented learning competencies target at
least three (3) levels: novice or beginner’s
level, skilled level, and expert level.
5. 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:
Level 1: Does the finished product or project
illustrate the minimum expected parts or
functions? (Beginner)
Level 2: Does the finished product or project
contain additional parts and functions on
top of the minimum requirements which
tend to enhance the final output? (Skilled
level)
6. Learning Competencies: The final product
submitted by the students must:
Possess the correct dimensions (5” x 5” x 5”)
– (minimum specifications)
Be sturdy, made of durable cardboard and
properly fastened together – (skilled
specifications)
Be pleasing to the observer, preferably
properly colored for aesthetic purposes –
(Expert level)
Example: The desired product is a scrapbook
illustrating the historical event called EDSA I
People Power.
7. Level 3: Does the finished product contain
the basic minimum parts and functions,
have additional features on top of the
minimum, and us aesthetically pleasing?
(Expert level)
Example: The desired product is a
representation of a cubic prism made out of
cardboard in an elementary geometry class.
8. Learning Competencies: The scrapbook presented
by the students must:
Contain pictures, newspaper clippings and other
illustrations for the main characters of EDSA I
People Power namely: Corazon Aquino, Fidel V.
Ramos, Juan Ponce Enrile, Ferdinand E. Marcos,
Cardinal Sin. – (minimum specifications)
Contain remarks and captions for the illustrations
made by the student himself for the roles played
by the characters of EDSA I People Power –
(skilled level)
Be presentable, complete, informative and
pleasing to the reader of the scrapbook – (expert
level)
9. Performance-based assessment for products
and projects can also be used for assessing
outputs of short-term tasks such as the one
illustrated below for outputs in a typing
class.
Example: The desired output consists of the
output in a typing class.
10. Learning Competencies: The final typing
outputs of the students must:
• Possess no more than five (5) errors in
spelling – (minimum specifications)
• Possess no more than five (5) errors in
spelling observing proper format based
on the document to be typewritten –
(skilled level)
• Possess no more than five (5) errors in
spelling, has the proper format, and is
readable and presentable – (expert level)
11. Notice that in all of the above examples,
product oriented performance based
learning competencies are evidence-based.
The teacher needs concrete evidence that
the student has achieved a certain level of
competence based on submitted products
and projects.
12. Task Designing
How should a teacher design a task for
product-oriented performance based
assessment? The design of the task in this
context depends on what the teacher desires
to observe as output of the students.
The concepts that may be associated with
task designing include:
• Complexity. The level of complexity of the
project needs to be within the range of
ability of the students. Projects that are
too simple tend to be uninteresting for the
students while projects that are too
complicated will most likely frustrate them.
13. • Appeal. The project or activity must be
appealing to the students. It should be
interesting enough so that students are
encouraged to pursue the task to
completion. It should lead self-discovery of
information by the students.
• Creativity. The projects need to encourage
students to exercise creativity and
divergent thinking. Given the same set of
materials and project inputs, how does
one best present the project? It should
lead the students into exploring the
various possible ways of presenting the
final output.
14. Goal-Based. Finally, the teacher must bear
in mind that the project is produced in
order to attain a learning objective. Thus,
projects are assigned to students not just
for the sake of producing something but for
the purpose of reinforcing learning.
Example: Paper folding is a traditional
Japanese art. However, it can be used as an
activity to teach concept of plane and solid
figures in geometry. Provide students with a
given number of colored papers and ask
them to construct as many plane and solid
figures from these papers without cutting
them (by paper folding only)
15. Scoring Rubrics
Scoring rubrics are descriptive scoring
schemes that are developed by teachers or
other evaluators to guide the analysis of the
products or processes of students’ efforts
(Brookhart, 1999). Scoring rubrics are
typically employed when a judgment of
quality is required and may be used to
evaluate a broad range of subjects and
activities.
16. From the major criteria, the next task is to
identify sub-statements that would make the
major criteria more focused ad objectives.
For instance, if we were scoring an essay on :
“Three Hundred Years of Spanish Rules in the
Philippines”, the major criterion “Quality”
may possess the following sub-statements:
Interrelates the chronological events in an
interesting manner
Identifies the key players in each period of
the Spanish rule and the roles that they
played
17. Succeeds in relating the history of
Philippine Spanish rule (related as
Professional, Not quite professional, and
Novice)
The example below displays a scoring rubric
that was developed to aid in the evaluation
of essays written by college students in the
classroom (based loosely on Leydens &
Thompson, 1997).
18. When are scoring rubrics an appropriate
evaluation technique?
Grading essay is just one example of
performances that may be evaluated using
scoring rubrics. There are many other
instances in which scoring rubrics may be
used successfully: evaluate group activities,
extended projects and oral presentations.
Also scoring rubrics scoring cuts across
disciplines and subject matter for they are
equally appropriate in English, Mathematics
and Science classrooms.
19. Other Methods
Authentic assessment schemes apart
from scoring rubrics exist in the arsenal of a
teacher. For example, checklists may be used
rather that scoring rubrics in the evaluation
essays. Checklists enumerate a set of
desirable characteristics for a certain product
and the teacher marks those characteristics
which are actually observed.
20. General versus Task-Specific
In the development of scoring rubrics,
it is well bear in mind that it can be used to
assess or evaluate specific tasks or general or
broad category of tasks. For instance,
suppose that we are interested in assessing
the student’s oral communication skills.
21. Process of Developing Scoring Rubrics
The development through a process.
The first step in the process entails the
identification of the qualities and attributes
that the teacher wishes to observe in the
students’ outputs that would demonstrate
their level of proficiency. (Brookhart, 1992).
The next step after defining the criteria for
the top level of performance is the
identification and definition if the criteria for
the lowest level of performance.
22. Resources
Currently, there is a broad range of
resources available to teachers who wish to
use scoring rubrics in their classrooms. These
resources differ both in the subject that they
cover and the level that they are designed to
assess. The examples provided below are
only a small sample of the information that is
available.
State of Colorado (1998) has developed an
online set of general for K-12 teacher,
holistic scoring rubrics that are designed
for the evaluation of various writing
assessments.
23. Chicago Public Schools (1999) maintain an
extensive electronic list if analytic and holistic
scoring rubrics that span the broad array of
subjects represented throughout K-12
education.
(1997a, 1997b; Danielson & Marquez, 1998)
for mathematics teachers, Danielson has
developed a collection of reference books
that contain scoring rubrics that are
appropriate to the elementary, middle school
and high school mathematics classrooms.
Resources are also available to assist college
instructors who are interested in developing and
using scoring rubrics in their classrooms.
24. Kathy Schrock’s Guide for Educators (2000)
contains electronic materials for both the
pre-college and the college classroom.
Brookhart (1999) The Art and Science of
Classroom Assessment: The Missing Part
of Pedagogy, provides a brief, but
comprehensive review of the literature on
assessment in the college classroom.
Moskal (1999) has developed a web site
that contains links to variety college
assessment resources, including scoring
rubrics.
25. The ERIC Clearinghouse on Assessment and
Evaluation [ERIC/AE] provides several
additional useful websites.
Scoring Rubrics-Definitions and
Constructions (2000b), specially addresses
questions that are frequently asked with
regard to scoring rubrics.
Site also provides electronic links to web
resources and bibliographic references to
books and articles that discuss scoring
rubrics.