Lesson 3 - performace-based assessment

PERFORMANCE-BASED ASSESSMENT

It measures students' ability to apply the skills and knowledge learned from a unit of study. Typically, the task challenge students to use their higher-order thinking skills to create a product. (Chun, 2010)

Performance Assessment Authentic Assessment Alternative Assessment

students are  tasked to performance is assessed measure a students'

perform specific task in a context more like that level of proficiency in a

to be assessed. encountered in real life. subject as opposed to the

student's level of knowledge.

= KEY FEATURES OF PERFORMACE-BASED ASSESSMENT =

AUTHENTIC

• based assessments combine the traditional academic content with the knowledge and skills needed to function appropriately in the real-world.

COMPLEX

• require students to generate rather than choose a response. They must reason, problem-solve, or collaborate with others to produce individual responses.

PROCESS/PRODUCT ORIENTED

• students demonstrate their understanding by applying their knowledge to a particular situation in which actual task performance is evaluated.

OPEN-ENDED

• students are presented with an open-ended question that may produce different correct answers . (Chum, 2010; McTighe, 2015)

TIME-BOUND

• in the higher-level tasks, there is a sense of urgency for the product to be developed or the process to be determined, as in most real-world situations.

= TYPES OF PERFORMANCE-BASED ASSESSMENT =

PRESENTATIONS

PORTFOLIOS

PERFORMANCES

EXHIBITS AND FAIRS

DEBATES

= STRENGTHS AND LIMITATIONS =

STRENGTHS

• They're more engaging.

• They encourage children to take ownership of their work.

• It stops things from being just a memory test.

• It uses real-world examples.

• It develops problem-solving skills.

= GRASPS MODEL =

GOAL

• provides statement of the task

• establish the goal, problem, challenge or obstacle in the task

AUDIENCE

• identify the target audience within context of the scenario

PRODUCT/PERFORMANCE

• clarify what the students will create and why they will create it.

REFLECTION FOR LESSON 3:

In lesson 3, which was about Performance-based assessment, I learned about various types of activities that target the higher-order thinking skills of the students. In performance tasks, it helps the students get involved in real-world situations that challenge them to think more creatively and help them develop their problem-solving skills. PBA also provides examples that can be given to the students, whether through a performance or through developing a product. This lesson taught me to be more aware of what proper activities I should give to my future students and what specific types I should use to properly assess their performance that align to their levels and skills.