TASK DESIGNING IN PROCES ORIENTED PERFORMANCES BASED ASSESSMENT

OBJECTIVE
a.

to identify the steps in designing a task; b. to distinguish performance objectives in the cognitive domain from performance objectives in the affective and social domain

Task Designing ( Santos)

Standards for designing a task
1.

Identifying an activity that would highlight the competencies to be evaluated.

Identifying an activity that would entail more or less the same sets of competencies. Finding a task that would be interesting and enjoyable for the students.

2.

3.

Example

Topic: Understanding biological diversity Possible Task Design Bring the students to the pond or creek Ask them to find all living organisms near the pond or creek Bring them to school playground to find as may living organisms they can find Observe how the students will develop a system for finding such organisms, classifying the organisms and concluding the differences in biological diversity of the two sites.

Step 1. Deciding What to Test

to create a list of objectives that specifies the knowledge, skills, habits of mind, and indicators of the outcomes that will be the focus of instruction.

Three general questions to ask when deciding what to teach:

What knowledge or content is essential for learner understanding of the subject matter? What intellectual skills are necessary for the learner to use this knowledge or content? What habits of mind are important for the learner to successfully perform with this knowledge or content?

Performance objective in the Cognitive Domain

Example Draw a physical map of North America from memory and locate 10 cities.

Skills in acquiring information

Skills in organizing and using information

Communicating: explaining Modeling Demonstrating Graphing Displaying Writing Advising Programming Proposing drawing

Organizing: classifying categorizing Sorting Ordering Ranking Arranging

Measuring: counting Appraising Weighing Balancing Estimating

Problem Solving: Stating questions Identifying problems Interpreting Monitoring

Investigating: gathering references Interviewing Experimenting

Decision making: evaluating Choosing eliciting adopting

Sample objectives:
1.

Draw a physical map of North America from memory and locate 10 cities.

2.

Describe two alternatives ways to solve mathematics word problem

Performance Objective in Affective and Social Domain

the

performance assessment not only require curriculum to teach thinking skills but also to develop positive dispositions and habits of mind.
Performance

test are ideal vehicles for assessing habits of mind and social skills, ex. cooperation, sharing and negotiation

Step:2 Designing the Assessment Context

-create a task, simulation, or situation

that will allow learners to demonstrate the knowledge, skills, and attitudes that they have acquired.

Example: The social studies performance test ( adapted form Wiggins, 1992)
You and several travel agent colleagues have been assigned the responsibility of designing a trip to China for 12 to 14-yearolds. Prepare an extensive brochure for a month-long cultural exchange trip. Include itinerary, modes of transportation, costs, suggested budget, clothing, health considerations, areas of cultural sensitivity, language considerations, and other information necessary for a family to decide if they want their child to participate.

1.

A hands-on exercise or problem to solve, which produces An observable outcome or product( typed business letter, a map, graph, piece of clothing, multimedia presentation, poem) such that the teacher Can observe and assess not only the product but also the process used to get there.

2.

3.

Criteria in revising and refining the task: 1. The requirements for task mastery should be clear without revealing the solution 2. The task should represent a specific activity from which generalizations about the learners knowledge, thinking ability, and habits of mind can made 3. The tasks should be complex enough to allow for multimodal assessment 4. The tasks should yield multiple solutions where possible, each with costs and benefits 5. The tasks should require self-regulated learning

As of Brookhart and Nitko

The types of tasks you craft depends on the learning target you are assessing

TASK PROPERTY
TIME TO COMPLETE THE TASK

VARIATIONS IN THE TASKS REQUIREMENTS

Short tasks-can be done in one class period or less Long tasks-require a month or more, and may need to be done outside the class Structure may vary in: Problem Solving: High structure means you carefully define the problem the students must solve. Low structure means students are free to select and define the problem Scaffolding: High structure means students are given lots of guidance or directions in how to begin a solution and what materials to use. Low structure means students have little or no guidance and must decide for themselves. Alternate Strategies: High structure means there are very few correct or appropriate pathways to get the correct answer. Low structure means there are many correct or appropriate to get an acceptable answer. Alternate solutions: High structure means there is a correct answer to the task. Low structure means there is no single correct answer to this task.

TASK STRUCTURE PROVIDED

PARTICIPATION OF GROUPS

The task may require: Individual work: only throughout all phases of performance. Group work: performance occurs in group The task may require: Process assessment: only in which students performance of the steps and procedures and not the outcome are observed and evaluated.

PROCESS FOCUS

PERFORMANCE MODALITY

The task require: A single modality: which performance is limited(ex. Oral, written, wood model Multiple modality: performance must be done in several modes(ex. Do both oral and written report)

Sample Rubric

Recitation Rubric
Criteria 1 2 3

Number of Appropriate hand gestures

1-4 X1

5-9

10 - 12

Appropriate facial expression

X1

Lots of inappropriate facial expression

Few inappropriate facial expression Can vary voice inflection with difficulty

No apparent inappropriate facial expression Can easily vary voice inflection

Voice inflection

X2

Monotone voice used

Incorporate proper ambiance through feelings in the voice

X3

Recitation contains very little feelings

Recitation has some feelings

Recitation fully captures ambiance through feelings in the voice

References

Santos, Rosita de Guzman, Ph.D., Copyright 2007, Process-Oriented Performance Based Assessment, Assessment of Learning 2, Lorimar Publishing, Inc.,776 Aurora Blvd., cor.Bostos Street, Cubao, Quezon City, Metro Manila.

Brookhart, Susan M. & Nitko, Anthony J., Copyright 2011,2007,2004,2001,1996, Performance Assessment, Educational Assessment of Students, 6th edition, Pearson Education Inc., Publishing as Allyn and Bacon, 501 Boylston St., Boston, MA, 0216.

Kubiszyn and Borich, Copyright 2007 by John Wiley and Sons,, Educational Testing and Measurement 8th Edition, Clearance Center,Inc.,222 Rosewood Drive, Danvers.