Module 7 Rubrics, Portfolio, and Performance Based Assessment
Lesson 1: it talks about Rubrics
- is a scoring scale and instructional tool to assess the performance of student using a task-specific set of criteria.
-contains two essential parts: the criteria for the task and levels of performance for each criterion.
-provides teachers an effective means of students-centered feedback and evaluation of the work of students.
-an authentic assessment tool used to measure students’ work.
-a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score.
-scale that differentiate levels of student performance.
Lesson 2: Steps in Developing Rubrics
1. Identify your standards, objectives and goals for your students.
Standard is a statement of what the students should be able to know or be able to perform. It should indicate that your students should meet these standards. Know also the goals for instruction, what are the learning outcomes.
2. Identify the characteristics of a good performance on that task, the criteria.
When the students perform or present their work, it should indicate that they performed well in the task given to them; hence they met that particular standard.
3. Identify the levels of performance for each criterion.
There is no guidelines with regards to the number of levels of performance, it vary according to the task and needs. It can have as few as two levels of performance or as many as the teacher can develop. In this case, the rater can sufficiently discriminate the performance of the students in each criterion. Through these levels of performance, the teacher or the rater can provide more detailed feedback about the performance of the students. It is easier also for the teacher and students to identify the areas needed for improvement.
Lesson 3 its all about Portfolio Assessment
- is the systematic longitudinal collection of student work created in response to specific, known instructional objectives and evaluated in relation to the same criteria. -Student portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress and achievement in one or more areas.
- must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection.
Lesson 4 :Types of Portfolio
1. Working portfolio also known as “Teacher-student portfolio”.
- it contains the work in progress as well as the finished samples of work used to reflect on process by the students and teachers.
-It documents the stages of learning and provides a progressive record of student growth.
- is an interactive teacher-student portfolio that aids in communication between teacher and student.
2. Showcase Portfolio also known as best works portfolio or display portfolio.
-It focuses on the student’s best and most representative work, it exhibit the best performance of the student.
3. Progress Portfolio also known as Teacher-Alternative Assessment Portfolio.
- contains examples of students’ work with the same types done over a period of time and they are utilized to assess their progress.
Lesson 5: Performance Based Assessment (PBA)
- is a direct and systematic observation of the actual performances of the students based from a pre-determined performance criteria (Zimmaro, 2003) as cited by (Gabuyo, 2011).
- is alternative form of assessing the performance of the students that represent a set of strategies for the application of knowledge, skills, and work habits through the performance of the tasks that are meaningful and engaging to students” (Hibbard, 1996) and (Brualdi, 1998) in her article “Implementing Performance Assessment in the classroom”.
- is employed to measure students' academic achievement by evaluating their performance in a hands-on task. For example, students could be required to conduct and present independent research as part of a performance-based assessment.
Lesson 6: Focus of Performance Based Assessment (Gabuyo, 2011)
Performance Based Assessment can assess the process, product or both (process and product) depending on the learning outcomes. It also involves doing rather than just knowing about the activity or task. The teacher will assess the effectiveness of the process or procedures and the product used in carrying out the instruction. The question is when to use the process and product?