Assessment and Evaluation PERFORMANCEBASED AND PORTFOLIO ASSESSMENT Assessment
Assessment and Evaluation PERFORMANCEBASED AND PORTFOLIO ASSESSMENT
Assessment involves far more than merely giving tests. (Hopkins, Stanley, & Hopkins, 1990)
Topic Outline: Characteris tics Learning Targets Perform ance Assessm ent Scoring and Evaluating Performanc e Tasks and Contexts Mc. Millan, J. H. (1997)
Characteristics of Performance Assessment Students explain, justify, and defend Students perform, create, construct, produce, or to do something Use clear criteria and rubrics for scoring Performa nce Assessme nt Requires sustained work Students use reasoning Uses engaging ideas of importance and substance Typically no single correct answer Mc. Millan, J. H. (1997)
Characteristics of Performance Assessment: Str § Integrates assessment with instruction § Learning occurs during assessment § Provides opportunities formative assessment § Tends to be more authentic than other types of assessments § More engaging, active involvement of students § Provides additional way for students to show what they know and can do
Characteristics of Performance Assessment: Str § Emphasis on reasoning skills § Forces teachers to establish specific criteria to identify successful performance § Encourages student self-assessment § Emphasis on application of knowledge § Encourages reexamination of instructional goals and the purpose of schooling
Characteristics of Performance Assessment: Lim Reliability § Reliability may be difficult to establish § Measurement error due to subjective nature of the scoring may be significant § Inconsistent student performance across time may result in inaccurate conclusions
Characteristics of Performance Assessment: Lim Sampling § Few samples of student achievement § Requires considerable teacher time to prepare and student time to complete
Characteristics of Performance Assessment: Lim Time § Difficult to plan for amount of time needed § Limited ability to generalize to a larger domain of knowledge
Learning Targets Deep Understanding Reasoning Learnin g Targets Skills Products
Learning Targets Deep Understanding § Involve students meaningfully in hands-on activities for extended periods of time § Focuses on the use of knowledge § Student responses are constructed in unique ways
Learning Targets Reasoning § Students are given a problem to solve or are asked to make a decision or other outcome based on information that is provided § Students use cognitive processes such as analysis, synthesis, critical thinking, inference, prediction, generalizing, and hypothesis testing
Learning Targets Skills § Communication and presentation skills Ex: Speaking A. Speaking clearly, expressively, and audibly a. Using voice expressively b. Speaking articulately and pronouncing words correctly c. Using appropriate vocal volume
Learning Targets Skills Communication and presentation skills Ex: Speaking B. Presenting ideas with appropriate introduction, development, and conclusion a. Presenting ideas in an effective order b. Providing a clear focus on the central idea c. Providing signal words, internal summaries, and transitions
Learning Targets Skills Communication and presentation skills Ex: Speaking C. Developing ideas using appropriate support materials a. Being clear and using reasoning processes b. Clarifying, illustrating, exemplifying, and documenting ideas
Learning Targets Skills Communication and presentation skills Ex: Speaking D. Using nonverbal cues a. Using eye contact b. Using appropriate facial expressions, gestures, and body movement
Learning Targets Skills Communication and presentation skills Ex: Speaking E. Selecting language to a special purpose a. Using language and conventions appropriate for the audience
Learning Targets Skills Psychomotor Skills Fine motor: cutting papers with scissors, drawing a line tracing, penmanship, coloring drawing, connecting dots Gross motor: Walking, jumping, balancing, throwing, skipping, kicking Complex: Perform a swing golf, operate a computer, drive a car, operate a microscope
Learning Targets Skills Psychomotor Skills Visual: Copying, finding letters, finding embedded figures, identifying shapes, discrimination Verbal and auditory: identify and discriminate sounds, imitate sounds, pronounce carefully, blend vowels
Learning Targets Products § More encouraging and authentic, and scored more systematically with clear criteria and standards
Learning Targets Products § Write promotional materials § Report on a foreign country § Playing a new song
Learning Targets Variation of Authenticity Relatively authentic Somewhat authentic Indicate which parts of a Design a garden design are accurate Write a paper on zoning Write a proposal to change fictitious zoning laws Explain what would you Show to teach to students perform basketball learning basketball skills in practice Authentic Create a garden Write a proposal to present to city council to change zoning laws Play a basketball game.
Constructing Performance Tasks Steps: 1. Identify the performance task in which students will be engaged 2. Develop descriptions of the task and the context in which the performance is to be conducted. 3. Write the specific question, prompt, or problem that the student will receive.
Constructing Performance Tasks Steps: 1. Identify the performance task in which students will be engaged § Structure: Individual or group? § Content: Specific or integrated? § Complexity: Restricted or extended?
Constructing Performance Tasks Restricted-type task § Narrowly defined and require brief responses § Task is structured and specific Examples: § Construct a bar graph from data provided. § Read an article from the newspaper and answer questions. § Flip a coin ten times. Predict what the next ten flips of the coin will be, and explain why. § Construct a poster that explains the parts of flowers. § Write a paper about the importance of protecting forests from being converted to farmland.
Constructing Performance Tasks Extended-type task § Complex, elaborate, and time-consuming. § Often include collaborative work with small group of students. § Requires the use of a variety of information
Constructing Performance Tasks Extended-type task Examples: § Design a playhouse and estimate cost of materials and labor § Plan a trip to another country: Include the budget and itinerary, and justify why you want to visit certain places § Conduct a historical reenactment (e. g. impeachment trial of ERAP) § Diagnose and repair a car problem § Design an advertising campaign for a new or existing product
Constructing Performance Tasks Steps: 2. Develop descriptions of the task and the context in which the performance is to be conducted. § Prepare a task description § Listing of specifications to ensure that essential if criteria are met
Constructing Performance Tasks The task description should include the following: § Content and skill targets to be assessed § Description of student activities ü Group or individual ü Help allowed § Resources needed § Teacher role § Administrative process § Scoring procedures
Constructing Performance Tasks Steps: 3. Write the specific question, prompt, or problem that the student will receive. § Task prompts and questions will be based on the task descriptions. § Clearly identifies the outcomes, outlines what the students are encourage to do, and explains criteria for judgment.
Constructing Performance Tasks Example of a Task Prompt
Constructing Performance Tasks Characteristics of Tasks: 1. Should integrate the most essential aspects of the content being assessed with the most essential skills. § should be broad § should represent essential processes § should integrate content with skills
Constructing Performance Tasks Examples Poor: Estimate the answers to the following three addition problems. Explain in your own words the strategy used to give your answer. Improved: Gizel and Brenda were planning a trip to a nearby province. They wanted to visit as many different towns as possible. Using the map, estimate the number of towns they will be able to visit on a single tank of gas (14 gallons) if their car gets 25 miles to the gallon.
Constructing Performance Tasks 2. Should be authentic § Realistic § Require judgment and innovation § Ask the student to do the subject § Replicates or stimulates § Assess the students ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task § Allows opportunities to rehearse, practice, consult resources, and get feedback and refine performances and products.
Constructing Performance Tasks Examples Poor: Compare and contrast different kinds of literature. Improved: You have been asked to make a presentation of our school board bout different types of literature. Prepare a Power. Point presentation that you would use to explain different types of literature, including poems, biographies, mysteries, and fictional novel. Provide examples of each type, explain the characteristics of each, and explain why you like some better than others. Create charts or figures as part of your presentation, which should be no longer than 15 minutes.
Constructing Performance Tasks 3. Structure the task to assess multiple learning targets Example: Communication and reasoning skills § Students provide both written and an oral report or need to think critically and synthesize to arrive at an answer
Constructing Performance Tasks 4. Structure the task so that you can help students succeed. § The task need to be something that students can learn from
Constructing Performance Tasks 5. Think through what students will do to be sure that the task is feasible. § Resources § Time § Steps
Constructing Performance Tasks 6. The task should allow for multiple solutions. § Should not encourage drill or practice § Should encourage students to personalize the process
Constructing Performance Tasks 7. The task should be clear. Examples Poor: Demonstrate the characteristics of object sinking in water. Improved: Your assignment is to construct an original experiment that will show what causes objects to sink. Your answer should include examples that illustrate three characteristics. In demonstrating your answer you will have five minutes to show different object sinking in water, accompanied by explanations of how each characteristic is important.
Constructing Performance Tasks 5. The task should be challenging and stimulating to students § Persistence is fostered if the task is interesting and thought provoking
Constructing Performance Tasks 9. Include explicitly stated scoring criteria as part of the task. § Helps students understand what they need to do and communicates learning priorities § Students need to know about the criteria before beginning work on the task
Constructing Performance Tasks 10. Include constraints in completing the task § According to Borich and Tombari (2004), constraints include the following: Ø Time Ø Reference material Ø Other people Ø Equipment Ø Scoring criteria
Constructing Performance Tasks 10. Include constraints in completing the task § According to Borich and Tombari (2004), constraints include the following: Ø Time Ø Reference material Ø Other people Ø Equipment Ø Scoring criteria
Introduction “People still think that assessment is what you do after teaching and learning are over as opposed to thinking of assessment as giving feedback to help you to achieve your goal. ” —Grant Wiggins, Educational Consultant
What is Performance-based assessment? § Testing that requires a student to create an answer or a product that demonstrates his/her knowledge or skills (Rudner & Boston, 1991).
What is Performance-based assessment? § Intended to assess what it is that students know and can do with the emphasis on doing. § Have a high degree of realism about them.
What is Performance-based assessment? § Involve: (a) activities for which there is no correct answer, (b) assessing groups rather than individuals, (c) testing that would continue over an extended period of time, (d) self-evaluation of performances.
What is Performance-based assessment? § Likely use open-ended tasks aimed at assessing higher level cognitive skills.
Characteristics of performance-based assessment § Students perform, create, construct, produce, or do something. § Deep understanding and/or reasoning skills are needed and assessed. § Involves sustained work, often days and weeks. § Calls on students to explain, justify, and defend. § Performance is directly observable.
Characteristics of performance-based assessment § Involves engaging in ideas of importance and substance. § Relies on trained assessor’s judgments for scoring § Multiple criteria and standards are pre-specified and public § There is no single correct answer. § If authentic, the performance is grounded in real world contexts and constraints.
Characteristics of performance-based assessment § Involves engaging in ideas of importance and substance. § Relies on trained assessor’s judgments for scoring § Multiple criteria and standards are pre-specified and public § There is no single correct answer. § If authentic, the performance is grounded in real world contexts and constraints.
PORTFOLIOS
TOPIC OUTLINE IMPLEMENTING E- PORTFOLIOS PLANNING CHARACTERISTICS TEACHER EVALUATION TYPES
WHAT ARE PORTFOLIOS? • Purposeful, systematic process of collecting and evaluating student products to document progress toward the attainment of learning targets or show evidence that a learning target has been achieved. • Includes student participation in the selection and student self-reflection.
WHAT ARE PORTFOLIOS? “A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand extend learning, but invites the reader of the portfolio to gain insight about learning and the learner. (Porter & Cleland, 1995)
CHARACTERISTICS OF EFFECTIVE PORTFOLIOS • Clearly defined purpose and learning targets • Systematic and organized collection of student products • Pre established guidelines for what will be included • Student selection of some works that will be included • Student self reflection • Clear and appropriate criteria for evaluating student products
• Conferences are held between students and teachers
A portfolio is: • Purposeful • Systematic and well-organized • Preestablished guidelines are set-up • Students are engaged in the selection of some materials • Clear and well-specified scoring criteria
DIFFERENT TYPES OF PORTFOLIOS 1. DOCUMENTATION PORTFOLIOS - Shows student work that illustrates achievement, often aligned to educational standards a. Celebration or Showcase Portfolio Selection of best works. Student chooses work, profile are accomplishments and individual profile emerges.
DIFFERENT TYPES OF PORTFOLIOS 1. DOCUMENTATION PORTFOLIOS a. Celebration or Showcase Portfolio Examples: - Highest scored test - Highest graded paper - Best project
DIFFERENT TYPES OF PORTFOLIOS 1. DOCUMENTATION PORTFOLIOS b. Competence or Standard Based Portfolio Shows levels of achievement reached in relation to learning targets Example: Mastery of each competency needed to do electrical work.
DIFFERENT TYPES OF PORTFOLIOS 1. DOCUMENTATION PORTFOLIOS c. Project Portfolio Illustrates competence on completion of a single task Examples: History unit final presentation Small group project on identifying chemicals in a water sample
DIFFERENT TYPES OF PORTFOLIOS 2. GROWTH PORTFOLIO - Shows improvement of student competence over time Examples: - Examples of writing that show differences in skill - Drawings from the first part of the semester to the last week of the semester.
ADVANTAGES OF PORTFOLIOS “The most important advantage of using portfolios is that students are actively involved in self-evaluation and selfreflection. ” (Belgrad, 2013; Borich & Tombari, 2014)
ADVANTAGES OF PORTFOLIOS 1. Students are actively involved in selfevaluation and self-reflection “Student learn that self evaluation is an important part of self-improvement ; portfolios encourage and support critical thinking through student self-reflection. ” Kingore, 2008
ADVANTAGES OF PORTFOLIOS 2. Involves collaborative assessment 3. On going process where students demonstrate performance, evaluate , revise , and produce quality work. 4. Focus on self-improvement rather than comparison with others
ADVANTAGES OF PORTFOLIOS 5. Students become more engaged in learning because both instruction and assessment shift from teacher controlled to mix of internal and external control. “With this portfolio, I saw better work than I had in the past. Students were more excited than they had ever been in my class. They are thrilled about what they had accomplished. ” 6 th grade Teacher
ADVANTAGES OF PORTFOLIOS 6. Products help teachers diagnose learning difficulties, meet with students and provide individualized feedback. 7. Clarify reasons for evaluation 8. Flexible- We have the opportunity to customize portfolio requirements to differences among students, available resources, different learning targets and needs and capabilities.
DISADVANTAGES OF PORTFOLIOS 1. Scoring difficulties may lead to low reliability 2. Teacher training needed 3. Time-consuming to develop criteria, score and meet students
DISADVANTAGES OF PORTFOLIOS 4. Students may not make good selections of which material to include 5. Sampling of student products may lead to weak generalization 6. Parents find the portfolio difficult to understand
Steps in Planning and Implementing Portfolio Assessment 1. Determine the purpose 2. Identify physical structure 3. Determine content 4. Determine student reflective guidelines and scoring criteria 5. Review with students
Steps in Planning and Implementing Portfolio Assessment 6. Portfolio content supplied by teacher and/or student 7. Student self-evaluation of contents 8. Teacher evaluation of content and student selfevaluation 9. Student-teacher conference 10. Portfolios returned to students or school
S T E P S I N P L A N N I N G
PORTFOLIO ASSESSMENT “ PORTFOLIO ASSESSMENT works only when students understand where they are , where they need to go, and are provided with instruction to support the journey. ” Ann Marie Seely English Teacher
PURPOSE OF PORTFOLIO ASSESSMENT 1. Learning Targets and Standards - Ideal for assessing product, skill, and reasoning targets and for enhancing desired student dispositions - Extensive Self Reflection a) Develops critical thinking b) Develop metacognitive and decision making skills
PURPOSE OF PORTFOLIO ASSESSMENT 2. Uses: Showcase portfolio-to illustrate what students are capable of doing Evaluation of portfolio-standardization of what to include For parents-what will make sense to parents “Provide specific attention to purpose and corresponding implications when implementing a portfolio. ” (Mc Millan, J. H. , 1997)
PURPOSE OF PORTFOLIO ASSESSMENT 3. Physical Structure: What will it look like? - How large will the portfolios be? - Where are they stored so that students can easily access them? - Will it be in folders or scrap books? - How will the works be arranged in the portfolio? - What materials are needed to separate the works in the portfolio?
PURPOSE OF PORTFOLIO ASSESSMENT 4. Sources of Content - Work samples - Student and teacher evaluations • • Guidelines: Select categories that will allow you to meet the purpose of the portfolio. Show improvement in the portfolio Provide feedback on the students on the procedures they are putting together Provide indicator system
PURPOSE OF PORTFOLIO ASSESSMENT 5. Self-Reflective Guidelines and Scoring Criteria: - Establish guidelines for student self-reflection and the scoring criteria - Scoring guidelines are explained to the students before they begin instruction - Students can be involved in the development of selfreflective guidelines and scoring criteria.
IMPLEMENTING PORTFOLIO ASSESSMENT Review with students: Explain to students what is involved in doing a portfolio. Begin with learning targets then show examples Give opportunities to ask questions Provide just enough structure so that they can get started without telling them exactly what to do. o Selection of content will depend on the age and previous experience of students o Students and teachers decide together what to include with nonrestrictive guidelines o o
IMPLEMENTING PORTFOLIO ASSESSMENT Supplying Portfolio Content It is best to include Table of Contents that can be expanded with each new entry. Include table of contents containing: - Brief description of activities - Date produced - Date submitted - Date evaluated
IMPLEMENTING PORTFOLIO ASSESSMENT Student Self Evaluation: Reflective and self-evaluation activities need to be taught. • Some guide questions for students: - Can you tell me what you did? - What did you like best abut this sample of your writing? - What will you do next? • Self-reflective questions: - What did you learn from writing this piece? - What would you have done differently if you had more time? - What are your greatest strengths and weaknesses in this sample? - What would you do differently if you did this over?
IMPLEMENTING PORTFOLIO ASSESSMENT Student Self Evaluation: • Some Self Reflective Questions - What problems or obstacles did you experience when doing this? How would you overcome those obstacles next time? - Is this your best work? Why or why not? - What will you do for your next work? - If you could work more on this piece of writing, what would you do?
PURPOSE OF PORTFOLIO ASSESSMENT Peer Evaluation - Analysis and constructive, supportive criticism of strategies, styles, and other concrete aspects of the product. - Can include comments or a review by parents Student can incorporate parent comments and suggestions into their own reflection.
PURPOSE OF PORTFOLIO ASSESSMENT Teacher evaluations: • Checklist of content • Portfolio structure evaluation: selection of samples, thoroughness, appearance, self-reflection, and organization. • Evaluation of individual entries: use rubrics • Evaluation of entire content: use rubrics
PURPOSE OF PORTFOLIO ASSESSMENT Student Teacher Conferences: • Conference is conducted with students before returning the portfolio • Scheduled throughout the school year; some have it monthly • Clarify purposes and procedure with students, answer questions and establish trust • Give guidelines to prepare for each conference
PURPOSE OF PORTFOLIO ASSESSMENT Student Teacher Conferences: • Have students compare your reflections with theirs • Weaknesses and areas for improvement need to be communicated –show them what is possible for progress • Limit the conference to no more than 10 minutes • Focus on one or two major areas of each conference-helps to have a thoughtful discussion
SAMPLE RUBRIC FOR WRITING PORTFOLIO
E-PORTFOLIOS Characteristics: - Digital collection of evidence , often stored and managed online - Can have the same purposes as the hardcopy file but it allows for some additional analyses and can be used to focus more learning targets. - Excellent for showcasing student works and projects
E-PORTFOLIOS Advantages: - A large amount of information can be stored efficiently and organized in meaningful ways - Encourages and makes possible the use of multimedia elements - There is more student ownership with opportunities to build self-efficacy and pride.
E-PORTFOLIOS An electronic format can be used to focus on new learning targets. FROM TO Collecting Archiving Selecting Linking/Thinking Reflecting Storytelling Projecting Collaborating Celebrating Publishing
E-PORTFOLIOS Disadvantages: - There is a need to have sufficient hardware and/ or online access, adequate teacher and student competence in using computer-based information and adequate technical support. - Not the best way to document or show growth in achievement.
SAMPLE RUBRIC FOR E-PORTFOLIOS
• E PORT FOLIO
RELATED STUDIES A Study on Portfolio Assessment as an Effective Student Self-Evaluation Scheme by: Rochelle Irene G. Lucas, De La Salle University-Manila, Philippines The study involved the analysis of 156 reflective essays written by college students taking a basic course in English. The reflective essays were part of a portfolio project, which is one of the requirements of the course. The data showed that through this alternative self-evaluation scheme, students were able to identify the various linguistic problems involving all the macro-skills. Moreover, through this assessment students were able to address these deficiencies through the learned independence and self autonomy in learning that they have developed.
RELATED STUDIES The Use of Portfolio to Assess Student’s Performance Osman BİRGİN 1, Adnan BAKİ 2 Source: Journal of TURKISH SCIENCE EDUCATION Volume 4, Issue 2, September 2007
RELATED STUDIES The purpose of this study was to introduce portfolio assessment method which is used commonly in educational contexts recently. To achieve this aim, some information of portfolio such as its definition, its developing process, selection of contexts, its advantage and disadvantage were presented. Also, portfolio assessment method is compared with traditional one in terms of different aspects. Further, to exploit portfolio assessment method effectively some suggestions were made.
RELATED STUDIES Although portfolio is an important tool for the assessment of the stud performance, it is not intensity cure for removing the measurement assessment problems in Turkish education system. So it is not completely to leave the traditional assessment methods aside, and accepts the assessment ones. Besides using portfolio assessment method, using the o assessment methods will enable more reliable information about student a result, it should not be forgotten that using both alternative and tradit assessment methods in proper time may be very useful
REFERENCES Mc. Millan, J. H. (1997). Classroom assessment, principles and practice for effective instruction, Boston: Allyn and Bacon Popham, J. (1999). Classroom assessment what teachers need to know (2 nd ed). Boston: Allyn and Bacon Carlo M. , Constructing Performance Based Assessment. http: //www. slideshare. net/crlmgn/lesson-5 -performance-basedassessment? qid=b 92 d 42 c 8 -fd 27 -4891 -b 91266 ffafed 1499&v=&b=&from_search=4
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