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37 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Perf based assessment |
Gathering info about students learning thru actual demo of essential and observable skills and the creation of products grounded in real world context and constraints Judged using (HINT)/ standards of excellence that are pre specified and public |
Criteria |
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Experiential Discovery based Integrated Problem based |
Perf based assessment is appropriate in _ _ _ _ learning approaches |
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Demo type |
Type of perf tasks Requires no product |
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Creation type |
Type of perf tasks Requires tangible products |
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Written-open ended |
Method of perf based assessment A written prompt is provided 3 formats: (hint) |
Essay Open ended test Constructed response test |
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Written open-ended Behavior based Interview based Product based Portfolio based |
5 Methods of perf based assessment |
WBIPP |
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Behavior based |
Method of perf based assessment Utilizes direct observation of behaviors in situations or stimulated contexts 2 formats: (hint) |
Structured Unstructured |
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Interview based |
Method of perf based assessment Examinees respond in one to one conference setting with examiner to demo mastery of skills 2 formats: (hint) |
Structured Unstructured |
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Product based |
Method of perf based assessment Examinees create a work sample or product utilizing skills/abilities 2 formats: (hint) |
Restricted Extended |
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Portfolio based |
Method of perf based assessment Collection of works systematically gathers to serve many purposes |
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Competency |
Step 1 in perf based assessment: Identify _ that had to be demonstrated by students w/ or w/o product |
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Task |
Step 2 Describe_ to be performed by students individually or as a group, resources needed, time appointment to assess focused competency |
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Scoring rubric |
Step 3 Develop _ _ reflecting criteria, levels of perf and scores |
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Generalizability Authenticity Multiple foci Teachability Feasibility Scorability Fairness |
7 Criteria in selecting a good perf assessment task |
GAMTFSF |
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Fairness |
Criteria in selecting a good perf assessment task Task is fair to all students regardless of social status/gender |
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Scorability |
Criteria in selecting a good perf assessment task Task can be reliable and accurately evaluated |
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Feasibility |
Criteria in selecting a good perf assessment task The task is realistically implementable in relation to Cost, space, time, equipment reqs |
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Teachability |
Criteria in selecting a good perf assessment task Task allows one to master the skill that one should be proficient in |
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Multiple foci |
Criteria in selecting a good perf assessment task Task measures multiple instructional outcomes |
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Authenticity |
Criteria in selecting a good perf assessment task The task is similar to what the students'perf might encounter in real world |
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Generalizability |
Criteria in selecting a good perf assessment task Likelihood that students'perf on the task will generalize to comparable tasks |
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Rubric |
Measuring instrument used in rating perf-based tasks "Key to corrections" for assessment tasks designed to measure the attainment of learning competencies requiring demo of skills or creation of products of learning. |
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Guidelines |
A rubric offers a set of _ / descriptions in scoring different levels of perf or qualities of products of learning. It can be used in scoring (Hint 1) and (Hint 2) of learning |
Process Products |
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Checklist |
Similar scoring equipment as rubric Presents the observed characteristics of a desirable perf/product Rater checks traits that have been observed in perf/product |
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Rating scale |
Similar scoring equipment as rubric Measures degree to which a trait had been satisfied by one's work or perf Offers overall description of diff levels of quality of work/perf Min of 3 levels to describe work Usually (Hint) perf levels |
4-5 |
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Holistic Analytic Ana-Holistic |
3 Rubric types |
Haa |
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Holistic |
Rubric type Describes overall quality 1 rating Indicate general strengths and weaknesses |
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Doesnt clearly describe degree of criterion satisfied No differential weighting of qualities |
Disadv of holistic rubric |
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Analytic rubric |
Describes output in the of identified dimensions/criteria (independently rated) Rubric type Time consuming and difficult to construct |
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Clearly describes degree of criterion satisfied Differential weighting of qualities Raters pinpoint specific strengths and weaknesses |
Adv of analytic rubric |
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Ana-Holistic |
Rubric type Shows complexity of task with several dimensions rated practically using appropriate format Covers essential dimensions of task valued for assessment |
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Competency Perf task Evaluative criteria and indicators Perf levels Quali and quanti descriptions of perf level |
5 elements of rubric |
Cpepq |
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Competency to be tested |
Element of rubric Behavior requiring demo or creation of products of Learning |
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Perf task |
Element of rubric Should be authentic, feasible, has multiple foci |
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Evaluative Criteria and their indicators |
Element of rubric Should be made clear using observable traits |
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Perf levels |
Element of rubric Could vary in no. from 3 or more |
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Quali and quanti descriptions of each perf level |
Element of rubric Should be Observable to be measurable |
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