Assessing process and products

ASSESSING PROCESS AND PRODUCTS: MATHEMATICS SKILLSDr. Carlo Magno

Associate Professor of Educational PsychologyDe La Salle University, Manila

DEPED TAXONOMY• content of the curriculum, the facts and information that the student acquires

• cognitive operations that the student performs

• real-life application of understanding

• enduring big ideas, principles, and generalizations inherent to the discipline

Knowledge

Process

Product/Performan

ce

Understanding

DETERMINE WHETHER: KNOWLEDGE, PROCESS, UNDERSTANDING, PRODUCT/PERFORMANCE

1. Students will describe quadratic function using graphs.

2. Solves quadratic equation by completing squares.

3. Solves problems involving quadratic equation.

4. Identify expressions with radicals5. Prove the theorem on angle similarity using

SAS similarity theorem.6. Draw two objects to differentiate triangle

similarity and triangle congruence.7. Prove the theorem on a 5X5 square.

7. Determine the trigonometric ratio of special triangles

8. Creates a graph of an arithmetic sequence.9. Give examples of polynomial functions10. Draw a circle and illustrate 5 different

chords.


ASSESSMENT COMPETENCIES FOR TEACHERS Constructed by the AFT, NCME, NEA: Teachers should be skilled in:1.choosing assessment methods

appropriate for instructional decisions.2.Administering, scoring, and

interpreting the results of both externally produced and teacher produced assessment methods.

3.Using assessment results when making decisions about individual students, planning teaching, and developing curriculum and school improvement.

American Federation of Teachers, National Council on Measurement and Evaluation, and National Education Association in the United States of America.

ASSESSMENT COMPETENCIES FOR TEACHERS

4. Developing valid pupil grading procedures that use pupil assessment.

5. Communicating assessment results to students, parents, other lay audiences, and other educators.

6. Recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

SHIFTS IN ASSESSMENT Testing Alternative assessment

Paper and pencil Performance assessment Multiple choice Supply Single correct answer Many correct answer Summative Formative Outcome only Process and Outcome Skill focused Task-based Isolated facts Application of knowledge Decontextualized task Contextualized task

ALTERNATIVE FORMS OF ASSESSMENT

Performance based assessment Authentic assessment Portfolio assessment

OBJECTIVES 1. Distinguish performance-based

assessment with the traditional paper and pencil tests.

2. Construct tasks that are performance based.

Design a rubric to assess a performance based task

TERMS

Authentic assessment

Direct assessment Alternative

assessment Performance

testing Performance

assessment Changes are

taking place in assessment

METHOD

Assessment should measure what is really important in the curriculum.

Assessment should look more like instructional activities than like tests.

Educational assessment should approximate the learning tasks of interest, so that, when students practice for the assessment, some useful learning takes place.

WHAT IS PERFORMANCE ASSESSMENT? Testing that requires a student to create an

answer or a product that demonstrates his/her knowledge or skills (Rudner & Boston, 1991).

FEATURES OF PERFORMANCE 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. 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.

Likely use open-ended tasks aimed at assessing higher level cognitive skills.

PUSH ON PERFORMANCE ASSESSMENT

Bring testing methods more in line with instruction.

Assessment should approximate closely what it is students should know and be able to do.

EMPHASIS OF PERFORMANCE ASSESSMENT

Should assess higher level cognitive skills rather than narrow and lower level discreet skills.

Direct measures of skills of interest.

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. Involves engaging in ideas of importance and substance. Relies on trained assessor’s judgments for scoring Multiple criteria and standards are prespecified and

public There is no single correct answer. If authentic, the performance is grounded in real world

contexts and constraints.

VARIATION OF AUTHENTICITY

Relatively authentic

Somewhat authentic

Authentic

Indicate which parts of a garden design are accurate

Design a garden Create a garden

Write a paper on zoning

Write a proposal to change fictitious zoning laws

Write a proposal to present to city council to change zoning laws

Explain what would you teach to students learning basketball

Show how to perform basketball skills in practice

Play a basketball game.

CONSTRUCTING PERFORMANCE BASED TASKS

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.

• Structure: Individual or group?• Content: Specific or integrated?• Complexity: Restricted or extended?

COMPLEXITY OF TASK

Restricted-type task Narrowly defined and require brief responses Task is structured and specific Ex:

Construct a bar graph from data provided Demonstrate a shorter conversation in French about

what is on a menu 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. Listen to the evening news on television and explain if

you believe the stories are biased. Construct a circle, square, and triangle from provided

materials that have the same circumference.

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 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

IDENTIFYING PERFORMANCE TASK DESCRIPTION

Prepare a task description Listing of specifications to ensure that

essential if criteria are met Includes the ff.:

Content and skill targets to be assessed Description of student activities

Group or individual Help allowed

Resources needed Teacher role Administrative process Scoring procedures

PERFORMANCE-BASED TASK QUESTION PROMPT

Task prompts and questions will be based on the task descriptions.

Clearly identifies the outcomes, outlines what the students are encourage dot do, explains criteria for judgment.

EXAMPLE OF A TASK PROMPT:

PERFORMANCE CRITERIA

What you look for in student responses to evaluate their progress toward meeting the learning target.

Dimensions of traits in performance that are used to illustrate understanding, reasoning, and proficiency.

Start with identifying the most important dimensions of the performance

What distinguishes an adequate to an inadequate demonstration of the target?

EXAMPLE OF CRITERIA

Learning target: Students will be able to write a persuasive paper

to encourage the reader to accept a specific course of action or point of view.

Criteria: Appropriateness of language for the audience Plausibility and relevance of supporting

arguments. Level of detail presented Evidence of creative, innovative thinking Clarity of expression Organization of ideas

Watch video of Cody Green

RATING SCALES

Indicate the degree to which a particular dimension is present.

Three kinds: Numerical, qualitative, combined qualitative/quantitative

Numerical Scale Numbers of a continuum to indicate different

level of proficiency in terms of frequency or quality

Example:No Understanding 1 2 3 4 5 Complete

understanding

No organization 1 2 3 4 5 Clear organization

Emergent reader 1 2 3 4 5 Fluent reader

Qualitative scale Uses verbal descriptions to indicate student

performance. Provides a way to check the whether each

dimension was evidenced. Type A: Indicate different gradations of the dimension Type B: Checklist

Example of Type A: Minimal, partial, complete Never, seldom, occasionally, frequently, always Consistent, sporadically, rarely None, some, complete Novice, intermediate, advance, superior Inadequate, needs improvement, good

excellent Excellent, proficient, needs improvement Absent, developing, adequate, fully developed Limited, partial, thorough Emerging, developing, achieving Not there yet, shows growth, proficient Excellent, good, fair, poor

Example of Type A: Checklist

Holistic scale The category of the scale contains several

criteria, yielding a single score that gives an overall impression or rating

Examplelevel 4: Sophisticated understanding of text indicated with constructed meaninglevel 3: Solid understanding of text indicated with some constructed meaninglevel 2: Partial understanding of text indicated with tenuous constructed meaninglevel 1: superficial understanding of text with little or no constructed meaning

EXAMPLE HOLISTIC SCALE

Analytic Scale One in which each criterion receives a separate

score.

Example

Criteria Outstanding5 4

Competent 3

Marginal2 1

Creative ideas

Logical organization

Relevance of detail

Variety in words and sentences

Vivid images

RUBRICS When scoring criteria are combined with a rating

scale, a complete scoring guideline is produced or rubric.

A scoring guide that uses criteria to differentiate between levels of student proficiency.

EXAMPLE OF A RUBRIC

GUIDELINES IN CREATING A RUBRIC

1. Be sure the criteria focus on important aspects of the performance

2. Match the type of rating with the purpose of the assessment

3. The descriptions of the criteria should be directly observable

4. The criteria should be written so that students, parents, and others understand them.

5. The characteristics and traits used in the scale should be clearly and specifically defined.

6. Take appropriate steps to minimize scoring frame

WORKSHOP

Create a performance based task. Indicate the following:

Nature of the final product What students are suppose to do Criteria for the marking

Group 1: Theorems of proportionality Group 2: Trigonometric ratio Group 3: Rational Expression Group 4: Quadratic function

PORTFOLIO ASSESSMENT: EXPLORATION

Have you ever done a portfolio? Tell me about this experience. Did

you enjoy it? What elements did you include in

your portfolio? Are the materials placed in the

portfolio required?

Watch video on Portfolio

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.

“A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand and extend learning, but invites the reader of the portfolio to gain insight about learning and the learner (Porter & Cleland, 1995)

CHARACTERISTICS OF PORTFOLIO ASSESSMENT

Clearly defined purpose and learning targets Systematic and organized collection of

student products Preestablished guidelines for what will be

included Student selection of some works that will be

included Student self-reflection and self-evaluation Progress documented with specific products

and/or evaluations Portfolio conferences between students and

teachers

PURPOSE OF PORTFOLIO Showcase portfolio: Selection of best works.

Student chooses work, profile are accomplishments and individual profile emerges.

Documentation portfolio: Like a scrapbook of information and examples. Includes observations, tests, checklists, and rating scales.

Evaluation portfolio: More standardized. Assess student learning with self-reflection. Examples are selected by teachers and predetermined.

ADVANTAGES OF PORTFOLIO Students are actively involved in self-evaluation and

self-reflection Involves collaborative assessment Ongoing process where students demonstrate

performance, evaluate , revise , and produce quality work.

Focus on self-improvement rather than comparison with others

Students become more engaged in learning because both instruction and assessment shift from teacher controlled to mix of internal and external control.

Products help teachers diagnose learning difficulties clarify reasons for evaluation Flexible

Final Workshop [email protected]

Assessing process and products

Education

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