Bongggo, Lanie_task Design Ppt

8/4/2019 Bongggo, Lanie_task Design Ppt

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TASK DESIGNING IN PROCESORIENTED PERFORMANCES

BASED ASSESSMENT


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OBJECTIVE

a. to identify the steps indesigning a task;

b. to distinguish performanceobjectives in the cognitivedomain from performance

objectives in the affective andsocial domain


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Task Designing ( Santos)

Standards for designing a task

1. Identifying an activity thatwould highlight thecompetencies to be evaluated.

2. Identifying an activity thatwould entail more or less thesame sets of competencies.

3. Finding a task that would beinteresting and enjoyable forthe students.


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Example Topic:

Understanding biological diversity Possible Task Design

Bring the students to the pond or creek

Ask them to find all living organisms nearthe pond or creek

Bring them to school playground to find asmay living organisms they can find

Observe how the students will develop asystem for finding such organisms,classifying the organisms and concluding thedifferences in biological diversity of thetwo sites.


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Step 1. Deciding What to Test

to create a list of objectivesthat specifies the knowledge,

skills, habits of mind, and

indicators of the outcomes

that will be the focus ofinstruction.


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Three general questions to askwhen deciding what to teach: What knowledge or content is

essential for learner understanding ofthe subject matter?

What intellectual skills are necessaryfor the learner to use this knowledgeor content?

What habits of mind are important forthe learner to successfully performwith this knowledge or content?


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Performance objective in theCognitive Domain

Example

Draw a physical map of NorthAmerica from memory and locate 10

cities.


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Skills in acquiringinformation

Skills in organizing andusing information

Communicating: explainingModeling

DemonstratingGraphingDisplayingWriting

AdvisingProgrammingProposingdrawing

Organizing: classifying categorizing

SortingOrderingRankingArranging


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Measuring: Problem Solving:

countingAppraisingWeighingBalancing

Estimating

Investigating:gathering referencesInterviewingExperimenting

Stating questionsIdentifying problemsInterpretingMonitoring

Decision making:evaluatingChoosing elicitingadopting


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Sample objectives:

1. Draw a physical map of NorthAmerica from memory and locate 10cities.

2. Describe two alternatives ways tosolve mathematics word problem


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Performance Objective in theAffective and Social Domain

performance assessment not onlyrequire curriculum to teach thinking skillsbut 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


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Step:2 Designing the Assessment Context

-create a task, simulation, or situationthat will allow learners to

demonstrate the knowledge, skills,and attitudes that they haveacquired.


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Example: The social studies performancetest ( adapted form Wiggins, 1992)

You and several travel agent colleagueshave been assigned the responsibility ofdesigning a trip to China for 12 to 14-year-

olds. Prepare an extensive brochure for amonth-long cultural exchange trip. Includeitinerary, modes of transportation, costs,suggested budget, clothing, health

considerations, areas of cultural sensitivity,language considerations, and otherinformation necessary for a family to decide ifthey want their child to participate.


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1. A hands-on exercise or problem tosolve, which produces

2. An observable outcome or product(typed business letter, a map, graph,

piece of clothing, multimediapresentation, poem) such that theteacher

3. Can observe and assess not only theproduct but also the process used to

get there.


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Criteria in revising and refining the task:

1. The requirements for task mastery should beclear without revealing the solution

2. The task should represent a specific activity from

which generalizations about the learnersknowledge, thinking ability, and habits of mind canmade

3. The tasks should be complex enough to allow formultimodal assessment

4. The tasks should yield multiple solutions where

possible, each with costs and benefits5. The tasks should require self-regulated learning


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As of Brookhart and NitkoThe types of tasks you craftdepends on the learning target you

are assessing


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TASKPROPERTY

VARIATIONS IN THE TASKS REQUIREMENTS

TIME TO

COMPLETETHE TASK

Short tasks-can be done in one class period or less

Long tasks-require a month or more, and may need to bedone outside the class

TASKSTRUCTUREPROVIDED

Structure may vary in:Problem Solving: High structure means you carefullydefine the problem the students must solve. Low structuremeans students are free to select and define the problemScaffolding: High structure means students are given lotsof guidance or directions in how to begin a solution andwhat materials to use. Low structure means students havelittle or no guidance and must decide for themselves.

Alternate Strategies: High structure means there are veryfew correct or appropriate pathways to get the correctanswer. Low structure means there are many correct orappropriate to get an acceptable answer.Alternate solutions: High structure means there is a

correct answer to the task. Low structure means there is nosingle correct answer to this task.


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PARTICIPATION OF

GROUPS

The task may require:Individual work:only throughout all phases of

performance.Group work: performance occurs in group

PROCESS FOCUSThe task may require:Process assessment: only in which students

performance of the steps and procedures andnot the outcome are observed and evaluated.

PERFORMANCE MODALITY

The task require:

A single modality: which performance islimited(ex. Oral, written, wood modelMultiple modality: performance must be donein several modes(ex. Do both oral and writtenreport)


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Sample Rubric


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Criteria 1 2 3

Number of Appropriate

hand gestures X1

1 - 4 5 - 9 10 - 12

Appropriate facialexpression X1

Lots of inappropriatefacial expression

Fewinappropriate

facial expression

No apparentinappropriate

facial expression

Voice inflection X2 Monotone voice used Can vary voice

inflection with

difficulty

Can easily vary

voice inflection

Incorporate proper

ambiance through feelings

in the voiceX3

Recitation contains

very little feelings

Recitation has

some feelings

Recitation fully

captures

ambiance through

feelings in the

voice

Recitation Rubric


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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., Copyright2011,2007,2004,2001,1996, PerformanceAssessment, Educational Assessment of Students,6th edition, Pearson Education Inc., Publishing asAllyn and Bacon, 501 Boylston St., Boston, MA,0216.

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

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Bongggo, Lanie_task Design Ppt