Assessment of
Student learning 1

Submitted by:
Joana Mae L. Gammad
BSEd-Bio.Scie 3A

Submitted to:
Carmelito D. Pang, Ed.D.
PROFESSOR VI

1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.
Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989)

Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem.
Performance assessment typically is evaluated using rubrics.

2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure.
If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include solving global warming and world hunger. If you want to fly to the Sun on homemade wings, check with Icarus on whether or not that’s achievable.
3. TECHNICAL QUALITY- the degree to which the physically measurable attributes of procedures in dental care meet professionally acceptable standards.
5 ASPECTS OF PERFORMANCE-BASED ASSESSMENT
CLEAR TARGETS- are the instruction for teachers and students clear? Does the teacher know what is it that he/she wants to measure?
FOCUSED PURPOSE- instructor should focus on what is the purpose of performance –based assessment and why it is being conducted.
PROPER METHOD- performance- based assessment should correspond with the intended target. Now is the time to think ahead about what type of assessment task you will use.
SOUND SAMPLING- performance –based assessment should select only a suitable sample of task from the large number of task, due to given time and limitations.
ACCURATE ASSESSMENT- free from mistakes or errors. For the performance-based assessment be accurate it must be carefully designed and reviewed to prior use.

METHODS OF PERFORMANCE-BASED ASSESSMENT
WRITTEN-OPEN-ENDED- not ending in a certain way. A written in a way that is not planned or controlled.
BEHAVIOR-BASED- it utilizes direct observations of behaviors in situations or stimulated context.
INTERVIEW-BASED- students respond to one-on-one talk or conference with the teacher to demonstrate mastery of the skills.
PRODUCT-BASED- product is a tangible creation by a student that could take the form of a poster, drawing, invention, etc. performance assessment are useful in assessing these products in order to gauge a student’s level of understanding and ability.
PORTFOLIO-BASED- A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects. The collection should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. The goal is to help students assemble portfolios that illustrate their talents, represent their writing capabilities, and tell their stories of school achievement.
SEVEN CRITERIA IN SELECTING A GOOD PERFORMANCE ASSESSMENT TASK
GENERALIZABILITY- Is usually defined as the degree to which the results of a study based on a sample can be said to represent the results that would be obtained from the entire population from which the sample was drawn.
AUTHENTICITY- Does the assessment use engaging task from the real world? The task should capture the student’s interest well enough to ensure that they are willing to try their best. Does the task represent something important that students will need to do in school and in future? Many students are more motivated when they see that task has some meaning or connection to life outside the classroom.
MULTIPLE FOCI- can the task be used to measure several outcomes at once? If so, the assessment process can be more efficient, by requiring fewer assessments overall.
TEACHABILITY- does the task require the students to use critical thinking skills? Must the students analyze, draw inferences or conclusions, critically evaluate, synthesize, create or compare? Or is recall all that is being assessed? The solution to the task should generally be not once in which the students have received specific instruction, since what is measured in that case may simply be rote memory.
FEASIBILITY- Can students reasonably be expected to complete the task? Will you and your students have enough time, space, materials and other resources? Does the task require knowledge and skills that you will be able to teach?
SCORABILITY- can the task calculable and veraciously evaluated?
FAIRNESS- are the task fair and free from bias? Is the task an equally good measure for students of different genders, cultures and socio-economic groups represented in your school population? Will all students have equivalent resources—at home or at school—with which to complete the task? Have all students received equal opportunity to learn what is being measured?

PORTFOLIO ASSESSMENT
Portfolio assessment is an evaluation tool used to document student learning through a series of student-developed artifacts. Considered a form of authentic assessment, it offers an alternative or an addition to traditional methods of grading and high stakes exams. Portfolio assessment gives both teachers and students a controlled space to document, review, and analyze content leaning. In short, portfolios are a collection of student work that allows assessment by providing evidence of effort and accomplishments in relation to specific instructional goals (Jardine, 1996). At its best, portfolio assessment demands the following: clarity of goals, explicit criteria for evaluation, work samples tied to those goals, student participation in selection of entries, teacher and student involvement in the assessment process, and self-reflections that demonstrate students' metacognitive ability, that is, their understanding of what worked for them in the learning process, what did not, and why. These elements enhance the learning experience and the self-understanding of the student as learner.