Republic of the Philippines
TARLAC COLLEGE OF AGRICULTURE
Institute of Education
Camiling, Tarlac
PERFORMANCE-BASED ASSESSMENT
Aquinta, Rosalie T.
Balgua, Alejandro III E.
Dacanay, Alberto P.
Dancel, Darylle Jose B.
Domingo, Ruby B.
Fabros, Mericris E.
Fajardo, Ruben John B.
Gabriel, Trixia B.
Galinato, Mark Jhosua A.
Lagunero, Jomar R.
Respecio, Rhea P.
Dr. Noel J. Petero
Course Professor
Course Professor
Table of Contents
Introduction……………………………………………………………...3
I.
Levels
of the Psychomotor Domain……………………………….4
· Harlow’s Level of Psychomotor Domain…………………...4
· Simpson’s Level of Psychomotor Domain………………….5
· Dave’s Level of Psychomotor Domain……………………...6
II.
What
is Performance-Based Assessment?.......................................7
III.
Steps
in Preparing Performance-Based Assessment……………...8
IV.
Product-Oriented
Performance-Based Assessment………….......11
a. What is Product-Oriented PBA?....................................................11
b. Why Product-Oriented PBA?........................................................12
V.
Product-Oriented
Learning Competencies………………….........12
VI.
Process-Oriented
learning Competencies……………………......13
a. Meaning, Nature and Features of
Process-Oriented PBA…………………………………………………………........13
b. Process-Oriented Learning Competencies……………………….14
VII.
Process
Skills (Observing, Questioning, Hypothesizing,
Predicting, Interpreting, Planning and Investigating, Communicating, Classifying, and Analyzing……………………16
Predicting, Interpreting, Planning and Investigating, Communicating, Classifying, and Analyzing……………………16
VIII.
References……………………………………………………......18
PERFORMANCE-BASED ASSESSMENT
INTRODUCTION
The
role of assessment in teaching happens to be a hot issue in education today.
This led to an increasing interest in “performance-based education.”
Performance-based education poses a challenge for teachers to design
instruction that is task oriented. The trend is based on the premise that
learning needs to be connected to the lives of the students through relevant
task that focus on students’ ability to use their knowledge and skills in
meaningful ways. In this case, performance-based task require performance-based
assessments in which actual student performance is assessed through a product,
such as a completed project or work that demonstrates levels of task
achievement. At times, performance-based assessment has been used
interchangeably with “authentic assessment” and “alternative assessment.” In
all cases, performance-based assessment has led to the use of a variety of
alternative ways of evaluating student progress (journals, checklist, portfolios,
projects, rubrics, etc.) as compared to more traditional methods of measurement
(paper-and-pencil testing). PBAs
“represent a set of strategies for the…application of knowledge, skills, and
work habits through the performance of tasks that are meaningful and engaging
to students” (Hibbard et al., 1996, p.5). Such assessments provide teachers
with information about how well a student understands and applies knowledge. It
goes beyond the ability to recall information and beyond rote memorization of
rules. Performance-based learning and assessment achieve
a balanced approach by extending traditional fact-and-skill instruction. Performance-based
learning and assessment are not a curriculum design. Whereas you decide what to
teach, performance-based learning and assessment constitute a better way to
deliver your curriculum. Teachers do not have to “give up” units of study or
favorite activities in a performance-based classroom. Because authentic tasks
are rooted in curriculum, teachers can develop tasks based on what already
works for them. Through this process, assignments become more authentic and
more meaningful to students. 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.
I.
Levels
of Psychomotor Domain
a.
Harlow's Level
of Psychomotor Domain (1972)
Level 1: Reflex
Movements
-
Actions elicited without learning in response to some stimuli. Examples of this
are flexion, extension, stretch, and postural adjustments (involuntary
muscle contraction).
Level 2: Basic
Fundamental Movements
-Inherent
movement patterns which are formed by combining reflex movements that serve as
the basis for complex skilled movements. Examples of this are walking, running,
jumping, pushing, pulling, manipulating.
Level 3: Perceptual
- Interpretation of
various stimuli that enable one to make adjustments to the environment. Objectives
in this area should address skills related to kinesthetic (bodily movements),
visual, auditory, tactile (touch), or coordination abilities as they are
related to the ability to take in information from the environment and react. Examples of this are
coordinated movements such as jumping rope, punting, or catching.
Level 4: Physical
Activities
- Endurance, strength,
vigor, and agility which produce a sound, efficiently functioning body.
Examples of this are all activities which require: strenuous effort for long
periods of time; muscular exertion; a quick, wide range of motion at the hip
joints; and quick, precise movements.
Level 5: Skilled
Movements
- The result of
acquisition of a degree of efficiency when performing a complex task. Objectives in this area
refer to skills and movements that must be learned for games, sports, dances,
performances, or for the arts. Examples of this are all skilled activities obvious in sports,
recreation, and dance.
Level 6: Non-Discursive
Communication
- Communication through
bodily movements ranging from facial expressions through sophisticated
choreography. Examples of this are body postures, gestures, and facial
expressions efficiently executed in skilled dance movement and choreographic.
b. Simpson’s Level of Psychomotor Domain
Level 1: Perception
- The process of becoming
aware of objects, qualities, etc. by way of senses.
Level 2: Set
- Readiness for a
particular kind of action or experience. This readiness or preparatory
adjustment may be mental, physical or emotional.
Level 3: Guided
Response
-Overt behavioral act of
an individual under guidance of an instructor. It may include imitation of
another person, or trial and error until appropriate response obtained.
Level 4: Mechanism
- Occurs when a learned
response has become habitual. At this level the learner has achieved certain
confidence and proficiency or performance.
Level 5: Complex
- Overt Response
Performance of a motor act that is considered complex because of movement
pattern required.
Level 6: Adaptation
- Altering motor activities to meet demands of
problematic situations.
Level 7: Origination
- Creating new motor acts
or ways of manipulating materials out of skills, abilities and understandings
developed in the psychomotor area.
c. Dave's
Psychomotor Domain (1970)
§ Imitation: Observing or mimicking behavior
§ Manipulation: Following directions and practicing
§ Precision: Performing independently, refining the
skills, becoming more exact
§ Articulation: Coordinating or integrating actions
§ Naturalization: Habit or a high level of performance
without thinking about execution.
Level
|
Category or Stage
|
Behavior Description
|
Examples of activities, demonstrations, and
evidence of learning
|
Action Verbs
|
1
|
Imitation
|
Copy action of another
|
Watch teacher or trainer and
repeat action, process, or activity
|
Copy, follow, replicate, repeat,
adhere, observe, identify, mimic, try, reenact, and imitate
|
2
|
Manipulation
|
Reproduce activity from
instructions
|
Carry out task from written or
verbal instructions
|
Re-create, build, perform,
execute, and implement
|
3
|
Precision
|
Execute skill reliably,
independent of help
|
Perform a task or activity with
expertise and to high quality without assistance or instruction; able to
demonstrate an activity to other learners
|
Demonstrate, complete, show,
perfect, calibrate, control, and practice
|
4
|
Articulation
|
Adapt and integrate expertise to
satisfy a non-standard objective
|
Relate and combine associated
activities to develop methods to meet varying, novel requirements
|
Construct, solve, combine,
coordinate, integrate, adapt, develop, formulate, modify, master, improve,
and teach
|
5
|
Naturalization
|
Automated, unconscious mastery of
activity and related skills at strategic level
|
Define aim, approach, and strategy
for use of activities to meet strategic need
|
Design, specify, manage, invent,
and project-manage
|
II.
WHAT IS 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. The
goal for assessment is to accurately determine whether students have learned
the materials or information taught and reveal whether they have complete
mastery of the content with no misunderstandings.
v
tasks that generate a more authentic
assessment of a student’s knowledge, skills, and abilities
v
Requires students to create an answer or a
product that demonstrate his/her knowledge and skills
v
Requires students to demonstrate mastery of
the subject
v
Usually assess higher level cognitive
skills
By going beyond answering a multiple-choice
question, with performance-based items, students can be presented with
real-life scenarios, technology-enhanced items, open-ended questions, and
constructed-response items can be used.
Characteristics of PBA
v
Student performs, create, construct, produce
or do something
v
Often sustained work, often days or weeks
v
Performance is directly observable
v
There is no single correct answer
v
Multiple criteria and standards are pre-specified
General examples of PBA
v
Individual or Group projects - Projects
typically require students to apply their knowledge and skills while completing
the prescribed task, which often calls for creativity, critical thinking,
analysis, and synthesis.
v
Portfolios - are systematic, purposeful, and
meaningful collections of an individual’s work designed to document learning
over time.
§
Working portfolio - A repository of portfolio
documents that the student accumulates over a certain period of time. Other
types of process information may also be included, such as drafts of student
work or records of student achievement or progress over time.
§
Showcase portfolio - consisting of work
samples selected by the student that document the student’s best work. The
student has consciously evaluated his or her work and selected only those
products that best represent the type of learning identified for this
assessment. Each artifact selected is accompanied by a reflection, in which the
student explains the significance of the item and the type of learning it
represents.
v
Performances
v Journals - can be used to record student feelings,
thoughts, perceptions, or reflections about actual events or results. The
entries in journals often report social or psychological perspectives, both
positive and negative, and may be used to document the personal meaning
associated with one’s participation.
III.
Steps in Preparing Performance Assessment According to Greenland (2003)
1. Specify
the performance outcomes.
§ Consists of behaviour and content.
v Behaviour – expressed as a verb.
E. g. locate, select,
touch, draw, design…
v Content - output of the learning
process
E.g. a bar graph, a
treasure map, a dress…
Example of instructional objectives in the psychomotor domain:
Example of instructional objectives in the psychomotor domain:
v Select (behavior) the appropriate statistical tool (content)
v Design a pattern for making a t – shirt
v Conduct an action research
v Make oral report
v Construct a table of specification.
2. Select
the focus of the assessment.
§ Process
(procedure), product, or some combination of both the process and the product
Guidelines to be observed in Process
- The steps involved in a certain process
should be arranged in their correct sequence.
- The procedure must be observable.
- The observation of the correct sequencing
of steps is necessary for another task to be performed.
- The analysis of the steps involved in a
process can be help improve a particular product.
- Assessment of the process is used only
when no product is possible as an output.
Guidelines to be Consider in Product
- A variety of procedures may be employed
to come up with an equally good and acceptable product.
- The process is unavailable at the moment.
- The procedure has already been mastered
very well.
- The resulting product possesses qualities
or characteristics that can be identified and judged.
3.
Select an appropriate
degree of realism.
The degree of
realism can be illustrate using DALE ‘S CONE OF EXPERIENCE
Examples of
various degrees of REALISM
Degree of Realism
|
Situation
|
v High Realism
|
v Place the
students in an actual bookstore where each student shows how to locate,
select and pay for the books and real money.
|
v Moderate realism
|
v Set up a mock
bookstore where each student demonstrates how to locate, select, and pay for
the book using real books and “ play money.’
|
4.
Select the performance situation.
- Paper – and – pencil performance
- Identification test
- Structured performance test
- Simulated performance
- Work samples
Select the method of observing, recording, and scoring.
v Checklists- refers to an observation that defines performance
whether it is certain or uncertain, or present or not present.
v Rating scales- Is a checklist that
allows an evaluator to record information on a scale, noting the finer
distinction like the presence or absence of the behavior.
v Rubrics (Holistic or
Analytic) - Is a type of rubric that
requires the teacher to score an overall process or product as a whole.
v Analytic Rubrics- Is a
type of rubric that provides information regarding performance in each
component parts of a task, making it useful for diagnosing specific strengths
and weaknesses of the learners.
5.
Select the method of observing, recording, and
scoring.
IV.
PRODUCT-ORIENTED
PERFORMANCE-BASED ASSESSMENT
The role of
assessment today in teaching happens to be a hot issue in education today. This
has led to an increasing interest in “performance-based education”.
Performance-based education poses a challenge for teachers to design
instruction that is task-oriented. The trend is based on the premise that
learning needs to be connected to the lives of the students through relevant
tasks that focus on students’ ability to use their knowledge and skills in
meaningful ways.
a. What is Product-Oriented PBA?
v
Performance
based tasks require performance-based assessment in which the
actual student performance is being assessed through a PRODUCT, that
demonstrates levels of task achievement.
Student Performance
v
can be defined as
targeted tasks that lead to a product or overall learning outcome
Products
v
May include a wide range
of student work that target specific skills.
Rubrics
v
One way to evaluate
student performance in any given task as it relates the final product or
learning outcomes.
b. Why Product-Oriented PBA?
WE USE PRODUCT ORIENTED…..
v
To reveal students
understanding about a certain concepts or skills.
v
To assess higher order
thinking skills.
v
To explain how far
student have learned a certain concept.
v
To measure student’s
creativity.
v
To measure the objectives
which are in the psychomotor domain
v
Procedures not available
for observation (Gronlund, 1998)
v
Products have qualities
that can be identified and judged.
V.
PRODUCT-ORIENTED LEARNING COMPETENCIES
Product- includes a wide range of students’
works that target the specific skills.
Competency-it is a groups or clusters of skills
and abilities needed for a particular task
Example: Reading, writing, speaking and
listening or psychomotor skills
Target Tasks- include behavior
targeting complex tasks that the students are expected to achieve
Target Tasks Three
Levels: (Learning Competencies)
Ø
Novice or beginners level -Does the finish product
or project illustrate the minimum expected parts or functions?
Ø
Skilled level- Does the
finish product or project contains additional parts and functions on top of the
minimum requirements which tend to enhance the final output?
Ø
Expert level- Does the
finish product contain the basic minimum parts and functioning have additional
features on top of the minimum and is aesthetically pleasing?
Ø
Scrapbook illustrating
the historical events called EDSA I People Power
1.
Contains pictures, newspaper clippings and
other illustrations for the main characters of EDSA I People Power. (Minimum
specification or novice)
2.
Contain remarks and captions for the illustrations
made by the student himself for the roles played by the characters in EDSA
1 People Power (skilled level)
3.
Be presentable, complete, informative, and
pleasing to the reader of the scrapbook. (Expert level)
Example of short term
task: The desired output consists of the output in a typing class.
Learning competencies:
The final typing outputs of the students must:
1.
Possess no more than five (5) errors in spelling- (minimum
specifications)
2.
Possess no more than 5 errors in spelling while
observing proper format based on the document to be typewritten- (skilled
level)
3.
Possess no
more than 5 errors in spelling, has the proper format, and is readable and
presentable-(expert level)
All of the above
examples, product-oriented performance based learning competencies are
evidence-based. The teacher needs concrete evidence that the student has
achieved a certain level of competence based on submitted products and
projects.
·
Task
Designing
v
Complexity
The level of complexity
of the project needs to be within the range of ability of the students. Projects
that are too simple tend to be uninteresting for the students while projects
that are too complicated are frustrating.
v Appeal
The project or the
activity must be appealing to the students. So that the students are encourage
to pursue to complete the task. It should lead to self-discovery of information
by the students.
v
Creativity
The project needs to
encourage students to exercise the creativity and divergent thinking. The
project should lead to exploring various possible ways of presenting the
output.
v
Goal-based
The teacher must bear in
mind that the project is produced in order to attain a learning objective.
Projects are assigned to students not just for the sake of producing something
but for the purpose of reinforcing learning.
VI.
PROCESS-ORIENTED LEARNING COMPETENCIES
Assessment is not an end in itself but a
vehicle for educational improvement. Its effective practice, then, begins with
and enacts a vision of the kinds of learning we most value for students and
strive to help them achieve. Assessment is most effective when it reflects an
understanding of learning as multidimensional, integrated, and reveal in
performance over time. Learning is a complex process. It entails not only what
students know but what they know; it involves not only knowledge and abilities
but values, attitudes, and habits of mind that affect both academic success and
performance beyond the classroom. Assessment should reflect these
understandings by employing a diverse array of methods, including those that
call for actual performance, using them overtime so as to reveal change,
growth, and-increasing degrees of integration. Such an approach aims for a more
complete and accurate picture of learning.
Process-Oriented Performance Based Assessment
v Concerned with
the actual task performance rather than the output or
product of activity.
v It is important to assess the process which the
student underwent in order to arrive at their products or output.
v Assessment is most effective when it reflects an
understanding of learning as multidimensional, integrated, and revealed in
performance over time.
a.
Nature of Process-oriented Performance Based Assessment
v Learning entails
not only what students know but what they can do with what they know
v Information
about outcomes is important
v Assessment can help us understand which
students learn best under what conditions
v Assessment is
most effective when it reflects an understanding of learning as
multidimensional, integrated, and reveal in performance over time.
v More complete
and accurate picture of learning.
Characteristics of Process- Oriented Performance
Based Assessment
v The learning
objectives are stated in directly observable behaviors
v Emphasis on
student’s ability to perform tasks by producing their own work with their
knowledge and skills.
v specifically
targets procedures used by students to solve problems
Why?
It
is important to assess not only the competencies but also the processes which
the students underwent in order to arrive at these products or outputs.
Student
assessment should be grounded in the authentic, real-life activities that are
carried out in the classroom. Because effective language learning is
meaningful, enjoyable, and interactive, assessment should reflect a similar
focus… Students engaged in this process become more and more actively involved
in their learning. - (Armstrong, 1998, p. 233)
b.
Learning Competencies
v The learning
objectives in process-oriented performance based assessment are stated in directly
observable behaviors of the students. Competencies are defined as groups or
clusters of skills abilities needed for a particular task. The objectives
generally focus on those behaviors which exemplify a “best practice” for the
particular task. Such behaviors range from a “beginner” or novice level up to
the level of an expert.
Example
Task: Recite a poem by Edgar Allan Poe, “The Raven”.
Objectives:
The activity aims to enable the students to recite a poem entitled “The Raven”
by Edgar Allan Poe, specifically to:
1. Recite
the poem from memory without referring to notes;
2. Use
appropriate hand and body gestures in delivering the piece;
3. Maintain
eye contact with the audience while reciting the poem;
4. Create
the ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce
the words clearly and with proper diction.
The objective starts with a general statement of what is expected of the student from the task and then breaks down the general objective into easily observable behaviors when reciting a poem. The specific objectives constitute the learning competencies for this particular task.
Classifications of Process-Oriented Performance
Based Assessment
v Simple
Competencies
- Speak with
a well-modulated voice
- Draw a
straight line from one point to another point
- Color a
leaf with a green crayon
v Complex
Competencies
- Recite a
poem with feeling using appropriate voice quality, facial expression
and hand gestures
- Construct
an equilateral triangle given three non-collinear points
·
Draw and color a leaf with green crayon.
Task Designing
v Identifying an
activity that would highlight the competencies to be evaluated.
§
Reciting a poem, writing an essay, manipulating
the microscope etc.
v Identifying an
activity that would entail more or less the same sets of competencies.
§
If the activity would result in too many
possible competencies, then the teacher would have difficulty assessing the
student’s competency on the task.
v Finding a task
that would be interesting and enjoyable for the students.
§
Tasks such as writing an essay are often boring
and cumbersome for the students.
Example:
The topic is on understanding biological diversity.
Possible task Design: Bring the students to a pond or creek. Ask them to find all living organisms they can find living near the pond or creek. Observe how the students will develop a system for finding such organisms, classifying the organisms and concluding the differences in biological diversity of the two sites. Science laboratory classes are particularly suitable for a process-oriented performance-based assessment technique.
Possible task Design: Bring the students to a pond or creek. Ask them to find all living organisms they can find living near the pond or creek. Observe how the students will develop a system for finding such organisms, classifying the organisms and concluding the differences in biological diversity of the two sites. Science laboratory classes are particularly suitable for a process-oriented performance-based assessment technique.
Scoring Rubrics
v Rubric is a
scoring scale used to assess student performance along a task-specific set
of criteria.
v To measure
student performance against a pre-determined set of criteria, a rubric, or
scoring scale which contains the essential criteria for the task and
appropriate levels of performance for each criterion.
v Assessment and their accompanying rubrics can be used
for purposes other than evaluation and, thus, do not have points or grades
attached to them.
 |
|||
 |
|||
§
The full criteria are statements of performance
such as “include a sufficient number of hand gestures” and “recitation captures
the ambiance through appropriate feelings and tone in the voice”. For each
criterion, the evaluator applying the rubric can determine to what degree the
student has met the criterion.
§
Descriptors spell out what is expected of
students at each level of performance for each criterion.
WHY INCLUDE LEVELS OF PERFORMANCE?
v CLEARER EXPECTIONS
-
It is
very useful for the students and the teacher if the criteria are identified and
communicated prior to completion of the task. Students know what is expected to
of them and teachers know how to look for in student performance.
v MORE CONSISTENT AND OBJECTIVE ASSESSMENT
-
Levels of performance permit the teacher to more
consistently and objectively distinguish between good and bad performance, or
between superior, mediocre and poor performance, when evaluating student work.
v BETTER FEEDBACK
-
Identifying specific levels of student performance
allows the teacher to provide more detailed feedback to students. The teacher
and the students can more clearly recognize areas that need improvement.
ANALYTIC RUBRICS- An analytic rubric articulates levels of performance for each
criterion so the teacher can assess student performance on each criterion.
When to choose an analytic rubric?
-
Analytic Rubrics
are more common because teachers typically want to assess each criterion separately,
particularly for assignments that involve a larger number of criteria.
HOLISTIC RUBRICS- it does not list separate levels of performance for each criterion.
Instead, a holistic rubric assigns a level of performance by assessing
performance across multiple criteria as a whole.
When to choose holistic rubrics?
-
Holistic Rubrics
tend to be used when a quick or gross judgement needs to be made. If the
assessment is a minor one, such as brief homework, assignment, it may be
sufficient to apply a holistic judgement.
How many levels of performance should I include in my
rubrics?
-
There is no
specific number of levels of a rubric should or should not possess.
VII.
PROCESS SKILLS
-
Process skills are a means for learning
and are essential to the conduct of science. Perhaps the best way to teach
process skills is to let students carry out scientific investigations and then
to point out the process skills they used in the course of the investigations.
-
The process skills are the tools that students use to
investigate the world around them and to construct concepts, so it’s essential
for teachers to have a good understanding of these skills.
·
OBSERVING
v Using the senses
and appropriate tools to gather information about an object, event, and
phenomenon
v SUBSKILLS include
collecting evidence, identifying similarities and differences, classifying,
measuring, and identifying relevant observations
v EXAMPLE: Listing
the similarities and differences of a cube of ice and a ball of ice
·
QUESTIONING
v Raising
questions about an object, event, or phenomenon
v SUBSKILLS
include recognizing and asking investigable questions; suggesting how answers
to questions can be found; and turning a non-investigable question into a
question that can be acted upon.
v EXAMPLE: Asking
“Will ice melt faster with or without salt sprinkled on it?”
·
HYPOTHESIZING-
Hypothesizing
is the process of developing testable explanations for phenomena. Testing
either supports a hypothesis or refuses it.
v
Giving a tentative
explanation, based on experience, of a phenomenon, event, or the nature of an
object. A hypothesis is testable.
v
SUBSKILLS include
inferring, constructing models to help clarify ideas, and explaining the
evidence behind a hypothesis
v
EXAMPLE: Increased
surface area causes faster melting. (This explains why crushed ice will melt
faster than a block of ice of the same mass.)
·
PREDICTING- is the process of stating
in advance the expected result of a tested hypothesis. A prediction that is
accurate tends to support the hypothesis
v
Forecasting the outcome
of a specific future event based on a pattern of evidence or a hypothesis (an
explanation). A prediction based on a hypothesis can be used in planning a test
of that hypothesis.
v
SUBSKILLS include
justifying a prediction in terms of a pattern in the evidence, and making a
prediction to test a hypothesis.
v
EXAMPLE: Water flowing
from a height of 8 inches will wash away more sand than water flowing from a
height of 6 inches.
·
INTERPRETING-
Inferring is
the process of drawing conclusions based on reasoning or past experience.
v
Considering evidence,
evaluating, and drawing a conclusion by assessing the data.
v
SUBSKILLS include
interpreting data statistically, identifying human mistakes and experimental
errors, evaluating a hypothesis based on the data, and recommending further
testing where necessary.
v
EXAMPLE: After observing
the melting rates of an ice cube sprinkled with salt and one without salt,
concluding that the salt reduces the freezing point of water
·
PLANNING AND
INVESTIGATING
v
Designing an investigation
that includes procedures to collect reliable data. Planning includes devising a
way to test a hypothesis.
v
SUBSKILLS include
identifying and controlling variables, and using measuring instruments.
v
EXAMPLE: Deciding to put
a teaspoon of salt on one ice cube and a teaspoon of sugar on another identical
ice cube; setting them side by side, and observing their relative melting rates
in order to determine if one melts faster than the other.
·
COMMUNICATING
v
Representing
observations, ideas, theoretical models, or conclusions by talking, writing,
drawing, making physical models, and so forth.
v
SUBSKILLS include talking
with a more knowledgeable person, using secondary sources, presenting reports,
constructing data tables, and creating charts and graphs.
v
EXAMPLE: Describing the
relationship between the melting time for an ice cube and amount of salt
sprinkled on the cube by writing about it or by constructing a graph.
·
CLASSIFYING
v
Involves grouping items
into like categories. Items can be classified at many different levels, from
the very general to the very specific.
·
ANALYZING
v
Students use analysis to
determine relationships between events, to identify the separate components of
a system to diagnoses causes, and to determine the reliability of data.
References:
·
Navarro, Rosita L. and Santos, Rosita D. (2013).
Authentic Assessment of Student Learning
Outcomes (2nd ed.). Quezon City: Lorimar Publishing, Inc.
·
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