Process oriented assessment

Process oriented assessment

Gulchehra Sobirova

At the end of the presentation…

Process oriented assessment

• Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task.
• Information about outcomes is important. To improve outcomes, we need to know about student experience along the way.
• Assessment can help us understand which students learn best under what conditions which such knowledge comes the capacity to improve the whole of their learning.

Example for process oriented assessment

Task: Recite a sonnet by William Shakespeare, “Shall I Compare Thee to a Summer’s Day”

Objectives: To enable the students to recite a sonnet entitled Shall I Compare Thee to a Summer’s Day by William Shakespeare.

Specifically:

• Recite the sonnet from memory without referring to notes;
• Use appropriate hand and body gestures in delivering the piece;
• Maintain eye contact with the audience while reciting the sonnet;
• Create ambiance of the poem through appropriate rising and falling intonation;
• Pronounce the words clearly and with proper diction.

Competency

Competency is the capability to apply or use the set of related knowledge, skills, and abilities required to successfully perform ‘critical work functions’ or tasks in a defined work setting. Competencies often serve as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success in the workplace as well as potential measurement criteria for assessing competency attainment. Competence is a measure of both proven skills and proven knowledge.

Type of competencies

• Speak with a well-modulated voice
• Draw a straight line from one point to another point.
• Color a leaf with a green crayon

• 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

In the Process-Oriented Performance Based Assessment is an actual task performance rather than the product. This requires performance that is taking place in the moment with the teachers presence. With this, an evaluation tool is needed. The most common evaluation tool is a rubric.

There are two types of rubric:

• Analytic rubric
• Holistic rubricHolistic rubric

About rubrics

• Analytic Rubric
• Breaks out criteria for distinguishing between levels of performance on each criterion.
• Useful for detailed assessment and feedback.
• Descriptions are organized in a matrix.

So why use analytic rubric?

• It gives diagnostic information to the teacher
• Gives formative feedback to students
• easier to link to instruction than holistic rubrics
• Good for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores.

But, the disadvantage of analytic rubric is that it takes more time to to make and score. It requires time and effort in making the breakdown criteria.

Holistic rubrics

• Provides comprehensive descriptions of each level of performance.
• Useful for quick and general assessment and feedback
• Descriptions may be organized in columns or rows

So why use Holistic rubric?

• Scoring is faster
• Requires less time
• Good for summative assessment
• The disadvantage of holistic rubric is that having single score does not communicate information about what areas to improve. This rubric is not also good for formative assessment.

Thanks for your attention