2.
Iden t i f y i n g
P e r fo r m a n c e
Tasks
Presented by: Edward Sevilla
Identifying
Performance Tasks
• After understanding the purpose of assessment, the
next step is to identify performance tasks that
measure the intended learning targets.
• Some learning targets require structured tasks,
while others require unstructured tasks.
Questions to Consider When
Designing Tasks (Nitko, 2011)
• What range of tasks do the learning targets imply?
• Which parts of the tasks should be structured and to
what degree?
• Does each task require students to perform all the
important elements implied by the learning targets?
• Do the tasks allow assessment of the achievement
dimensions needed?
Questions to Consider When
Designing Tasks (Nitko, 2011)
• What information must be communicated to
students about the task and its scoring?
• Will students from different ethnic and social
backgrounds interpret the task appropriately?
Importance of Identifying
Performance Tasks
Performance tasks must be identified so that students
know:
• The tasks they need to perform
• The criteria for evaluation
Components of a Task Description
(McMillan, 2007)
A task description should include the following:
• Content and skill targets to be assessed
• Description of students activities
• Group or individual work
• Help allowed
• Resources needed
• Teacher’s role
Components of a Task Description
(McMillan, 2007)
A task description should include the following:
• Administrative process
• Scoring procedures
Characteristics of Meaningful
Performance Tasks
• Tasks should be meaningful and engaging.
• Students must be personally involved in doing and creating the task.
Task should:
• Have personal meaning for most students.
• Allow students to demontrate knowledge and skills learned in class
• Be valuable to teach and learn.
Important Considerations in
Creating Performance Tasks
Clearly specify: Ensure students understand:
• Learning targets • How long the task will take
• Criteria for evaluation • The expected output
• Time needed to complete the task • Instructions for completing the
task
Important Considerations in
Creating Performance Tasks
• Some learning targets can be assessed in 20 - 30 minutes, while
others may require longer periods.
• Some tasks (e.g., surveys or research data gathering) may take
more than two weeks and may be completed outside the
classroom.
• These extended activities can provide valid evidence of student’s
achievement of learning targets.
Group Participation
Performance Tasks
• Some tasks require cooperative of collaboration learning.
• When designing group tasks:
- Consider the participation of each member.
- Pay attention to the number of tasks assigned.
• Generally:
- Fewer tasks = fewer learning targets assessed in a performance
activity.
Suggestion for Constructing Performance
Tasks (Linn, 1995)
1. Focus on comple learning outcomes
• Tasks should measure complex cognitive skills and student
performances.
• Performance tasks require significant student time, so they should
assess outcomes not easily measured by simpler tests.
Suggestion for Constructing Performance
Tasks (Linn, 1995)
2. Represent important content and skills
• Tasks should include both the content knowledge and skills
related to learning outcomes.
• Clearly specify the content and resources students may use.
Suggestion for Constructing Performance
Tasks (Linn, 1995)
3. Avoid irrelevant skill demands
• Minimize skills that are not related to the purpose of the
assessment.
• Example: reading complex text or communication ability may not
always be the focus.
Suggestion for Constructing Performance
Tasks (Linn, 1995)
4. Provide scaffolding
• Help students understand the task and expectations.
• Ensure students have the prior knowledge and skills needed to
perform the task.
Suggestion for Constructing Performance
Tasks (Linn, 1995)
5. Write clear task directions
• Clear instructions prevent confusion.
• Vague directions may produce inconsistent student performances,
making fair evaluation difficult.
Suggestion for Constructing Performance
Tasks (Linn, 1995)
6. Communicate performance criteria clearly
• Explain the criteria used to evaluate performance.
This helps students:
• Understand expectations
• Focus their efforts on important learning outcomes.
Examples of a Process -
Oriented Performance Task
Key Competencies
• Uses reading skills and strategies to understand texts.
• Demonstrates speaking and listening skills for learning.
• Contructs comple sentences.
Tasks Situations
• A friend is experincing a difficult problem.
• The students recalls a book with a character facing a similar situation.
Examples of a Process -
Oriented Performance Task
Students Tasks
• Write a letter to the friend explaning:
- Why the friend should read the book.
- Other helpful resources or information
- Possible strategies to solve the problem.
• Include:
- Examples from readings.
- Personal feelings.
- Encouragement.
Examples of a Process -
Oriented Performance Task
Students Tasks Additional Task
• Create a plan to meet with the friend to discuss possible solutions after
reading the materials.
Assessment Criteria
• Students will be evaluated based on their ability to:
- Make informed decisions - Demonstrate problem-solving skills
- Write complex sentenc - Collaborate effectively with others
Examples of a Product - Oriented
Performance Task
Competency
• Prepare a useful solution.
Performance Task Scenario
• Barangay Luntian is celebrating its 50th anniversary with the
theme “Kalikasan Ko, Mahal Ko.”
• As a barangay councilor, the student is tasked to prepare a natural
beverage for guests.
Examples of a Product - Oriented
Performance Task
Task Requirements
• The drink should:
- Promote locally produced fruits or vegetables
- Encourage health and wellness
• The student will:
- Present the plan for preparing the drink
- Allow council members to taste-test the beverage
Examples of a Product - Oriented
Performance Task
Evaluation Criteria
• Practicality
• Preparation process
• Availability of materials
• Composition of the drink
(Adapted from DepEd Order No. 73, s. 2012)
Guidelines in Crafting
Performance Tasks
When creating performence tasks, consider:
• Engagement
• Elaboration
• Experience
Tasks should:
• Focus on important concepts, principles, and issues of the subject matter.
• Be authentic and meaningful.
• Clearly define what the teacher intends to observe and assess.
Checklist for Writing Good Performance
Tasks (McMillan, 2007)
• Are essential content and skill targets integrated?
• Are multiple learning targets included?
• Is the task authentic?
• Is the task teachable?
• Is the task feasible?
• Are multiple solutions and approaches possible?
• Is the nature of the task clear?
Checklist for Writing Good Performance
Tasks (McMillan, 2007)
• Is the task challenging and stimulating?
• Are scoring criteria included?
• Are constraints or conditions for completing the task specified?
Importance of Performance
Criteria
• Clearly stated performance criteria are essential in both process- and
product-oriented assessments.
Criteria
- Define the target process and product
- Guide teachers on what to teach
- Help students understand what is expected
- Provide a basis for evaluating student performance
THA N K Y O U
f or yo ur a tte ntio n