Scribd
Upload
48 views48 pages

Educ105 Performancetask (Part1)

This document provides instructions and materials for a lesson on developing performance tasks. It begins with introductions and icebreakers in the form of riddles. It then provides instructions for three hands-on activities: drawing a representation of performance tasks and their impact on learning, creating a concept map of performance task relationships, and composing a poem about the significance of performance assessments. Guidelines for developing performance tasks are outlined, including the GRASPS model which describes the goal, role, audience, situation, products, and standards. Learning objectives, recall questions, and a discussion of the GRASPS components are also included to support student understanding of designing effective performance assessments.

Uploaded by

angelotech256
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
48 views48 pages

Educ105 Performancetask (Part1)

This document provides instructions and materials for a lesson on developing performance tasks. It begins with introductions and icebreakers in the form of riddles. It then provides instructions for three hands-on activities: drawing a representation of performance tasks and their impact on learning, creating a concept map of performance task relationships, and composing a poem about the significance of performance assessments. Guidelines for developing performance tasks are outlined, including the GRASPS model which describes the goal, role, audience, situation, products, and standards. Learning objectives, recall questions, and a discussion of the GRASPS components are also included to support student understanding of designing effective performance assessments.

Uploaded by

angelotech256
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 48

GOOD

MORNING!
PRE-SERVICE TEACHERS

KILATON, JORIE P. ENOT, SHAINA MAE


PRE-SERVICE TEACHERS

JUEGOS, LEZEL MAE L. SASAY, ESTHEVEN E.


ENERGIZER
PRE-ACTIVITY:
RIDDLES
TRIAL:
How many months of the
year
have 28 days?
Answer: All of them/
12
What is it that given one, you’ll
have
eitherAnswer:
two or none?
Choice
What word has kst in the middle, in the
beginning, and at the end?
Answer:
inkstand
What is it that no one wants, but
no
one Answer:
wants to A
lose?
lawsuit
I can be long or can be short, I can be black,
white, brown, or purple. You can find me
the world over and I am often the main
feature. What am I?
Answer:
Rice
What can a child make but never
hold?
Answer:
Noice
Which word becomes shorter
when
you add 2 letters to it?
Answer:
Short
What’s the capital of
France?
Answer:
F
ACTIVITY!
DRAW ME!
Instruction: Create a drawing that represents
their understanding of performance tasks and
their impact on learning. Be imaginative and
creative in your artwork. You are given a
drawing materials.
CONCEPT MAP!
Instruction: Create a concept map that visually represents
the relationships between various performance tasks. Start
by identifying the key performance tasks and their
connections. Use appropriate symbols, and lines to
illustrate the relationships effectively. Ensure that the
concept map is organized and structured in a logical
manner. Emphasize the main ideas and concepts related
to the performance tasks. Be creative in the design of the
concept map to make it visually engaging and easy to
POEM!
Instruction: Compose a two-paragraph poem with three stanzas that
highlights the significance of performance tasks in assessing students'
learning. In the first paragraph, introduce the theme and provide an
overview of the importance of performance tasks in evaluating
students' knowledge and skills. In the second paragraph, delve deeper
into specific examples or experiences that illustrate the impact of
performance tasks on learning outcomes. Use descriptive language,
metaphors, and poetic devices to evoke emotions and engage the
reader. Pay attention to the structure of the poem, ensuring that it
follows a coherent flow and rhythm. Be creative in your choice of
words and imagery to make the poem impactful and memorable.
PROCESSING
QUESTIONS
DEVELOPING
PERFORMANCE
TASKS
CLASSROOM RULES:
• Listen
• Share your ideas
• Cellphones are not allowed during
discussion
• Invest respect to one another during
sharing sessions and presentation
• Participate actively in the class
• Let’s create enjoyment while learning
Learning Objectives:
At the end of the lesson, students are expected
to:
Determine the GRASPS model's components and varied
instruction techniques for diverse learners.

Reflect on the importance of performance task in assessing


students knowledge and skills.

Develop appropriate assessment rubrics or customize existing


ones to fill the desired outcome.
RECALL:
What is performance assessment?

Why is it important to assess the process


and product based assessment?
DEVELOPING
PERFORMANCE
TASKS
DESIGNING
PERFORMANCE
TASKS
What is Performance
task?
Performance Tasks
any learning activity or assessment
that asks students to perform to
demonstrate their knowledge,
understanding and proficiency. Performance
tasks yield a tangible product and/or
performance that serve as evidence of
Criteria to Design Performance Tasks
1. Integrate knowledge and skills
across multiple content standards or
strands within a content area.
2. Reflect a real-world task and/or
scenario-based problem.
Criteria to Design Performance Tasks
3. Measure capacities such as depth of
understanding, research skills, complex
analysis, and identification/providing
of relevant evidence.
4. Allow for multiple approaches.
Criteria to Design Performance Tasks
5. Require student-initiated planning,
management of information and ideas,
interaction with other materials.
6. Require production of extended
responses.
Criteria to Design Performance Tasks
7. Represent content that is relevant
and meaningful to students.
8. Allow for demonstration of
important knowledge and skills,
including those that address 21st
Criteria to Design Performance Tasks
9. Require scoring that focuses on the
essence of the task.
10. Be feasible for the
school/classroom environment.
GOAL, ROLE, AUDIENCE,
SITUATION, PRODUCTS,
STANDARDS, (GRASPS)
MODEL:
A GUIDE TO DEVEOPING
AUTHENTIC
PERFORMANCE TASKS
WHAT IS
GRASPS?
• is a model for demonstrating
performance of understanding using
authentic assessment.
GOAL
State the goal, problem, challenge, or outcome
of the project.
• What prior knowledge do students have that
will help them achieve the goal?
ROL
Define
E the role of the students and the
perspective from which they approach the task.
• What are some authentic roles that are
related to the goal?
• What skills and knowledge will students
need to be successful in this role?
AUDIENC
E the relationship
Define between the audience
and the students.

• How will the two interact?


SITUATION
Describe the context of the inquiry. This can be
drawn from the Global Context, Key and
Related Concepts.
• How will the students understand the
significance and value of the situation?
PRODUCT
Define what will be produced in relation to the
task.
• How will the students show their conceptual
understandings through the product?
STANDARDS
Identify the standards that will be used to
evaluate the success of the performance.
• Are the expectations and task specific
clarifications clear, reasonable, and
achievable?
ANY
QUESTION?
THANK YOU!

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy