Performance assessment using grasps
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Performance Performance Assessment Using Assessment Using
GRASPSGRASPS
Performance Performance Assessment Using Assessment Using
GRASPSGRASPS
DR. MARITES B. GERPACIODR. MARITES B. GERPACIOOctober 27,2011October 27,2011
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Goal: to convince the local government unit (LGU) to support your science investigatory project addressing an environmental problem in the community.
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Role: You are an environmentalist advocating LGU support for a science investigatory project on an environmental problem in the community.
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Audience: You will represent your proposal to LGU officials who are looking for a science investigatory project that can be funded.
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Situation: The LGU is conducting a search of science investigatory projects that can best address any of the following problems in the community.
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1. Fish kill in the community2.Snail infestation in the rice
field3. Increasing incidence of
pulmonary infections among children.
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Product: A proposed science investigatory project applying the scientific method and addressing an environmental problem in the community.
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Standard: Your proposal will be judged based on the following:
1. Understanding of the problem.2. Application of the scientific
method.3. Cost effectiveness of the solution
to the problem.
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RubricsA. Assessment of Knowledge
Knowledge (15%)- acquisition of information as evidence by the following: (8%)- Relevance of data/ information to the development of understanding(7%)- Adequacy of data/information to firm up and deepen understanding.
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Relevance of data/information acquired (8%) (8%)- Data/ information acquired are completely relevant to the development of understanding. (6-7%) – Data/ information acquired are to a great extent relevant to the development of understanding.
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(4-5%) – Data/ information are to some extent relevant to the development of understanding.
(2-3%) – Data/ information are of very little relevance to the development of understanding.
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Adequacy of data/ information to firm up and deepen understanding(7%)(7%) – Data information are completely adequate to firm up and deepen understanding.(5-6%) – Data/ information are to a great extent adequate to firm up and deepen understanding.
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(3-4%) – Data information are to some extent adequate to firm up and deepen understanding.
(1-2%) – Data/ information are very inadequate to firm up and deepen understanding.
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B. Skills (25%) – meaning making as evidenced by the students’ ability to process and make sense of information, and is assessed based on the following criteria: (10%) – Understanding of content(15%) – Critical Thinking
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Understanding of Content (10%) Strong (8-10%) – The students
understands completely the full content required by the task and can undertake with a great deal of competence all of the following processes:
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• Distinguish (whatever is appropriate to the subject) between relevant and irrelevant content/between fact and fiction/ between fact and opinion/ between fact and hearsay/ between truth and propaganda/ between what is important and unimportant/ between accurate and inaccurate content.
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Critical Thinking (15%) Strong(13-15%)- The student
demonstrates deep analytical processing of information and can perform with a great deal of competence the following processes:
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• Interpret; translate; convert, or express the information (such as a set of statistics) into another format or transform a textual presentation into a flowchart, diagram, advance organizer, etc.
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• Draw insights; see beyond the data; read between the lines.
• Reason logically, coherently.
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Developing (7-9%)- The student demonstrates little analytical processing of information and strives to perform the following processes:
Same
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• Weak (4-6%) – The student demonstrates very little analytical processing of information and has great difficulty performing the following processes:
Same
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Very weak (1-3%) – The student can barely demonstrate analytical processing of information and cannot perform the following processes:
Same
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C. Understanding(s) (30%)- as expressed using the six facets of understanding: Explanation, Interpretation, Application, Empathy, Perspective, and Self- Knowledge, and are assessed based on the following criteria: Breadth of understanding (connection to a wide range of contexts)Depth of understanding( use of insights, reflection)
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• Outline the content at the required level of detail
• Organize the information coherently, logically
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Developing (5-7%) – The student understands the minimum content required by the task and can undertake with some competence the following processes:
same as strong
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Weak (2-4%) - The student understands very little of the minimum content required by the task and has great difficulty undertaking the following processes:
Same
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Strong (26%) – The student demonstrates accurate, very extensive, and very deep understanding of the topic/concept through any three of the six facets of understanding- where connection to a wide range of contexts and use of insights and reflection are clearly evident.
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Moderately Strong (21-25%) – The student demonstrates accurate, extensive, and deep understanding of the topic/ concept through any three of the six facets of understanding- …..
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Developing (16-20%) – The student strives to demonstrate accurate, extensive, and deep understanding of the topic/ concept through any three of the six facets of understanding-…..
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Weak ( 11-15%) – The student can barely demonstrate accurate, extensive, and deep understanding of the topic/concept through any three of the six facets of understanding- ….
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Very Weak ( 6-10%) – The student cannot demonstrate accurate, extensive, and deep understanding of the topic/ concept through any three of the six facets of understanding-…..
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Very Weak ( 6-10%) – The student cannot demonstrate accurate, extensive, and deep understanding of the topic, concept through any of the three of six facets of understanding-….
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D. Transfer of understanding to life situation (30%) as demonstrated through
Products- outputs which are reflective of learner’s creative application of understanding; and
Performances- skillful exhibition or creative execution of a process, reflective of masterful application of learning and understanding.
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• The product or performance is a demonstration of creative application of enduring understanding in a new or novel context or situation.
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Strong ( 26-30%) – The student (or team) independently demonstrates the ability to create, add value and transfer his/her their understanding to life situations in the form of products and performances. This means that the product or performance reflects the following attributes:
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Strong ( 26-30%) – The student (or team) independently demonstrates the ability to create, add value and transfer his/her their understanding to life situations in the form of products and performances. This means that the product or performance reflects the following attributes:
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• The entire process from p-lanni9ng to execution was carried out by the student (or team), with little or no guidance from the teacher.
• The product or performance is well thought out by the student (or team) from planning to execution.
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Potential problems have been identified and appropriate remediation has been put in place should problem arise.
• There is evidence of value added by the students in the execution of the process.
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• The product or performance is a demonstration of creative application of enduring understanding in a new or novel context or situation.
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Moderately Strong ( 21-25%) – The students demonstrate the ability to create , add value and transfer their understanding to life situations in the form of products/ performances, but the product or performance can still stand improvement in a number of areas , namely:
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• The entire process from planning to execution was carried out by the student, with some guidance/ coaching from the teacher.
• The product or performance is fairly well thought out by the student from planning to execution.
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• There is some evidence of value added by the student in the execution of the process. There are attempts at novelty (e.g. formatting, organization, packaging, presentation).
• The product or performance is a demonstration of creative application of enduring understanding, but the context or situation in which the understanding is applied is qa little ordinary or common.
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Developing ( 16-20%) – The student strives to use understanding or learning creatively in producing products or performances as manifested by the following:
• The student attempts to do the task entirely on their own, but seeks the teacher’s help for the major part of the process.
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• The product or performance has some flaws in the design that the student has addressed with some help from the teacher.
• There is little evidence of value added by the student in the execution of the processes. There are limited attempts at novelty. (formatting, organization, packaging, presentation)
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• A little creative application of enduring understanding is shown in the product ior performance. The context or situation in which the understanding is applied is ordinary or common.
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Weak (11-15%) – The student shows inadequacy in using, understanding or learning creatively in producing products or performances. The inadequacy is manifested in the following:
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• The entire process from planning to execution could not have been carried out by the student, without the teacher’s guidance and coaching.
• The product or performance is poorly thought out by the student from planning to execution. There are marked flaws in the design that the student is not even aware.
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• There is almost no evidence of value added by the student in the execution of the process or in the use of understanding or learning.
• Every aspect fopp of the product or performance is just a copy of what has been taught in class.
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• Very Weak ( 6-10%) – The student shows great difficulty in using understanding or learning creatively in producing products or performances. The difficulty is manifested in the following:
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• The entire process from planning to execution was poorly carried out by the student, even with the teacher’s guidance and coaching.
• The product or performance is very poorly thought of the student from planning to execution. There are many obvious flaws in the design that the student has ignored.
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• There is no evidence of value added by the4 student in the execution of the process. There is no attempts at novelty fopp
• The product or performance does not show creative application of enduring understanding. The context or situation in which the understanding is applied is very ordinary or common.
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Thank You… And
Happy Semestral Break!!!