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Chapter 7 9 10 & 11, R, CHAPTER 9: MEASURING COMPLEX ACHIEVEMENT: THE…
Chapter 7 9 10 & 11
SUGGESTIONS AND RULES
- Focus on learning outcomes that require complex cognitive skills and student performances.
- Select or develop tasks that represent both the content and the skills that are central to important learning outcomes.
- Minimize the dependence of task performance on skills that are irrelevant to the intended purpose of the assessment task.
- Provide the necessary scaffolding for students to be able to understand the task and what is expected.
- Construct task directions so that the student's task is cleady indicated.
- Clearly communicate performnance expectations in terms of the scoring rubrics by which the performances will be judged.
Chapter 11 - MEASURING COMPLEX
ACHIEVEMENT: PERFORMANCEBASED ASSESSMENTS :<3:Learning outcomes
Performance assessments are particularly effective for situations involving less structured problems, where skills such as problem identification, information gathering, organization, integration, evaluation, and originality are prioritized (e.g., determining the best location for a restaurant). They are also crucial for evaluating learning outcomes that require the creation of a product (e.g., a painting) or the demonstration of an oral or physical skill (e.g., delivering a speech, repairing an engine, or operating a scientific instrument).
Restricted-response performance assessment Restricted-Response Performance Assessment Question:Task: Create a detailed recipe for a hot dessert and a cold dessert that could be served in a restaurant.Requirements:Hot Dessert: Describe the ingredients and steps required to prepare the dessert, ensuring that it can be served warm. Include any necessary cooking techniques and presentation suggestions.Cold Dessert: Describe the ingredients and steps to prepare a cold dessert that can be served chilled. Specify the cooling method (e.g., refrigeration, freezing) and how it should be plated or presented.Evaluation Criteria:Clarity and accuracy of the recipe instructions.
Appropriateness of ingredients for each dessert type.
Creativity in the choice of dessert and presentation.
Demonstration of knowledge about the required cooking techniques (for hot dessert) and cooling methods (for cold dessert).
This question allows students to show their ability to apply knowledge of cooking and dessert preparation techniques in both hot and cold categories, while also assessing creativity and practicality in recipe creation.
Extended Performance Task.F&B Module: Hot & Cold DessertsTask: Dessert Menu Development and Execution
Time: 2-3 weeksStudents will research, design and create a 3-course dessert tasting menu that comprises of:
- One hot dessert
- One cold dessert
- One fusion dessert (mixing hot & cold elements)
Requirements:
- Report: Students must provide a written justification explaining the rationale behind their menu, the expected costs and challenges.
- Final presentation: Students are required to present their 3-course menu and serve the dishes to a panel paying special attention to plating (presentation of each dish) and explanation (explanation of each dessert, the creative decisions behind the choices and challenges) Assessment Criteria
- Creativity and innovation
- Execution of the techniques
- Recipe accuracy and costing
- Research and justification
- Final presentation
- Time management
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Emphasizes the practical application of real world settings and make problems more engaging for students
Help the lecturer evaluate whether a student who can solve a problem in one context, can solve it in another
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Develops soft skills (communication, teamwork, leadership.. etc)
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Implement approaches suggested by modern learning theory (students are active participants not passive recipients).
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Learning outcome:
Essay questions provide the freedom of response that is needed to adequately assess the ability of students to formulate problems, organize, integrate, and evaluate ideas and information, and apply knowledge and skills
Essay questions should primarily be used to measure learning outcomes that are difficult to assess through objective tests, such as conceptualization, organization, integration, and evaluation of ideas.
Teacher often use essay type questions to check factual knowledge.
Students can use to explain the plot of a story, causes of a historical event, or scientific steps in their own words can be useful, however it doesn’t fully capture the potential of essay questions.
Essay questions can be classified into two types:
Restricted-response questions (more structured)
Extended-response questions (more freedom)
These questions limit both the content and form of the response. The content is usually restricted by the scope of the topic, and the response format is specified in the question.
Essay questions can be based on specific problems, similar to interpretive exercises. These questions may provide introductory material to guide students in analyzing and applying data.
Although the format differs, both restricted-response essays and objective interpretive exercises measure similar learning outcomes (such as the interpretation and application of data).
Restricted Response Essays:
These questions limit both the content and form of the response. The content is usually restricted by the scope of the topic, and the response format is specified in the question.
Example: Discuss two types of communication other than letters used in a formal work environment.
Extended-Response Essays:
Extended-response questions give students the freedom to select relevant factual information, organize their responses, and integrate and evaluate ideas as they see fit.
Extended-response questions measure complex behaviors (analysis, organization, creativity, and evaluation) that are difficult to assess through more objective methods.
Example: .
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Disadvantages
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Performance on one task doesn't guarantee competence in another and multiple assessments are needed for stronger generalization
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RULES AND SUGGESTIONS:
- Keep Material Brief and Clear: Use concise, meaningful material to reduce reading demands, such as summaries, tables, or diagrams.
- Use New Material: Ensure the material is fresh but related to classroom content, avoiding rote memory testing.
- Revise for Clarity: Adapt the material for testing, ensuring it’s clear and appropriate for the desired interpretation skills.
- Select Relevant, Appropriate Material: Choose material aligned with course objectives, complex enough to encourage analysis, and familiar to students' experience and reading level.
- Construct Analytical Test Items: Focus on items that require students to analyze and interpret, avoiding simple factual recall or general knowledge.
- Match Number of Items to Material Length: Ensure the number of test items aligns with the length and complexity of the material.
- Follow Objective Item Guidelines: When using multiple-choice or true/false questions, avoid irrelevant clues and ensure clear wording.
- Use Homogeneous Key Categories: In key-type items, ensure categories are consistent and mutually exclusive to avoid confusion.
- Use Standard Key Categories: Where possible, reuse standard categories for different exercises to save time and ensure consistency.
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Directions:
Directions: The following statements refer to the data in the chart above. Read each statement and mark your answer according to the following key:
T if the data in the chart are sufficient to make the statement true.
F if the data in the chart are sufficient to make the statement false.
I if the data in the chart are insufficient to determine whether the statement is true or false.
- The number of tourists per year visiting landmarks in France is higher than in any other country shown.
T | F | I
- Tourists in Japan spend more time visiting landmarks on average than tourists in Italy.
T | F | I
- The average number of tourists visiting landmarks in the United States is lower than the total of the number of tourists visiting landmarks in France, Italy, and Spain combined.
T | F | I
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