Process Oriented Learning Competencies and Task Designing

Bryan Nozaleda

19 Oct 202116:31

Summary

TLDRThe video script discusses the concept of process-oriented performance tasks, emphasizing the importance of developing competencies and designing tasks in fields like music, arts, PE, and health. It explains competencies as transferable knowledge, skills, and attitudes needed for specific tasks, which should be observable and accessible to students. The script provides examples of such tasks in different subjects and highlights the criteria for designing effective performance assessments that are authentic, holistic, and tailored to students' needs and interests.

Takeaways

📚 The lecture discusses the development of process-oriented performance-based tasks and tests, emphasizing the importance of aligning them with specific competencies in fields like music, arts, PE, and health.
💡 Competencies are defined as groups of knowledge, skills, and attitudes necessary to achieve a certain task, and they should be observable, transferable, and accessible to students.
🔑 The term 'competencies' can be synonymous with 'learning objectives' or 'standards', highlighting the need for students to not only acquire knowledge but also skills and attitudes.
👥 When assigning group tasks, the development of skills and attitudes, such as teamwork and respect for others' opinions, is as important as the knowledge imparted.
🎯 Learning objectives can be classified into cognitive, psychomotor, and affective domains, indicating a comprehensive approach to education that includes intellectual, physical, and emotional aspects.
📝 It is crucial to clearly communicate the expected competencies to students at the start of a task to raise their awareness and motivate them to strive for those competencies.
📉 In process-oriented performance-based assessment, competencies should be expressed in terms of direct, observable behaviors, avoiding vague or non-observable verbs.
📈 The quality of the process and the specific behaviors that demonstrate best practices for a task are emphasized, making the competencies specific and measurable.
📋 Examples provided in the transcript illustrate how competencies are applied in subjects like English, Mathematics, and Science, showing the multi-stage nature of performance tasks.
🛠 Task designing in performance assessment requires constructing responses that emulate real-life activities, demanding higher-order thinking and often being multi-stage in nature.
📏 When designing tasks, criteria such as authenticity, holistic approach, non-repetition, flexibility, and avoidance of misinterpretation by students should be considered to ensure effective assessment.
📝 The purpose of a performance task is to provide opportunities for students to demonstrate their achievements or learning, serving as evidence of their attainment of specific benchmarks.

Q & A

What is the main focus of the discussion in the provided transcript?
-The main focus of the discussion is on process-oriented performance tasks, specifically the development of competencies and task designing in the context of music, arts, PE, and health education.
What are competencies as defined in the transcript?
-Competencies are groups of knowledge, skills, and attitudes needed to achieve a certain task, which should be transferable, observable, and accessible to students.
Why are competencies important in the context of process-oriented performance-based tasks?
-Competencies are important because they guide the development of tasks and assessments, ensuring that students can demonstrate what they have learned through observable behaviors and best practices relevant to the task.
How should competencies be expressed in process-oriented performance-based assessments?
-Competencies should be expressed in direct observable behaviors of the students, focusing on specific, measurable, attainable, reasonable, and time-bound (SMART) objectives.
What is an example of a process-oriented performance-based task in English subject?
-An example is writing a paragraph about the career one is considering, explaining the choice of career path and how to accomplish the goals, with competencies such as using correct vocabulary, spelling, grammar, and punctuation.
Can you provide an example of a process-oriented performance-based task in Mathematics?
-An example is a task where students act as buyers and sellers of scrap materials, weighing the materials, computing payment, and writing the value in symbols and words, focusing on competencies like reading and writing numbers and money values.
What criteria should be considered when designing a performance task according to the transcript?
-The criteria include authenticity, worthwhile learning activities, holistic rather than fragmented approach, non-repetitiveness, flexibility for student needs and interests, and avoidance of assumptions about the subject matter or learner.
Why is it important to explain the competencies to students at the start of a task?
-It is important to explain the competencies to students so they are aware of what is expected of them, which helps them to strive towards achieving those competencies and be conscious of their learning objectives.
How should tasks be designed to ensure they are not repetitive for students or teachers?
-Tasks should be designed to be sufficiently flexible and tailored to student needs and interests, encouraging creativity and individuality, while also ensuring they are not simply standardized activities.
What is the purpose of performance tasks in the context of assessment?
-The purpose of performance tasks is to provide opportunities for students to demonstrate what they have achieved or learned, serving as evidence of attainment of specific benchmarks or learning outcomes.
How can students demonstrate their understanding of a process-oriented performance task?
-Students can demonstrate their understanding by constructing responses that show their mastery of the competencies involved, such as creating diagrams, explaining concepts, or designing activities that reflect the learning objectives.

Outlines

00:00

🎼 Developing Process-Oriented Performance Tasks in Education

The first paragraph introduces the concept of process-oriented performance tasks in education, focusing on the development of competencies and task design within the fields of music, arts, PE, and health. It emphasizes the importance of defining competencies as transferable, observable groups of knowledge, skills, and attitudes required for specific tasks. The paragraph also explains the significance of making competencies clear to students so they are aware of what they need to achieve. The discussion includes the types of competencies, such as cognitive, psychomotor, and affective, and stresses the need for competencies to be expressed in observable behaviors for assessment purposes.

05:01

📘 Examples of Process-Oriented Performance-Based Assessments

This paragraph provides examples of process-oriented performance-based assessments in different subjects, such as English, Mathematics, and Science. It explains how these assessments focus on the process and specific competencies rather than just the final output. The examples illustrate how tasks are designed to elicit observable behaviors from students that demonstrate their mastery of the competencies. The paragraph also discusses the importance of task design in performance assessments, highlighting that tasks should be multi-stage, requiring higher-order processing skills, and should emulate real-life applications or workplace activities.

10:02

📝 Criteria for Designing Effective Performance Tasks

The third paragraph outlines the criteria for designing effective performance tasks according to Bode No Sabine's principles. It discusses the importance of authenticity, setting tasks in realistic contexts, and ensuring that tasks are worthwhile learning activities. The paragraph also emphasizes the need for a holistic approach rather than fragmented activities, the avoidance of repetitive tasks, and the flexibility for students to tailor tasks to their needs and interests. Additionally, it mentions the importance of clear assessment criteria to prevent misinterpretation by students and the potential use of exemplars to guide expectations.

15:02

📚 Assignment: Create a Process-Oriented Performance Task

The final paragraph assigns the task of creating a process-oriented performance task within one's field of specialization, such as music, arts, PE, or health. It asks participants to specify a topic and outcome and to comment their examples as a form of attendance and engagement with the lecture content. The paragraph encourages participants to share their task designs by a specified deadline, using this exercise as a way to apply the concepts discussed in the lecture.

Mindmap

Keywords

💡Process-Oriented Performance Tasks

Process-oriented performance tasks are educational activities that focus on how students approach and engage with a task, rather than just the end result. In the video, these tasks are central to the discussion on developing competencies and designing assessments in fields like music, arts, PE, and health. The script emphasizes the importance of these tasks in reflecting observable and transferable skills.

💡Competencies

Competencies in the video are defined as a combination of knowledge, skills, and attitudes required to accomplish a specific task. They are transferable and observable, serving as the foundation for educational objectives and standards. The script illustrates how competencies are integral to the development of process-oriented tasks, ensuring that students are aware of what they need to achieve.

💡Task Designing

Task designing involves creating educational activities that allow students to demonstrate their learning through performance. The video discusses the importance of aligning tasks with competencies and ensuring they are realistic, engaging, and cover multiple aspects of learning. The script provides examples of task designing in different subjects, emphasizing the need for specificity and relevance to real-life applications.

💡Knowledge, Skills, and Attitudes

These three components are highlighted in the script as essential parts of competencies. Knowledge refers to the theoretical understanding, skills are the practical abilities to perform tasks, and attitudes are the dispositions towards learning and working with others. The video explains how these elements are developed through process-oriented tasks and are crucial for holistic education.

💡Transferable

In the context of the video, 'transferable' refers to the ability of competencies to be applied across different situations and tasks. The script stresses that competencies should not be limited to a single context but should be accessible and usable by students in various real-life scenarios, demonstrating adaptability and versatility.

💡Observable Behaviors

Observable behaviors are actions or responses from students that can be directly seen and assessed during performance tasks. The video emphasizes the importance of focusing on these behaviors to ensure that competencies are being effectively demonstrated and measured. Examples from the script include using correct vocabulary, spelling, grammar, and punctuation in writing tasks.

💡SMART Objectives

SMART stands for Specific, Measurable, Attainable, Relevant, and Time-bound. The video mentions that objectives, which are closely related to competencies, should be SMART to ensure clarity and effectiveness in learning. The script provides an example of adapting objectives to make them SMART, which helps in designing tasks that lead to clear outcomes.

💡Authentic Assessment

Authentic assessment in the video is described as评估 that is set in realistic contexts and reflects real-life applications of learning. The script discusses the importance of creating tasks that are authentic to engage students and provide meaningful learning experiences. Authentic tasks are seen as more than just assessments; they are worthwhile learning activities in their own right.

💡Holistic Approach

A holistic approach in the video refers to assessing students in a way that considers all aspects of their learning and performance, rather than focusing on isolated skills or knowledge points. The script advises against fragmented assessments and encourages designing tasks that cover multiple competencies, leading to a comprehensive understanding of student achievement.

💡Performance Tasks

Performance tasks, as discussed in the video, are activities that require students to construct responses that demonstrate their learning. These tasks often emulate real-life situations and require higher-order thinking skills. The script provides examples of performance tasks in different subjects and emphasizes their role in providing opportunities for students to show what they have achieved.

💡Benchmarks

Benchmarks in the video are standards or levels of achievement that students are expected to reach. The script mentions that the design of performance tasks should be guided by these benchmarks to ensure that the tasks are aligned with the desired learning outcomes. Benchmarks help in setting clear expectations for both students and teachers.

Highlights

Introduction to process-oriented performance tasks focusing on task design based on specific competencies in music, arts, PE, and health.

Competencies defined as groups of knowledge, skills, and attitudes needed to achieve specific tasks and should be observable and transferable.

Emphasis on the importance of explaining competencies to students so they are aware of what is expected and can strive to achieve them.

Competencies should focus on directly observable behaviors and best practices for specific tasks, ensuring they are specific and measurable.

Examples of process-oriented performance tasks provided, such as paragraph development in English and math tasks related to money handling.

Learning competencies in process-oriented assessments should involve observable behaviors and emphasize specific tasks like using correct vocabulary or demonstrating certain calculations.

Explanation of multi-stage tasks in subjects like science, illustrating energy flow in ecosystems as part of competency development.

Importance of aligning performance tasks with real-life applications or workplace activities that require higher-order thinking and processing skills.

Design of performance tasks should focus on providing opportunities for students to demonstrate what they have learned, not just completing tasks.

Criteria for designing assessment tasks, including ensuring tasks are authentic, holistic, and set in realistic contexts.

The role of flexibility in tasks, allowing students to tailor them to their needs and interests, ensuring relevance and engagement.

Introduction of Gardner’s theory of multiple intelligences in lesson planning, with tasks designed to reflect different learning styles.

Use of group activities in lesson planning to develop lessons that cater to different intelligences and learning outcomes.

Encouragement for teachers to use exemplars and provide clear guidance to students to ensure understanding and successful completion of tasks.

Tasks should be designed to allow for reflection, self-assessment, and the demonstration of knowledge through flexible and meaningful activities.