Process Oriented Learning Competencies and Task Designing

Summary

The 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.