Performance Based Assessment

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Assesses the demonstration of their learning An alternative assessment that is designed to encompass a betteroverall representation of student progress

Task Designing (Why and How)
How to design tasks? 1. Identify the activity that would highlight the competencies to be evaluated (reciting a poem, writing an essay, manipulating a microscope) 2. Identify an activity that entails more or less the same set of competencies 3. Finding interesting and enjoyable tasks (writing an essay is boring) Example:

Assessment is MOST effective when it reflects an understanding of learning as MULTIDIMENSIONAL, INTEGRATED, and revealed through PERFORMANCE overtime. Learning is a complex process. It entails not only what students know but what they can do with what they know.

Process-Performance Based Assessment
– Concerned with the actual task performance rather than the output or product of the activity. – The learning objectives in process oriented performance based assessment are stated in directly observable behaviors (Learning Competencies) – These learning competencies should start from a general statement, and then breaks down to easily observable behaviors. Example:
Task: Recite a Poem by Edgar Allan Poe Objectives: The activity aims to enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe 1. Recite the poem from memory without referring to notes 2. Use appropriate hand and body gestures in delivering the piece 3. Maintain eye contact with the audience while reciting the poem 4. Create the ambiance of the poem through appropriate rising and falling intonation 5. Pronounce the words clearly and with proper diction Simple Competencies Speak with a wellmodulated voice Complex Competencies Recite a poem with a feeling using appropriate voice quality, facial expressions and hand gestures Construct an equilateral triangle given three noncollinear points Draw and color a leaf with a green crayon

The topic is on Understanding biological diversity Possible Task Design: Bring the students to a pond or creek and ask them to find all living organisms as they can find. Bring them to a school playground too. How to assess: Observe how the students will develop a system on finding organisms, classifying and concluding the differences between the bio diversity of the two sites.

Proper Assessment Tool (Scoring Rubrics)
Rubric – a scoring scale used to assess student performance along a task-specific set of criteria. Example: Recitation Rubric Criteria Weig ht
Number of Appropriate Hand Gestures Approapriate Facial Expression X1 X1 1-4** Lots of Appropr iate facial expressi on** Monoto ne voice used** Recitati on contains little feelings **

Level of Performance
5-9** Few inappropriat e facial expression* * Can vary inflection with difficulty** Recitation has some feelings** 10-12** No inappropriate facial expression **

Voice Inflection


Can easily vary voice inflection** Recitation fully captures ambience through feelings in the voice**

Draw a straight line from one point to another Color a leaf with a green crayon

Incorporate proper ambience through feelings in the voice


Parts of a Scoring Rubric 1. Criteria – characteristics of a good performance task (left hand column) (written in shorthand to fit the table, e.g. “Number of appropriate hand gestures” in full criteria would be “Includes a sufficient number of hand gestures.” 2. Level of Performance – Degree the students have met the criterion Descriptors ** - spell out what is expected of students at each level of performance for each criterion. (lots of inappropriate…., monotone voice…) – Tells the student what a performance looks like at each level . – Helps distinguish student work. 1. Weight –mechanism for assigning scores to each project

– Utilizes proper voice inflection – Can create proper ambiance for the poem 2 – Good Speaker – Includes 5-9 changes in hand gestures – Few inappropriate facial expressions – Have some inappropriate voice inflection changes – Almost creating proper ambiance 1 – poor Speaker – Includes 1-4 changes in hand gestures – Lots of inappropriate facial expressions – Uses monotone voice – Cannot create proper ambience

– Analytic rubric is more common and assesses tasks that involve a larger number of criteria. – – Analytic rubric better handles weight on criteria. – Holistic rubric are used when a quick judgment need to be made. – Holistic rubrics are used for judging MINOR assessment.

WHY INCLUDE LEVELS OF PERFORMANCE? Clearer expectations – Student know what is expected

on them and teachers know what to look for in student’s performance More consistent and objective assessment – teachers objectively distinguish between a good and a bad performance Better Feedback – allows teacher’s to provide better feedback to students.

There is no specific number if levels a rubric should not possess. Start small then expand. Example:
Makes eye contact with the audience Makes eye contact with the audience Makes eye contact with the audience never sometimes always

1. Analytic Rubric – articulates levels of performance for each criterion so the teacher can assess student performance on each criterion 2. Holistic Rubric – Does not list separate levels of performance for each criterion. Instead, a holistic rubric assigns level of performance by assessing performance across multiple criteria as a whole. A more global picture of the student’s performance in the entire task.
3 – Excellent Speaker – Includes 10-12 changes in hand gestures – No apparent inappropriate facial expressions



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RECOMMENDATIONS: Fewer levels of performance should be included because: – It’s easier and quicker to administer – Easier to explain to students – Easier to expand.

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