1.

Performance-based assessment

In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and
practice the application of all three to “real world” situations. Performance-based learning and
assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work
habits through the performance of tasks that are meaningful and engaging to students.

Source: [Teacher's Guide to Performance-Based Learning and Assessment by K. Michael Hibbard, Linda
Van Wagenen, Samuel Lewbel, Stacey Waterbury-Wyatt, Susan Shaw, Kelly Pelletier, Beth Larkins, Judith O'Donnell
Dooling, Elizabeth Elia, Susan Palma, Judith Maier, Don Johnson, Maureen Honan, Deborah McKeon Nelson and Jo
Anne Wislocki]

The definition of performance-based assessments varies greatly depending on author, disciple,

publication, and intended audience (Palm, 2008). In general, a performance-based assessment measures
students' ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task
challenges students to use their higher-order thinking skills to create a product or complete a process
(Chun, 2010). Tasks can range from a simple constructed response (e.g., short answer) to a complex
design proposal of a sustainable neighborhood. Arguably, the most genuine assessments require students
to complete a task that closely mirrors the responsibilities of a professional, e.g., artist, engineer,
laboratory technician, financial analyst, or consumer advocate.

2. Process Assessment

A method for evaluating the mechanics of an activity—e.g., for continuing professional development
(CPD) (UK) or continuing medical education (CME) (US). Process assessment consists of tabulation and
documentation of hours devoted to CPD, but provides no information on whether the participant actually
learned or can apply new knowledge (outcome assessment).

Source: "process assessment." Segen's Medical Dictionary. 2011. Farlex, Inc. 30 Jan. 2020
https://medical-dictionary.thefreedictionary.com/process+assessment

3. Product assessment

Performance-based tasks require performance-based assessments in which the actual student

performance is a assessed through a product, such as a completed project or work that demonstrates
levels of task achievement. A product refers to something produced by students providing concrete
examples of the application of knowledge. A product is the output/outcome in performing a task which is
concrete or real and can be assessed.

Performance assessment of process and product refers to the on-the-spot evaluation of performance
behavior of the student to determine his interest and willingness to perform the task. The quality of the
product depends on the performance of the student to perform.

4. Performance
 The complete or exact fulfillment of the act, terms of a contract, promise, or obligation.

Source: Merriam Webster

5. Performance Task

A performance task is any learning activity or assessment that asks students to perform to demonstrate
their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or
performance that serve as evidence of learning. Unlike a selected-response item (e.g., multiple-choice or
matching) that asks students to select from given alternatives, a performance task presents a situation
that calls for learners to apply their learning in context. Performance tasks are routinely used in certain
disciplines, such as visual and performing arts, physical education, and career-technology where
performance is the natural focus of instruction. However, such tasks can (and should) be used in every
subject area and at all grade levels. Performance tasks can be used to engage students in meaningful
learning. Since rich performance tasks establish authentic contexts that reflect genuine applications of
knowledge, students are often motivated and engaged by such “real world” challenges. When used as
assessments, performance tasks enable teachers to gauge student understanding and proficiency with
complex processes (e.g., research, problem-solving, and writing), not just measure discrete knowledge.
They are well suited to integrating subject areas and linking content knowledge with the 21st Century
Skills such as critical thinking, creativity, collaboration, communication, and technology use. New research
shows that such performance tasks lead to deeper understanding and can improve student achievement
up +39%.

Source: Jay Mctinghe

6. Alternative Assessment

Alternative assessment is a form of student performance grading that allows for a more holistic approach
to student assessment. The traditional form of student assessment involves the average grading of a
cumulative set of work for a given time period. With alternative assessments, students are enabled to
provide their own responses rather than simply selecting from a given list of options. Alternative
assessment can also encompass a portfolio of work to represent an entire use of concepts, similar to the
way a traditional final examination is intended to be a cumulative demonstration of material learned over
a given time period.

7. Authentic Assessment

A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills -- Jon Mueller"...Engaging and worthy problems
or questions of importance, in which students must use knowledge to fashion performances effectively
and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult
citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).
"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that
is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

Source: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm