PERFORMANCE BASED ASSESSMENT
Constructing - Time consuming
Chapter 2
Product
The actual creation of students that can be viewed or
touched by the teachers.
Performance-Based Assessment
A direct and systematic observation of the actual
performance based on a predetermined performance
criteria. Alternative form of assessing the performance of
the student.
Features of Performance-Based Assessment
 Greater Realism of the tasks.
SUGGESTIONS FOR CONSTRUCTING PERFORMANCE TASK
 Greater Complexity of the tasks.
 Greater time needed for assessment.
 Greater use of judgment in scoring.
Traditional Assessment
the paper-and-pencil test measures learning indirectly
Domains of Performance-Based Assessment
A. Communication skills
B. Psychomotor skills
C. Athletic skills
D. Concept acquisition
E. Affective skills
Types of Performance-Based Assessment  c. Interesting, challenging and fair to all students.
Restricted-response Performance Task
A performance task that is highly structured with a limited
scope.
Examples: writing a one-page summary of the class
outreach program
Extended-Response Performance Task
A type of performance task that is less structured and
broader in scope. Examples: Students conducting a thesis
and then presenting and defending their findings in front
of a panel of judges; rewriting a poem after being
criticized by a teacher.
Focus of Performance-Based Assessment
Four Types of Accomplishments of the Learners using
Performance- Based Assessment
ADVANTAGES OF PERFORMANCE BASED ASSESSMENT
1.Assesses complex learning outcomes.
2.Assesses the process as well as the product.
3. Communicates instructional goals related to real world
context.
4. Assesses progress as well as the performance.
9. Enhances the professional skills of the teachers.
10. Can establish a framework for observing the students.
11. Can contribute to a meaningful curriculum planning
and design of educational inventions.
LIMITATIONS OF PERFORMANCE BASED ASSESSMENT
Scoring – Questionable
Measurement – Limited scope
DEVELOPING PERFORMANCE BASED ASSESSMENT
STEPS IN DEVELOPING PERFORMANCE-BASED
ASSESSMENT
PERFORMANCE TASK?
Examples of performance task in different areas:
 Building a house using popsicle stick
 Demonstrating the dissection of frog
 Drawing the map of the Philippines
 FOCUS
 SELECT / DEVELOP
 MINIMIZE
 PROVIDE
 CONSTRUCT
 COMMUNICATE
GUIDELINES FOR GOOD PERFORMANCE TASK
a. Must be congruent to the purpose of the
assessment
b. Elicits behavior(s) at the level(s) stated in the
instructional outcomes.
d. Authentic; hence, it promotes the conveyance of
learning to the real world
e. Includes only important outcomes.
f. Performance task adequately reflects intended
learning outcomes.
g. Appropriate for the developmental level of
students.
h. Include what is to be done, how it is done and
what condition it is done.
i. Give enough information and context for
successful task completion by all students.
TYPES OF PERFORMANCE CRITERIA
 Impact of the performance.
 Work quality and craftsmanship.
 Adequacy of method and behavior.
 Validity of content.
 Sophistication of knowledge employed.
GUIDELINES FOR GOOD JUDGING CRITERIA
 Communicate essential achievement standard of
the assessed outcome
 Operationalize the outcome they intend to reflect
 Apply cross context that calls for similar behavior
 Focus on current instruction, not prior learning
 Observable
  Essential for judging performance of the task
adequately
 Communicate to the others what constitutes
excellence
 Appropriate for the students
Create the Scoring Rubrics
SCORING RUBRICS
 Are used when judging the quality of the work of the
learners . One of the alternative methods in rating the
performance
 descriptive scoring schemes… - Moskal, 2000
 a rating system… - Airasian, 2000
TYPES OF RUBRICS
HOLISTIC RUBRIC – to score an overall product or process
ANALYTIC RUBRIC – provides information regarding
performance in each component parts of a task
PERFORMANCE BASED ASSESSMENT is… “DOING”
INSTEAD OF “KNOWING”
Uses of Rubrics
•Rubrics are powerful tools for both teaching and
assessment.
•Rubrics are useful in that they help students become
more thoughtful judges of the quality of their own and
others’ work.
•Rubrics reduce the amount of time teachers spend
evaluating student’s work.
•Teachers appreciate rubrics because their “accordion”
nature allows them to accommodate heterogeneous
classes.
•Rubrics are easy to use and explain.
Advantages of using rubrics
•Allow consistency and objectivity in scoring across the
given criteria;
•Clarify the criteria in more specific terms;
•Students can identify the basis on how they are to be
evaluated;
•Allow the students to assess their own performance,
products, or works;
•Teachers can use a small amount of time to evaluate the
performance of the students;
•Students can evaluate their own performance and the
performance of their classmates;
•Provide specific feedbacks on the performance of the
students, especially analytic scoring;
•Serve as standards when preparing the tasks/activities
against its measure and progress is documented; and
•Provide students feedback about their strengths and
weaknesses according to their performance.
Development of Scoring Rubrics
•Be sure the criteria focus on important aspects of the
performance.
•Match the type of rating with the purpose of the
assessment.
•The descriptions of the criteria should be directly
observable.
•The criteria should be written so that students, parents
and others understand them.
Rubric for Research Proposal Stage
Resources for Rubrics on the Web
1.“Performance Assessment-Scoring”
(http://www.pgcps.pg.k12.md.us/~elc/scori ngtasks.html)
2. “Scoring Rubrics: What, When, & How?”
(http://pareonline.net/getvn.asp?v=7&n =3)
3. “RubiStar Rubric Generator”
(http://rubistar.4teachers.org/
4. “Rubrics from the Staff Room for Ontario Teachers”
(http://www.quadro.net/- ecoxon/Reporting/rubrics.htm)
5. “Teacher Rubric Market” (http://www.teach-
nology.com/web tools/rubrics/)
Types of Scoring Instruments for Performance
Assessments
 CHECKLIST an observation instrument that defines
performance whether it is certain or uncertain, or
present or not present.
 NARRATIVE/ANECDOTAL a continuous description of
student behavior as it occurs, recorded without
judgement or interpretation.
 Scale checklist that allows an evaluator to record
information on a scale, noting the finer distinction like
the presence or absence of a behavior.
 Memory Approach an approach where the teacher
observes the students when performing the tasks
without taking any notes.
ASSESS THE PERFORMANCE
-to assess the performance of the students, the
evaluator can use the different types of approach to give
feedbacks.
SPECIFY THE CONSTRAINT IN TESTING
-direct form of assessment in which real world
conditions and constraint play a very important role in
demonstrating the competencies desired from the students.
Errors in Performance-Based Assessment
Possible Errors Committed using Performance-based
•Personal Bias
•Generosity error
•Severity Error
•Halo affect
God Bless!!!