CHAPTER 7

PERFORMANCE-BASED TEST
LEARNING OUTCOMES
 Develop performance-based tests to assess elected learning
competencies from the K to 12 curriculum guide.
 construct appropriate scoring rubrics for giving students'
products/performances

INTRODUCTION

Over the past few years, there has been a general dissatisfaction over the results of traditional
standardized objective tests. Concerted efforts have, therefore, been expended to find alternative
assessment mechanisms of measuring educational outcomes and processes and measure more complex
processes in education. For example, multiple choice tests have been criticized because they, purportedly,
are unable to measure a complex problem solving skills, are hopeless in measuring processes the
appearing daily classroom activities, gauge the processes involved in accomplishing the task performance
and examine learners' application skills rather than superficial learning of the material. Educators have
therefore focused their attention to finding alternative assessment methods that would hopefully address
this difficulties with a traditional methods of objective assessment. Performance-based assessment is one
alternative assessment technique that has been proposed.

Performance-based, assessment procedures believed that the best way to gauge a student or pupil
competency in a certain task is through observation en setu or on site. Such a belief appears consistent
with the constructivist philosophy in education often taught in courses on Philosophy of Education. A
performance-based test is designed to assess students on what they know, what they are able to do and the
learning strategies they employ in the process of demonstrating it.

Many people have noted serious limitations of performance-based test and their variability to
word subjectivity in scoring and creating or providing the real or closer-to-the task environment for
assessment purpose. However, the concerns for subjectivity may be addressed simply by automating the
test. The second issue is obviously a bigger problem, and there is no guarantee that ideas from one
domain will apply to another.

7.1 Performance-Based Tests

1
 There are many testing procedures that are classified as performance tests with a generally agreed
upon definition that these tests are assessment procedures that require students to perform a certain task or
activity or perhaps, solve complex problems. For example, Bryant suggested assessing portfolios of a
student's work overtime, students' demonstrations, hands-on execution of experiments by students, and a
student's work in simulated environment. Such an approach falls under a category of portfolio assessment
(i.e. keeping records of all tasks successfully and skillfully performed by student). According to Mehrens
performance testing is not new. In fact, various types of performance-based tests were used even before
the introduction of multiple-choice testing. For instance, the following are considered performance testing
procedures: performance tasks, rubric scoring guides and exemplars of performance.

7.2 Performance Tasks

In performance tasks, students are required to draw on the knowledge and skills they possess and
to reflect upon them for use in the particular task at hand. Not only are the students expected to obtain
knowledge from a specific subject or subject matter but they are in fact required to draw knowledge and
skills from other disciplines in order to fully realise the key ideas needed in doing the task. Normally, the
tasks require students to work on projects that yield a definite output or product, or perhaps, following
approaches which tests their approach to solving a problem. In many instances, the tasks require a
combination of the two approaches. Of course, the essential idea in performance tasks is that students are
pupils learn optimally by actually doing (Learning by Doing) the task which is a constructivist
philosophy.

As in any other tests the tasks need to be consistent with the intended outcomes of the curriculum
and objectives of instruction; and must require students to manifest (a) what they know and (b) the
process by which they came to know it. In addition, performance-based tests required that tasks involving
examining the processes as well as the products of student learning.

7.3 Rubrics and Exemplars

Modern assessment methods tend to use rubrics to describe student performance. A rubric is a
scoring method that lists the criteria for a piece of work, or "what counts" (for example, purpose,
organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates
gradations of quality for each criterion, from excellent to poor. Perkins et al (1994) provide an example of
rubric scoring for student inventions and lists the criteria and gradations of quality for verbal, written, or
graphic reports on student inventions. This is shown in the succeeding figure as a prototype of rubrics
scoring. This rubric lists the criteria in the column on the left: the report must explain (1) the purposes of
the invention, (2) the features or parts of the invention and how they help it serve its purposes, (3) the
pros and cons of the design, and (4) how the design connects to other things past, present, and future. The
rubric could easily include criteria related to presentation style and effectiveness, the mechanics of written
pieces, and equality of the invention itself. The four columns to the right of the criteria described varying
degrees of quality, from excellent to poor.

There are many reasons for the seeming popularity of rubric scoring in the Philippine school
system. First, they are very useful tools for both teaching and evaluation of learning outcomes. Rubrics
have the potential to improve student performance, as well as monitor it, by clarifying teachers'
expectations and by actually guiding the students how to satisfy these expectations.

2
 Secondly, rubrics him to allow students to acquire wisdom in judging and evaluating the quality
of their own work in relation to the quality of the work of other students. In several experiments involving
the use of rubrics, students progressively became more aware of the problems associated with their
solution to a problem and with the other problems inherent in the solutions of other students. In other
words, rubrics increase the students' sense of responsibility and accountability.

Third, rubrics are quite efficient and tend to require less time for the teachers in evaluating
student performance. Teachers tend to find that by the time a piece has been self- and peer-assessed
according to a rubric, they have little left to say about it. when they do have something to say, they can
often simply circle an item in the rubric, rather than struggling to explain the floor strength we have
noticed and figuring out what to suggest and terms of improvements. rubrics provide students with more
informative feedback about their strengths and areas in need of improvement.

Finally, it is easy to understand and construct a rubric scoring guide. Most of the items found in
the rubric scoring guide are self-explanatory and require no further help from outside experts.

Rubric for an Invention Report

Criteria Quality
(3) (2) (1) (0)
Most acceptable Acceptable Less Acceptable Not Acceptable
Purposes The report explains The report The report The report does
that he purposes of explains all of explain some of not refer to the
the invention and the key purposes the purposes of purposes of the
points out less of the invention. the invention but invention
obvious ones as misses key
well. purposes.
Features The report details Other report The report The report does
both he and hidden details that you neglect some not detail the
features of the teachers of the features of the features of the
invention and invention and invention or the invention are the
explains how they explains a purposes they purposes they
serve several purposes they serve. serve.
purposes. serve.
Critic Other report The report The report The report does
discusses the discusses the discusses either not mention the
strengths and strengths and the strengths or strengths are the
weaknesses of the weaknesses of weaknesses of weaknesses of
invention, and the invention. the invention but the invention.
suggests ways in not both.
which it can be
improved.
Connections The report makes The report The report The report
appropriate makes makes clear are makes no
connections appropriate inappropriate connections
between the connections connections between the
purposes and between the between the invention and

3
 features of the purposes and invention and other things.
invention and many features of the other
different kinds of invention and phenomena.
phenomena. one or two
phenomena.
SUB-
TOTALS

Average: ____________________ Figure 14. Prototype of Rubric Scoring

7.4 Creating Rubrics

In designing a rubric scoring guide, the students need to be actively involved in the process. The
following steps are suggested in actually creating a rubric:
1. Survey models - show students examples of good and not-so-good work. Identify the characteristics
that make the good ones good and the bad ones bad.
2. Define criteria - from the discussion on the models, identify the qualities that define good work.
3. Agree on the levels of quality - describe the best and worst levels of quality, then fill in the middle
levels based on your knowledge of common problems in the discussion of not-so-good work.
4. Practice on models - using the grid criteria and levels of quality, evaluate the models presented in step
1 together with the students.
5. Use self - and peer-assessment- give students their task. As they work, stop them occasionally for self-
and peer-assessment.
6. Revise. always give students time to revise their work based on the feedback they got in Step 5.
7. Use teacher assessment - use the same rubric students used to assess their work yourself.
7.5. Writing and Selecting Effective Rubrics
Two defining aspects of rubrics are the criteria that describe the qualities that you and students
should look for as evidence of students' learning and the descriptions of the levels of performance.

7.5.1 Desired Characteristics of Criteria for Classroom Rubrics

Characteristics Explanation
The criteria are:
Appropriate Each criterion represents an aspect of a standard, curricular goal,
or instructional goal or objective that students are intended to
learn.
Definable Each criterion has a clear, agreed-upon meaning that both
students and teachers understand.
Observable Each criterion describe is equality in the performance that can be
perceived (seen or heard, usually) by someone other than the
person performing.
Distinct from one Each criterion identifies a separate
another aspect of the learning outcomes the performance is intended to
assess.
Complete All the criteria together describe the whole of the learning

4
 outcomes the performance is intended to assess
Able to support Each criterion can be described over a range of performance
descriptions along a level.
continuum of quality
Figure 15. Desired Characteristics of Criteria for Classroom Rubrics

Figure 15 shows a teacher-made rubric prepared to assess the videotaped: Reading Rainbow
style" book talks. (Ann Tanona a second grade teacher, as lifted from Heide Andrade, 2007,
http:www.yahoo.com).

ORAL READING FLUENCY RUBRIC

Name _____________________________ Date______________

Expression 1 2 3 4
No A little Same Lots of
Expression expression expression Expression
Phrasing 1 2 3 4
No A little Same Very good
Expression expression phrasing Phrasing
Speed 1 2 3 4
Way too A little bit Almost Just Right!
slow or way too slow or a perfect but
too fast! little bit too still needs
fast. practice...

Source: used with permission from Katrina D. Kimmell, West Hill's Primary School, Kittanning, PA.

Characteristic Explanation
The descriptions of levels
of performance are...
Descriptive Performance is described in terms of what is observed
in the work.
Clear Both students and teachers understand what the
descriptions mean.
Cover the whole range of Performance is described from one extreme of the
performance continuum of quality to another for each criterion.

5
 Distinguish among levels
Center the target
performance (acceptable,
mastery, passing) at the
appropriate level
Feature parallel
descriptions from level to
level
Figure 17. Desired Characteristics of Descriptions of Levels of Performance for Classroom Rubrics
Performance descriptions are different enough from
level to level that were can be categorized
unambiguously. It should be possible to match
examples of work to performance descriptions at each
level.
The description of performance of the level expected
by the standard, curriculum goal, or lesson objective is
placed at the intended level on the rubric.
Performance descriptions at each level of the
continuum for a given standard describe different
quality levels for the same aspects of the work.

Criteria Quality
Did i get my audience's Creative beginning Boring beginning No beginning
attention?
Did i tell what kind of Tells exactly what type Not sure, not clear Didn't mention it
book? of book it is
Did i tell something Included facts about Slid over character Did not tell anything
about the main character about main character
character?
Did i mention the Tells when and where Not sure, not clear Didn't mention setting
setting? story takes place
Did i tell one interesting Made it sound Told part and skipped Forgot to do it
part? interesting- I want to on to something else
buy it!
Did i tell who might like Did tell Skipped over it Forgot to tell
this book?
How did i look? Hair combed, neat, Lazy look Just-got-out-of-bed
clean clothes, smiled, look, head down
looked up, happy
How did i sound? Clear, strong, cheerful No expression in voice Difficult to
voice understand---- 6-inch
voice or screeching
Figure 18. Book Talk Rubric

7.6. Tips in Designing Rubrics

Perhaps the most difficult challenge is to use clear, precise and concise language. Terms
like "creative", "innovative" and other vague terms need to be avoided. If are you a brick is to
teach as well as evaluate, terms like these must be defined for students. Instead of this words, try

6
words that can convey ideas and which can be readily observed. Patricia Crosby and Pamela
Heinz, both seventh grade teachers ( from Andrade, 2007), solved the same problem in a rubric
for oral presentations by actually listing ways in which students could meet the criterion. (fig.
19). This approach provides valuable information to students on how to begin a talk and avoid a
need to define elusive terms like creative.

Criterion
Gains attention of Gives details or an amusing
audience. fact, a series of questions, a
short demonstration, a
colorful visual for a personal
reason why they picked this
topic.
Quality
Does a two-sentence, Does not attempt to gain
introduction then starts attention of audience,
speech just starts speech.
Gives a one-sentence
introduction then starts
speech.

Figure 19. Rubric for an Oral Presentation

Specifying the levels of quality can often be very challenging also. Spending a lot of time
with the criteria helps but in the end, what comes out are often subjective. There is a clever
technique often used to define the levels of quality. It is centrally graduates the quality levels
through the responses: "Yes", "Yes but," "No but," and "No." For example, Figure 20

Shows part of a rubric for evaluating a scrapbook that documents a story.

Criterion Quality
Gives enough Yes, I put in enough Yes, I put in some No, i didn't put in No, i had almost
details. details to give the details, but some enough details, no details.
reader a sense of key details are but i did include a
time, place, and missing. few.
events.

Figure 20. Rubric for Evaluating a Scrapbook (Lifted from Andrade, 2007)

Rubrics are scales that differentiate levels of student’s performance. They contain the
criteria that must be met by the student and the judgment process will be used to rate how well
the student has performed. An exemplary is an example that delineates the desired characteristics
of quality in ways students can understand. These are important parts of the assessment process.
Well-designed rubrics include:
• performance dimensions that are critical to successful task completion;
• criteria that reflect all the important outcomes of the performance task;
• a writing skill that provides a usable, easily-interpreted score;
• criteria that reflect concrete references, in clear language understandable to students,
parents, and other teachers; and other teachers; and others.

7
 In summary, we can say that to design problem based tests, we have to ensure that both
processes and end-results should be tested. The tests should be designed carefully enough to
ensure that proper scoring rubrics can be designed, so that the concerns about subjectivity in
performance based tests are addressed. Indeed, this needs to be done anyway in order to
automate the test, so that performance based testing is used widely.

7.7. Automating Performance-Based Tests

Going by the complexity of the issues that needed to be addressed in designing
performance-based tests, it is clear that automating the procedure is no easy task. The sets of
tasks that comprise a performance based test have to be chosen carefully in order to tackle the
design issues mentioned. Moreover, automating the procedure imposes another stringent
requirement for the design of the test. In this section, we summarize what we need to keep in
mind while designing an automated performance based test.
We have seen that in order to automate a performance-based test, we need to identify a
set of tasks which all you do the solution of a fairly complex problem. For the testing software to
be able to determine whether a student has completed any particular task, the end of the task
should be accompanied by a definite change in the system. The testing software can track this
change in the system, to determine whether the student has completed the task. Indeed, a similar
condition applies to every aspect of the problem solving activity that we wish to test. In this
case, a set of changes in the system can indicate that the student has the desired competency.
Such tracking is used widely by computer game manufacturers, where the evidence of a
game player's competency is tracked by the system, and the game player is taken to the next
'level' of the game.
In summary, the following should be kept in mind as we design a performance-based test.
• Each performance task/problem that is used in the test should be clearly defined in
terms of performance standards not only for the end result but also for the strategies used in
various stages of process.
• A user need not always end up accomplishing the task; hence it is important to identify
important milestones that the test taker reaches while solving the problem.
• Having define the possible strategies, the process and milestones, that is election of
tasks that comprise a test should allow the design of good rubrics for scoring.
• Every aspect of the problem-solving activity that wish to wish to test has to lead to a set
of changes in the system, so that the testing a software can collect evidence of the student's
competency.

8
 Answer Sheets

Name:
Year and Section
Date
Exercise Number

7.8. Exercises
A. Construct a checklist for a performance test which tests the students' ability to perform the following:
1. using an inclined plane to illustrate the concept of a diluted free fall
2. using the low power objective and high power objective of a microscope
3. opening and using the MS WORD for word processing
4. using MS EXCEL to prepare a class record for a teacher
5. playing the major keys on a guitar
B. Construct a rubric scoring guide for the following:
1. An essay on the "History of the Philippine Republic: 1898-1998"
2. Poem reading "The Raven" by Edgar Allan Poe
3. constructing three-dimensional geometric figures made of cardboard boxes
4. story telling: "May Day's Eve" by Nick Joaquin
5. solving an algebraic verbal problem involving two linear equations in two unknowns in two
unknowns
6. writing the alphabet in cursive form
7. interpreting a poem from Robert Frost
8. writing an autobiography
9. research report
C. Differentiate between a performance test and the traditional assessment method of cognitive testing.