Performance-Based Assessment
Assessment- is a process of gathering
information about students learning through
actual demonstration of essential skilss and
creation of products that are grounded in
real world contexts and constraints.
Performance based assessment-
assessment that is open to many possible
answers and judge using multiple criteria or
standards of excellence that are pre-
specified and public.
Reasons for using PBA
1. Dissatisfaction of the limited informartion
obtained from selected response.
2. Influence of cognitive psychology, which
requires not only of declarative knowledge
but also for procedural knowledge.
3. Negative impact of conventional test
(teaching for the test-high stakes
assessment)
4. Appropriate for experimental, discovery
based, and problem based learning
approaches.
Types of performance based assessment
1. Demonstration- task that do not requires
no product (ask students to speech in the
class, cooking, presentations)
2. Creation- task that requires tangible
products. (Project plan, Research paper,
Project Flyers)
Methods of PBA
1. Writen-Open ended-a written prompt is
provided (essays, open ended test,
constructed response test)
2. Behaviour based- uses direct
observations of behaviors in situations or
simulated contexts. (structured,
unstructured)
3. Interview based- examineers respond to
one to one conference setting with the
examiner to demonstrate mastery of the
skills. (structured, unstructured)
4. Product based- examinees create a work
sample or product utilizing the skills and
abilities. (Restricted- nagbibigay ng limit ang
teacher and extended-may freedom ang
student)
5. Portfolio based- collection of works that
are systematically gathered to serve many
purposes.
Checklist for Enhancing Classroom
Assessment Validity
1. Ask others to judge the clarity of what you
are assessing.
2. Check to see if different ways of
assessing the same thing give the same
result.
3. Sample a sufficient number of examples
of what is being assessed.
4. Prepare a detailed table of specifications
5. Ask others to judge the match between
the assessment items and the objective of
the assessment.
6. Compare groups known to differ on what
is being assessed.
7. Compare scores taken before to those
taken after instructions.
8. Use different methods to assess the
same thing.
9. Use only for intended purposes
How to Assess a Performance?
1.Identify the competency that has to be
demonstrated by the students with or
without a product.
2. Describe the task to be performed by the
students either individually or as a group.
3. Develop a scoring reubric reflecting the
criteria.
7 Criteria in selecting a Good Performance
Tasks
Generalizability, Authenticity, Multiple Foci,
Teachability, Feasibility, Scrorability,
Fairness
Portfolio Assessment- an alternative to pen-
and-paper objective test.
Burke 1999- considered portfolio
assessment as an authentic assessment
due to the following reasons:
- it test what is really happening in the
classroom.
- it offers multiple indicators of students
progress.
- it gives the students responsibilty of their
own learning.
- it allows students to documents reflections
of their learning.
- it encompass students learning styles and
multiple intelligences.
- it allows teachers to reflect on the
effectiveness of their instructions.
- it allows the teachers to gain insights into
the students development/achievement.
Principles underlying portfolio assessment
1. Content Principle- suggest that portfolio
should reflect the subject matter that is
important for the students to learn.
2. Learning Principle- suggest that portfolio
should enable students to become active
and thoughtful learners(values)
3. Equity Principle- should allow that
students demonstrate their learnings styles
and multiple intelligences.
Types of Portfolio
1. Working portfolio- is a collection of day to
day works, reflecting the students learning.
2. Show portfolio- collection of student's
best work.
3. Documentary Portfolio- combination of
working and show.
Steps in portfolio development
1. Set goals
2. Collect (evidence)
3. Select
4. Organize
5. Reflect
6. Evaluate (using rubrics)
7. Confer/Exhibit
 Rubrics
- is a measuring instrument used in rating
performance based assessments.
- it offers a setof guidelines or descriptions
in scoring different levels of performance or
qualities of products of learning.
Similarity with otber scoring instruments
- describe the gradations of quality or
excellent performance
- aim for an even number of levels to avoid
central tendency source of error
- keep the number of criteria reasonable
- arrange the criteria in order in which they
will likely to be observed.

1. Checklist - Check if the rubric encompassess all traits

of a worm and objectives are captured.
- presents observed characteristics of a
desirable.

- rater checks the traits observed in a

performance or product

2. Rating Scale

- shows degree of quality of work or

performance

- uses 3 or more levels of performance

Important Elements

*Competency to be tested- a behavior that

requires demonstration or creation.

*Performance Task- the task should be

authentic, feasible and of multiple foci.

*Evaluate Criteria/Indicators- observable

traits

*Performance level

*Qualitative descriptions of each

performance level

Guidelines

- Identify the important and observable

criteria

- Clarify the meaning of each trait criterion

and performance level

Test and Test Designing
Test
- it is an instrument or systematic
procedure which consist of a set of
questions for measuring a sample
behavior.
- designed to meausure any quality,
ability, skill or knowledge.
- a systematic form of assessment that
answers thequestion,"how ell does the
individual perform?"
Purposes/uses of test
1. Instructional uses of test
- grouping learners for instructions within a
class.
- assigning grades/marks
- guiding activities for specific learners
(slow, average, fast)
2. Guidance uses of test
- assisting learners to set educational and
vocational goals.
- predicting success in future educational or
vocational endeavor.
3. Administrative uses of test
- determining emphasis to be given to the
different learning areas in the curriculum
- developing adequate basis for pupil
promotion/retention.
Classification of test According to format
1. Standardized Test- constructed by
experts in the light of accepted objectives.
A. Ability test- combine verbal and
numerical ability, reasoning and
computations. Ex. olsat
B. Aptitude tests- test which measures
potential in a specific field or area: predict
the degree to which an individual will
succeed in different areas. Ex. DAT
(differential aptitude test)
2. Teacher made test- test constructed by
classroom teacher which measures and
appraise student progress in terms of
specific classroom/instructional objectives.
A. Selected Response Type
1. Binary Choices
2. Multiple Choices
B. Constructed Response Type
1. Short
2. Extend (essay)
Other classification of test
1. Psychological test- measures intangible
aspects of behavior such as attitudes,
interests, aptitude.
2. Educational- result/effects of instructions
3. Survey- broad range of learning
outcomes
4. Mastery- degree of mastery with criterion
referenced interpretation
5. Vocabulary- verbal test
6. Non verbal- response is in the form of
drawing, pictures, or designs.
7. Individual - one on one using oral
questioning
8. Power- level of performance (under time
pressure)
9. Speed- measure number of items
completed at a particular time.
Writing Assessment Tasks and Test
Items
- use a table of specification as a guide in
item writing.
- align the item to the cognitive domain and
item types.
- write each item at an appropriate level of
difficulty.
- peer review the test.
- revise and recheck the test based on its
relevance
Specific suggestions in writing test items
- word the items so that the required items
is both brief and specific
- do not lift statements directly from the
textbooks
- A direct question is more desirable than an
incomplete statement
- indicate the format of the answer you
wanted
- do not include to many blanks
Selected Response Guidelines
1. Alternative Response
- avoid broad, trivial statements
- avoid long and complex sentence
- avoid multiple facts ( 2 ideas in 1
statement)
- use even number of true and false
statements
- statements should be equal in length
2. Matching Type
- use only homogeneous material
- include uneven items and premises
- keep all the items brief
- arrange the responses in logical order
- indicate the direction for matching
- place the items on the same page
- limit to not more than 10 to 15 items
Selected Response Guidelines
3. Multiple Choice
- the stem should be meaningful
- use negative items sparingly (when
needed)
- alternatives should be grammatically
consistent
-should only have one answer
- alternatives must be arranged logically
- do not use verbatim correct responses
- avoid using "all of the above" "none of the
above" or other special distractors
- avoid each alternative as the correct
answer about the same number of times.
Writing Test Items
1. Prepare a table of specifications (TOS)
- a tool use to plan for pencil and paper
assessment

- ensures that learning competencies are

targeted in the assessment

- ensures that items are distributed fairly

- ensures assessment is free from bias

Affective and non-cognitive learning

outcomes

1. Social attitude- concern for other,

sensitivity to social issues, desire to work

2. Scientific Attitude- open mindedness, risk

taking, humility, curiosity

3. Academic self-concept- self perception

4. Interest- social, aesthetic, recreational,

mechanical

5. Appreciation- feelings towards nature,

music, art, literature

6. Adjustments- relationship with peers,

reaction to praise, criticism, emotional,
social stability.

Observational Techniques

1. Annectdotal- recording of factual

description of student's behavior

2. Peer appraisal- useful in assessing

personality characteristics

A. Guess-who techniques- obainibg peer

judgement

B. Sociometric technique- calls for

nominations

3. Self