NATURE OF

PERFORMANCE-
BASED ASSESSMENT
irisjhebona
LEARNING TARGETS:
• Analyze the nature
and essential
characteristics of
pe r f or man ce -base d
assessment.
 DepEd No. 7, s. 2012

The highest level of assessment focuses on the performance

(product) which the students are expected to produce through
authentic performance tasks. The assessment at this level should
answer the question, “ What product(s) or performance(s) do we
want students to produce as evidence of their learning or
understanding?” Or “How do we want them to provide evidence
that they can transfer their learning to real life situations?”
 It is one in which the teacher observes and makes a
PERFORMANCE- judgment about the student’s demonstration of a skill or
BASED competency in creating a product, constructing a response,
ASSESSMENT or making a presentation
McMillan, 2007
Performance-Based Assessment (PBA) is an alternative for
of assessment that moves away from traditional paper-and-
pencil tests.
Ferman, 2005
Performance assessments provide a basis of teachers to
evaluate both the effectiveness of the process or procedure
used and the product resulting from performance of a task.
Linn, 2005
THREE FEATURES OF PERFORMANCE ASSESSMENT (Popham, 2011)
MULTIPLE EVALUATION PRE-SPECIFIED QUALITY
CRITERIA STANDARDS
• The student’s performance • Each of the evaluative
must be judged using criteria on which a
more than one evaluation student’s performance is
criterion. to be judged is clearly
explicated in advance of
judging the quality of the
student’s performance.
JUDGMENTAL APPRAISAL
• Unlike the scoring of
selected-response tests in
which electronic computers
and scanning machines
can, once programmed,
carry on without the need
of humankind, genuine
p e r f o r m a n c e
assessments depend
on human judgments
to determine how
acceptable a student’s
performance really is.
 TYPES OF PERFORMANCE TASKS (Musial, 2009)

• Critical thinking and problem

solving are important skills that
need to be sharpened and
developed by the lear ners. Solving a Problem
Teachers may include activities
and makes sense of complex
authentic problems or issues to
be solved by the students. This
helps the students become
independent thinkers and
learners for life, and help them
meet the challenges of the 21st
century.
TYPES OF PERFORMANCE TASKS (Musial, 2009)

• An inquiry tasks is one in which

the students are asked to collect
data in order to develop their
Solving a Problem understanding about a topic or
issue.
Completing an Inquiry • Ex. Science investigation,
research-based activities, survey
and interviews or independent
studies.
• Students determine what data
are needed and under what
conditions that data should be
collected, present data and
develop conclusions.
 TYPES OF PERFORMANCE TASKS (Musial, 2009)

Solving a Problem

• This task requires students to Completing an Inquiry

make decision or clarify a
position. Determining a Position
• Case analysis and issue related
activities or debate are some
examples of this task.
TYPES OF PERFORMANCE TASKS (Musial, 2009)

• This task shows how the

students use knowledge and
skills to complete well-defined
Solving a Problem complex tasks.
• Students explain or describe how
Completing an Inquiry something works or how to do
something when they perform
Determining a Position these tasks.
• Ex. Demonstrating steps or
procedures of cooking,
Demonstration Tasks explaining the earthquake safety
procedures and demonstrating
how to set up microscope for
viewing slides.
• The focus of demonstration tasks
is accuracy in clarifying the steps
of process as well as careful
reasoning concerning the
rationale for each steps of the
process.
 TYPES OF PERFORMANCE TASKS (Musial, 2009)

Solving a Problem

Completing an Inquiry

Determining a Position

Demonstration Tasks
• Exhibits are visual presentations
or displays that need little or no Developing Exhibits
explanation from the creators. An
exhibit is offered to explain,
demonstrate or show something
• Classroom applications include
exhibit of best works, pictures or
paintings, projects or even
portfolios.
TYPES OF PERFORMANCE TASKS (Musial, 2009)

Solving a Problem

Completing an Inquiry

Determining a Position

Demonstration Tasks

Developing Exhibits
• This is a work or task performed
Presentation Task in front of an audience.
• Storytelling, singing and dancing,
musical play or theatrical acting
are some presentations which
demonstrate presentations tasks.
 TYPES OF PERFORMANCE TASKS (Musial, 2009)

Solving a Problem

Completing an Inquiry

Determining a Position

Demonstration Tasks
• These are tasks that occur at the
end of a program of study and Developing Exhibits
enable students to show
knowledge and skills in the Presentation Task
context that matches the world
of practicing professionals. Capstone Performances
• Theses tasks include research
p a p e r, p r a c t i c e t e a c h i n g ,
internship or on-the-job training,
 Performance assessment
ADVANTAGES OF c l e a r l y i d e n t i fi e s a n d
clarifies learning targets.
PERFORMANCE Authentic performance tasks such as
ASSESSMENT real world challenges and situations
can closely match with the various
Cajigal, Mantuano (2014) complex learning targets. This offers a
direct way to assess what the
students know and can do within the
variety of realistic context.
Performance assessment
advocates constructivist
principle of learning.
Students are more engaged in active
learning and give more opportunities
to demonstrate their learning in
different ways in complex tasks.
Students use their previous
knowledge to build a new knowledge
structures and be actively involved in
exploration and inquiry through
different tasks.
Performance assessment
allows students to exhibit their
own skills, talents, & expertise
Tasks show integration of the
student’s skills, knowledge and
abilities, provide challenge and
opportunities to exhibit their best
creation. This also assesses the ability
“to do” of the students
Performance assessment
uses a variety of approaches
to student evaluation
This offers students a variety of way of
expressing their learning and
increases the validity of student’s
evaluation. Teachers may share
criteria of assessment before the
actual evaluation so that students can
use this criteria as well.
P e r f o r m a n c e
assessment allows
the teachers to
e x p l o re t h e m a i n
goal and processes
of teaching and
learning process.
Teachers may reflect and
revisit learning targets,
curriculum and instructional
practices, and standards as
they utilise performance-
based assessment. They may
use a variety of teaching
strategies and techniques,
and explore how students
willl use the instructional
material and resources given
to them.
 Development of high quality
LIMITATIONS OF performance assessment is
a tedious process
PERFORMANCE Performance assessment needs careful
planning and implementation. It is very
ASSESSMENT time consuming to construct good tasks,
Teachers have to make sure that the
Cajigal, Mantuano (2014) performance tasks expected from the
students are authentic and match the
outcome to be assessed. Quality scoring
rubrics are difficult to create as well.
Performance assessment
takes a great deal of time
to score
The more complex the process and
performance, the more time you can
expect to spend on scoring, To reduce
the scoring time, crafting a high
quality rubrics is recommended.
Performance assessment
requires a considerable
amount of time to administer
Performance task
Paper-and-pencil takes 15-20
minutes per tasks to complete
completion may be
discouraging to less
depending on the number of items. able students
Most authentic tasks take a number
of days to complete.
Performance task score Some tasks that require
may have lower reliability students to sustain their
interest for a longer time may
discourage disadvantaged
This resulted to inconsistency of
students. They may have
scoring by teachers who interpret
partial knowledge of the
observation quite differently. With
learning target but may fail to
complex tasks, multiple correct
complete the task because it
answers, and fast-faced does not allow them to utilise
performances, scoring depends on this partial knowledge
teachers’ own scoring competence. effectively and efficiently.
 STRENGTHS AND WEAKNESSES OF
PERFORMANCE ASSESSMENT
Cajigal & Mantuano (2014)

STRENGTHS WEAKNESSES

• Integrates assessment with instruction. • Reliability may be difficult to establish.

• Learning occurs during assessment. • Measurement error due to subjective nature of the
• Provides opportunities for formative assessment. scoring may be significant.
• Tends to be more authentic than other types of • Inconsistent student performance across time may result
assessments. in inaccurate conclusions.
• More engaging; active involvement of students. • Few samples of student achievement.
• Provides additional way for students to show what • Requires considerable teacher time to prepare and
they know and can do. student time to complete.
• Emphasis on reasoning skills. • Difficult to plan for amount of time needed.
• Forces teachers to establish specific criteria to • Limited ability to generalise to a larger domain of
identify successful performance. knowledge.
• Encourages students self-assessment.
• Emphasis on application of knowledge.
• Encourages re-examination of instructional goals
and the purpose of schooling.
 References:

Cajigal, Ronan M. and Montuano, Maria Leflor D. (2014),

Assessment of Learning 2. Adriana Publishing Co., Inc.,
Cubao, Quezon City.

Navarro, Rosita L. and Rosita De Guzman-Santos. (2013),

Authentic Assessment of Student Learning Outcomes,
Assessment of Learning 2 (2nd Edition). Lorimar Publishing,
Inc. Cubao, Quezon City.