CHAPTER2:

LESSON 3

Performance
Assessment

PRESENTED BY:BSED SCI3A GROUP2

 Desired Learning
Outcome:

Design appropriate performance assessment

tools for intended student learning outcomes
Experience is the
best teacher
What is Performance Assessment?

is an assessment activity or set of activities that require

students to generate product or performance that provide
direct or indirect evidence of their knowledge, skills and
abilities in an academic content domain.
 YAY or NAY
Answer YAY if you think that the statement is a characteristic of
performance-based assessment, and NAY if you think that the
statement is not a characteristic of performance-based
assessment.

5 questions
Answer YAY if you think that the statement is a characteristic of
performance-based assessment, and NAY if you think that the
statement is not a characteristic of performance-based
assessment.
___1. Assesses the lower-order thinking skills of the students.
___2. Relies on trained assessor’s judgments for scoring
___3. Multiple criteria and standards are prespecified and public
___4. There is one single correct answer
___5. Performance assessment is always authentic.
 Alternative, Authentic, and
Performance-Based Assessment

The term performance-based assessment is synonymous with

performance assessment. Performance assessments are also sometimes
referred to as “authentic assessments” or “alternative assessments.”
But the terms are not interchangeable.
 Alternative vs Authentic

The alternative assessment highlights the contrast to traditional

paper-and-pencil tests while authentic assessment emphasizes the
practical application of the tasks in real-world settings.
 Alternative, Authentic, and
Performance-Based Assessment

An alternative type has to be performance - based and a

performance-based assessment tool needs to be authentic as
much as possible.
Characteristics of Performance-based
Assessment

Students perform, create, construct, produce, or do something.

Deep understanding and/or reasoning skills are needed and
assessed
Involves sustained work, often days and weeks
Calls on students to explain, justify, and defend
Performance is directly observable
Characteristics of Performance-based
Assessment

Involves engaging in ideas of importance and substance

Relies on trained assessor’s judgments for scoring
Multiple criteria and standards are prespecified and public
There is no single correct answer
If authentic, the performance is grounded in real-world
contexts and constraints
Answer YAY if the statement is a characteristic of performance-
based assessment, and answer NAY if the statement is not a
characteristic of performance-based assessment.

___1. Assesses the lower-order thinking skills of the students.

NAY

___2. Relies on trained assessor’s judgments for scoring

YAY

___3. Multiple criteria and standards are prespecified and public

YAY

___4. There is one single correct answer

NAY

___5. Performance assessment is always authentic.

NAY
Reasons for using Performance-
based Assessments
Paper-pencil tests are not enough to determine if students know how
to do something
Students and teachers are encouraged to move beyond the “one and
only right answer” mentality because multiple correct responses are
possible as long as they meet the scoring criteria.
includes the development of students’
deep understanding of something.
provides a more direct way to assess many complex instructional
outcomes.
Reasons for using Performance-
based Assessments

can be used to improve instructional practice.

Students can be actively involved in the interaction of assessment and
instruction.
 Authenticity of Performance-
based Assessments
An authentic assessment involves a direct examination of a student’s
ability to use the knowledge that is likened to what is encountered in a
real-life setting (Mcmillan, 2018). The goal of authentic assessment is to
enhance the learning process and help students gain knowledge while
completing tasks that are beneficial to their “real-world” experiences.
A task or an assessment is
authentic if it:
is realistic
requires judgment and innovation
asks the student to “do” the subject
replicates or stimulates the contexts in which adults are “tested” in
the workplace or in civic personal life.
assesses the student’s ability to efficiently and effectively use a
repertoire of knowledge and skills to negotiate a complex task.
allows appropriate opportunities to rehearse, practice, consult
resources, and get feedback on the refine performances and products
Designing a Performance-
based Assessment
1. Determine the purpose of the assessment.
2. Determine what skills and outcomes the assessment will cover and specify in detail,
including taxonomic domain and level. (This will compose the learning competencies).
3. Develop a task that is descriptive of and that calls for the behavior specified in the
outcomes. Record the task and write directions for students.
4. Determine the judging criteria.
5. Create a scoring scheme.
6. Review and revise the outcomes, the task design, the judging criteria, and the scoring
scheme as necessary.
 Determine the Purpose
The first step in designing a performance-based assessment is determining
the purpose for which the results will be used because the purpose drives
other decisions in subsequent steps in the process. It could also be used for
formative or summative purposes. With this view in mind, we will create a
more valid form of assessment and we will also be less likely to create an
assessment tool that does less or more than we need for. Take note that
when it comes to assessment, teachers are usually having a common
assessment purpose such as the suggestions of Chatterji.
 Determine the Purpose
Chatterji (2003) in his book identified some of the specific purposes that can
be used for classroom assessment. They are as follows:
1. To identify student needs before the beginning instruction.
2. To set instructional goals*.
3. To plan or improve instructional strategies.*
4. To place students in temporary instructional groups.*
5. To track student growth.
6. To communicate expectations to students, to motivate students.
7. To diagnose student strengths and weaknesses.*
 Determine the Purpose
8. To provide coaching and feedback to students.*
9. To provide a basis for grading/marking involving**:
10. A criterion-referenced approach
11. A norm-referenced approach
12. A combination of the two
13. To communicate student progress to parents.
14. To make decisions on student retention or promotion.**
15. To generate data for teaching evaluation.***
16. To generate data for teacher team/department planning.*
17. To generate data for program evaluations (e.g., grade-level programs).***
 Determine the Purpose

The following legends have been provided for understanding:

* Formative decision
** Summative decision
*** Could be either formative or summative decision
 For example, to develop a graphing assessment, we would begin by specifying the
assessment purposes, the population, and the construct or attribute to be assessed.
Examples:
1. Identify the assessment purpose:
To plan and improve instructional strategies;
To provide coaching and feedback to students.

2. Identify the target population: Mainstream students in second-year high school.

or “whom” to assess.

3. Identify the construct or “what” to assess: Graphing skills.

Process-oriented and Product-oriented
Performance-based Assessments
Performance-based can be assessments of processes, products, or both.

Process-oriented performance-based assessments

measure the ability of students to perform tasks that corresponds to

important instructional objectives.
Process-Oriented Learning Competencies

In the second step of the design process, the one who will do it
must determine the form and substance of the performance
assessments. Clearly defined instructional outcomes (objectives)
are the backbone of a good performance-based assessment and
it may incorporate one or a meaningful cluster of outcomes from
one or more disciplines (Gallagher, 1998).
 Process-Oriented Learning Competencies
The learning objectives in process-oriented performance-based assessments are stated in
directly observable behaviors of the students (Santos, 2007). Competencies are defined as
groups or clusters of skills and abilities needed for a particular task just like what Gallagher
had stated. A competency is said to be more complex when it consists of two or more skills.
Designers of performance-based assessment tasks usually ask the following questions to
guide their initial selection of objectives as enumerated by Borich and Kubiszyn (2000):
What kinds of essential tasks, achievements, or other valued competencies am I
missing with paper and pencil tests?
What accomplishments of those who practice my discipline (historians, writers,
scientists, and mathematicians) are valued but left unmeasured by conventional tests?
 Example 1

PERFORMANCE-BASED TASK ON ORAL COMMUNICATION SKILLS

ASSESSMENT PURPOSE: To diagnose student strengths and weaknesses, to
provide coaching and feedback to students, and to provide a basis for grading.
TARGET: Kindergarten pupils
CONSTRUCT: Speaking skills, differentiating shapes, phonetics, counting lines
LEARNING COMPETENCIES: Given different figures, pupils orally describe shapes
and construct them into a real-life figure.
 Example 1
Specifically, the pupils will:
1. acquire phonological awareness by picking each figures;
2 name each shapes completely and accordingly;
3. describe each chosen shapes according to the number of lines;
4. associate each shapes with the similar ones in the figure;
5. form the figure of a house; and
6. speak confidently while doing the task assigned
Take note of how the competencies were constructed. Each starts with a verb
from which the behavior must be demonstrated while performing the process of
the task, hence, process-oriented.
 Example 2

ASSESSMENT PURPOSE: To make a criterion-referenced

interpretation of performance tied to summative decision-making
to provide feedback and coaching.
TARGET: Mainstream second mathematics year high school
students in general mathematics.
CONSTRUCT (TASK) CONSTRUCTING AND INTERPRETING LINE
GRAPHS
 Example 2
I. GENERAL OBJECTIVE: Given a real data set, students will construct a line
graph using complex procedural skills
SPECIFIC OBJECTIVES (COMPETENCIES)
The students will:
1. Given a data-based problem situation, decide when it appropriate to construct a
line graph versus a bar or circle graph.
2. Select appropriate axes for variables given.
3. Based on ranges of values, identity seasonable scale units for variables.
4. Label graph, axes, scale units neatly,
5. Plot at least 10 XY coordinates accurately.
6. Connect plotted coordinates against accurately and neatly to depict data trend.
 II. General Objective: Given a line graph, students with correctly
interpret data trends.
Specific Objectives (Competencies):

Students will:
7. describe changes in data points plotted by recognizing similarities and
differences over time.
8. use mathematical language to analyze trends such as higher, lower,
hatter cooler, or change.
 Product-Oriented
Performance-Based
Assessment
Performance-based-assessment can be an assessment of
product. Products for performance-based assessment are completed
works that include most of the characteristics needed for a good and
authentic performance test. The emphasis is on the student ability
which is expressed through a product such as completed paper,
project or solution.
With Chatterji (2003)
a product-based assessment is one where students create a work sample or a product utilizing the
skills or abilities embedded in the learning outcomes of a certain curriculum. Product-based
assessment are different from written objective assessment in the sense that they are untimed.
They can include take-home projects, papers and reports. The following recommendation that are
offered by Chatterji when developing product-oriented tools.

1. The product-oriented method should be justifiable match for the targeted content, behaviors,
and conditions in the domain.
2. The assessment conditions, prompts and direction must clearly define the product expected of
students.
3. To achieve reliability, an adequate number of product or work examples should be gathered.
4. Well designed scoring rubrics must accompany product-oriented assessment.
Product Oriented Learning
Targets/Objectives

As learning target, each product needs to be clearly described in some

details so that there is no misunderstanding about what students are
required to do.
EXAMPLE:
Construct: writing and Communication Skills
General objective: given documentary information, students
will create a newsletter for the
English Club.
Learning Competencies: The newsletter created by the
students

1. Contain articles that are related to the them

2. Contain data that are accurate and updated.
3. Include nonbiased information.
4. Possess a complete template/layout design that include:

ASSESSMENT OF LEARNING 2
4.1 complete parts of newsletter
4.2 in columns
4.3 proper use of white space and graphics
4.4 appropriate font size and style
5. cite all references
6. generate output as a result of group effort

ASSESSMENT OF LEARNING 2
A. Product-based Assessment
Types Examples

Charts, illustrations, graphs, collages, murals,

Visual product maps, diagram, posters, advertisements,
video presentation, art exhibit

Diorama, puzzles, games, sculpture, exhibits,

Kinesthetic product
dance recital

Journals, diaries, reports, letters, poems,

Written product story, movie/TV scripts, portfolio, essay article
report, research paper, thesis

Audiotapes, debates, lectures, voice

Verbal product
recording, scripts
B. Performance-Based Assessment
Oral Presentation/
Paper presentation, poster presentation,
Demonstration

Dance, recital, dramatic enactment, prose

Dramatic/creative
and poetry interpretation, role playing, playing
Performance
musical instrument

Debates, mock trial, simulations, interview,

panel discussion, story-telling, poem reading
Public Speaking

Athletic skills
Playing basketball, baseball, soccer, volleyball, and other sports
demonstration
 What are the characteristics of a good
performance assessment?
1. It is authentic, that is, it includes performance tasks that are
meaningful and realistic.
Performance assessment should present or require tasks that are
realistic and related to everyday life.
2. It provides opportunities for students to show both what they know
and how well they can do what they know.
Performance assessment should achieve a balance approach
wherein it gives students opportunities to show their knowledge-
and-skill competencies.
3. It allows students to be involved in the process of evaluating their
own and their peers' performance and out output.
Performance assessment should allow students to be involved in
the process of evaluating themselves and their peers.

4. It assesses more complex skills.

Unlike traditional tests that usually assess a single skill and require
simple tasks such as- remembering or recalling of concepts,
performance assessment usually taps higher-order cognitive skill
to apply knowledge to solve realistic and meaningful problems.

ASSESSMENT OF LEARNING 2
 5. It explains the task, required
elements, and scoring criteria to the
students before the start of the
activity and the assessment.

At the start of the class, it is important that

the requirements of the subjects are presented
and explained to the students.
These include the required tasks, activities or
projects, the expected quality and level of
performance or output, the criteria to be included
for assessment and the rubric to be used ideally,
students should be involved in the whole
assessment process from the very onset by
providing them assessment options and so on.
 What are the General
Guidelines in Designing
performance Assessment?

ASSESSMENT OF LEARNING 2
 What are the General Guidelines in
Designing performance Assessment?

The learning outcomes at the end of the course serve as

the bases on designing the performance assessment tasks.
With the learning outcomes identified, the evidence of
student learning that are most relevant for each learning
outcomes and the standard or criteria that will be used to
evaluate those evidence are then identified.

ASSESSMENT OF LEARNIG 2
To guide you in performance assessments,
the following questions may be address:

1. What are the outcomes to be assessed?

2. What are the capabilities/skills implicit/explicit in the
expected outcomes ( problem solving, decision making,
communication skills?
3. What are the appropriate performance assessment tasks
or tools to measure the outcomes and skills?

ASSESSMENT OF LEARNING 2
 To guide you in performance assessments,
the following questions may be address:

4. the specific performance tasks aligned with the outcomes and

the skills interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of real-
world scenario?
6. What are the criteria to be included to rate students'
performance level?
7. What are specific performance indicators for each criterion?
ASSESSMENT OF LEARNING 2
 The choice of teaching and learning activities is
also an utmost importance in choosing the
performance assessment to use. There should also
be an alignment among learning outcomes, the
teaching learning activities and assessment tasks.

ASSESSMENT OF LEARNING 2
 EXAMPLE:
PHYSICAL EDUCATION - DANCE CLASS
Intended Learning Outcomes Teaching Learning Activities Performance Assessment Task

At theend of the course, the
student should be able to:
Perform dance routines and
creatively combine variations
with rhythm, coordination,
correct footwork techniques,
frame facial and body
expression
Lecture, class discussion,
movement exercises, dance
demonstration, actual
dancing with teacher and
partners, collaborative
learning
Culminating dance recitals,
practical test for each type of
dance, reflection papers, peer
evaluation

Participate in dance socials Required attendance and Actual dance performance in

and other community fitness participation in school and school or community
advocacy projects community dance programs, reaction/reflection
performance papers.

ASSESSMENT OF LEARNING 2
 How do you conduct
performance assessment?

ASSESSMENT OF LEARNING 2
How do you conduct performance
assessment?

Unlike in most traditional test wherein student

responses can be scored using aan answer key,
performance assessments require the teacher's and
peers' judgment when evaluating the resulting
products and performances.

ASSESSMENT OF LEARNING 2
The basic steps in planning and
implementing performance-
based or product assessments

ASSESSMENT OF LEARNING 2
 The following are the basic steps in planning and
implementing performance-based or product assessments:

1. Define the purpose of performance or product-based

assessment.

The teacher may ask the following questions:

What concept/ skill or knowledge of the students should
be assessed?
At what level should the students be performing?
What type of knowledge is being assessed (remembering
to creating)
ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

2. Choose the activity/output that you will assess.

The required performance or output should be feasible

given the time constrains, availability of resources and
amounts of data/materials needed to make an informed
decision about the quality of a student performance or
product.

ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

3. Define the criteria

Criteria or guidelines or rules for judging student

responses, product or performances. Before conducting
an assessment the performance criteria should be
predetermined. The set of criteria should be discussed
and agreed upon by the teacher and the students.

ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

Four types of criteria that can be used for evaluating student

performances:
A. Content criteria- to evaluate the degree of a student's
knowledge and understanding of
facts, concepts and principles related to the
topic/subject;
B. Process criteria- to evaluate the proficiency level of
performance of a skill or process;

ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

Four types of criteria that can be used for evaluating student

performances:

C. Quality criteria- to evaluate the quality of a product

or performance;
D. Impact criteria- to evaluate the overall results or
effects of a product or performance.

ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

4. Create the performance rubric

A rubric is an assessment tool that indicate the

performance expectations for any kind of
student work.

ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

It generally contains three essential features:

1) Criteria or the aspects of performance that will be

assessed
2) Performance descriptors or the characteristics
associated with each dimension or criterion, and;
3) Performance level that identifies students' level that
identifies students' level of mastery within each
criterion.
ASSESSMENT OF LEARNING 2
 The following are the basic steps in planning and
implementing performance-based or product assessments:

Different types of rubrics:

a. Holistic rubric- in holistic rubric, student performance or
output is evaluated by applying all criteria simultaneously, thus
providing a single score based on overall judgment about the
quality of student work.

b. Analytic rubric- student work is evaluated by using each

criterion separately, thus providing specific feedback about the
students' performance or product along several dimensions.

ASSESSMENT OF LEARNING 2
 The following are the basic steps in planning and
implementing performance-based or product assessments:

Different types of rubrics:

c. General rubric- contains criteria that are general and can be

applied across tasks (same rubric that can be used to evaluate
oral presentation and research output)

d. Task-specific rubric- contain that are unique to specific task

(a rubric that can only be used for oral presentation and
another rubric applicable only to research output)
ASSESSMENT OF LEARNING 2
The following are the basic steps in planning and
implementing performance-based or product assessments:

5. Assess student's performance/product

In assessing a student's work, it is important to adhere to

the criteria set and use the rubric developed. This is to
ensure objective, consistent and accurate evaluation of
student's performance.

ASSESSMENT OF LEARNING 2
 PRESENTED BY:
PRUDENTE, MONA ALYSSA R.
RODELAS, JOPANNYP.
SANTIAGO, NICOLE A.