PERFORMANCE-BASED

ASSESSMENT
(Introduction-Domain) Prepared by:
Lorelyn Mae Torrenueva
Desiree Forones
Joshua Rafael Anonuevo
LEARNING OBJECTIVES:
At the end of the lesson students will be able:
To learn about the different terms of
performance based- assessment.
 To understand the definition of performance-
based assessment according to the different
sources.
To know and understand the Features of
Performance-based Assessment.
To distinguish Performance-based Assessment
with the Traditional Assessment.
To know the domains of Performance-based
Assessment.
ACHIEVE THROUGH:

•F- Focus
•U- Understanding
•C- Cooperation
Introduction

In assessment of learning I, we have learned that there are

different kinds of knowledge and skills that student can acquire in
school, particularly in the classroom. Some of this skills are:

 Memorization of concepts
 Vocabulary and Grammar
 Date of historical events
 Multiplication tables and solving mathematical problems
 Writing poems or essay in English class
 Designing a project in electricity
 Baking cake in TLE class
 Conducting an experiment in Biology
 There are skills that cannot be
assessed by objective test, such as
complex cognitive learning
outcomes that involve personal
judgment of the evaluator, decision-
making, and critical thinking skills.
These skills are best evaluated using
the performance-based assessment.
Hogan (2007)

Performance assessment- implies that the students need to

demonstrate skills by actual performance of a certain task rather than
just marking on an answer sheet.
Authentic assessment-
means the teacher must use
realistic situations in the
testing materials.

Alternative assessment- this

implies that it is alternative
to selected response testing.
Definition of the Performance-based Assessment

 is a direct and systematic observation of the actual

performance of students based on a predetermined
performance criteria (Zimmaro, 2003 as cited by Gabuyo,
2012).

 it is an alternative form of assessing the performance of

the students that represents a set of strategies for the
application of knowledge, skills, and work habits through
the performance of tasks that are meaningful and
engaging to them (Hibbard, 1996).
 performance-based assessment also provides the teacher the
information on how students understand and apply knowledge
and it allows the teacher to integrate performance assessment in
the instructional process to provide additional learning activities
for the students in the classroom.
FEATURES OF PERFORMANCE – BASED ASSESSMENT
According to Gronlund (1998), there are features of
performance – based assessment that differ from other
types of assessment.

1.Greater realism – this means that the students must

of the tasks apply the knowledge and skills by
demonstrating a task that shows
application in a real world situation.
2. Greater complexity of the tasks
– the tasks are difficult to understand
and analyze because they are less
structured problems.

3. Greater time needed for assessment

– performance – based needs longer
time to assess the performance of the
students, because of the difficulty of
designing the tasks.
4.Greater use of judgement in scoring
– the evaluator should consider the set of judging
criteria associated with the performance
assessment. Also, the scoring approach must be
congruent to the assessment purpose.

FEATURES OF PERFORMANCE – BASED ASSESSMENT

1.Greater realism of the tasks
2. Greater complexity of the tasks
3. Greater time needed for assessment
4.Greater use of judgement in scoring
DIFFERENCE BETWEEN TRADITIONAL ASSESSMENT
AND PERFORMANCE – BASED ASSESSMENT

Traditional assessment
It refers to the conventional methods of testing which
usually produces written document, such as quizzes or
exams.
 Performance – based assessment
Is a direct and systematic observation of the
actual performance of students based on a
predetermined performance criteria
(Zimmaro, 2003 as cited by Gabuyo, 2012).
TRADITIONAL ASSESSMENT PERFORMANCE–BASED

(PAPER-AND-PENCIL TEST) ASSESSMENT

It measures the learning indirectly. Direct measure of learning
competence
Assess low level thinking skills, or Assess cognitive complex outcomes,
beyond recall levels. affective and psychomotor skills.
Ex. (Multiple Choice test, True/False Ex. (dance in PE class, cooking
item, Essays and etc.) demonstration TLE, diving in swimming
class, and etc.)
DOMAINS OF PERFORMANCE – BASED ASSESSMENT

A. Communication skills
– is the ability to convey
information to another
effectively and efficiently.
1. Writing an essay
2. Delivering a speech
B. Psychomotor skills - are primarily movement
tasks that lead individuals to learn about their
environments.
1. Holding a pencil properly
2. Following a procedure when dissecting a
frog in the laboratory class
3. Focusing a microscope
4. Bisecting a line
C. Athletic Skills - is actually a motor
skill, which can be defined as an act or
task that has a goal to achieve and
requires voluntary body or limb
movement to be properly performed.
1. Shooting a three points in a
basketball game
2. Pitching a strike ball in baseball
game
3. Diving
 D. Concepts Acquisition
1. Skills in acquiring, organizing,
and using information

E. Affective Skills – is related to behaviors and

attitudes that students need to learn in order to be
effective in their personal and professional lives.
1. Mental and behavioral habits and recognizing
skills
2. Sharing sports equipment
3. Obeying traffic rules and regulations
Performance – based assessment
Is a _ _ _ _ _ _and _ _ _ _ _ _ _ _ _ _observation of the
actual performance of the students.

Is a DIRECT and SYSTEMATIC observation of the actual

performance of the students.
SOURCES:
• Quansah,F.,(2018,March).Traditional_or_Performance_Assessment_w
hat_is_the_right_way_to_Assessing_Learners retrieved from
https://www.researchgate.net/publication.
• Assessment of Learning I, Textbook and Reviewer by Yonardo A.
Gabuyo and Gary C. Dy
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