PERFORMANCE-

BASED ASSESSMENT:
Support to Teaching and
Learning in OBE

Bonifacio G. Gabales Jr.

 The Systematic Planning Process:

Identify
Instructiona
l Goals
Identify Plan Choose Design Implement
Objec tives instructional Instructional Assessment Instruction
activities Media Tools
Analyze
Learners

Revise Instruction
Outline
Introduction and Definition
Why Performance – Based Assessment
Designing Performance Task
Scoring
PB Assessment in OBE
Workshop and Presentation of Output
Final Notes
Introduction and Definition

MEASUREMENT

ASSESSMENT
EVALUATION

04/28/2020
Testing, Measurement, and Evaluation

Test – instrument, protocol, or technique that

measures attribute of interest
Assessment – process of collecting data on
attribute of interest
Measurement – quantification or assigning of
number(s) to an attribute of interest based in a
spedific instrument
Evaluation – process of interpreting the
collected measurement to make professional
judgment of value or worth
 “Assessment shall be used
primarily as a quality
assurance tool to track
student’s progress in the
attainment of standards,
promote self reflection and
personal accountability for
one’s learning”.
Assessment is
like a
snapshot…..”

…it will take a photo

album to know a
person better.
“On-going assessment of student
learning is an essential aspect of
teaching”

Summativ
Diagnostic Formative
e
Fundamental Principles
of Assessment:
• Should inform teaching and learning
1
• Use of multiple sources of
2 information

• Validity, reliability, and fairness

3
 [Artist Unknown]
“
What is Performance-Based
Assessment (PBA)?
measures students' ability to apply
the skills and knowledge learned
require students to complete a task
that closely mirrors the responsibilities
of a professional

(Chun, 2010).
 also known as performance
assessments, authentic assessment or
alternative assessment
 applicable for formative and summative
assessment.
 can be labor- and time-intensive.
 tend to be quite diverse.

(Chun, 2010).
Basic Characteristics
Performance assessments:
• present students with hands-on
tasks or other performance-based
activities
• students must complete individually
or in small groups
• work is evaluated using pre-
established criteria.
• consist of two components:
a performance task (actual prompt
or activity)
a scoring rubric (scoring guide
consisting of pre-established
performance criteria)
• permit direct observation of student skills and capabilities
(very different from pencil-and-paper tests)
Performance assessments
• must be linked to instructional objectives
• tend to be less abstract than more
traditional forms of assessment (more “real
world”)
• based in the “real world” = authentic
assessment
 the assessments, by themselves, are
meaningful learning activities
Why Performance-Based
Assessment?

“not all students’ knowledge

and skills can be assessed using
the traditional method”
Assessing Student Literacy

Traditional
Performance Testing
Assessment

How well can you use Do you know it?

what you know?

Challenge: “Finding the right balance between them”

Taken from the Teacher's Guide to Performance-Based Learning and Assessment
KEY QUESTIONS IN CLASSROOM ASSESSMENT PLANNING
Learning Outcomes Purpose(s) for Assessment Audience(s) for
Assessment
What do we want students to Why are we assessing and how will For whom are the
understand and be able to do? the assessment information be used? assessment results
intended?
     
*________________________ o To diagnose students’ strengths o Teacher/instructor
_________________________ and needs o Students
_________________________ o To provide feedback on students’ o Parents
  learning o Grade
*________________________ o To provide a basis for instructional level/department
_________________________ placement team
_________________________ o To inform and guide instruction o Other faculty
  o To communicate learning o School
*________________________ expectations administrators
_________________________ o To motivate; to focus student o Curriculum
_________________________ attention and effort supervisors
  o To provide practice applying o Business
*________________________ knowledge and skills community
_________________________ o To provide a basis for student o Higher education
_________________________ evaluation o General public
  o To provide data for management o Other:___________
o To gauge program effectiveness ___
How might we assess student learning in the classroom?
Performance-Based Assessment
Selected
response Constructed Process-
Products Performances
Responses focused
o Multiple o Fill-in the o essay o oral o oral
choice blank o research presentation questioni
o True-false  Words paper o dance/move ng
o Matching  Phrases o log/journal ment o observati
  o Short answer o lab report o science lab on
   Sentence o story/play demonstratio o interview
   paragraph o poem n o conferenc
  o label a o portfolio o athletic e
  diagram o art exhibit competition o process
  o visual o science o dramatic descriptio
  representatio project\mode reading n
  n l o enactment o “think
   web o video/audiota o debate aloud”
   concept map pe o musical recital o Learning
   flow chart o spreadsheet log
 graph/table
 matrix
 illustration
EVALUATION AND COMMUNICATION METHOD
Evaluation Method Evaluation Roles Communication/Feedback
Method
How will we evaluate Who will be involved in How will we communicate
student knowledge and evaluating student assessment results?
proficiency? responses?
     
Selected-Response Items Judgement-based o Numerical score
o Answer key evaluation by:  Percentage scores
o Scoring template o Teachers/instructors  Total points
o Machine scoring o Peers o Letter grade
  o Expert judges(external o Developmental/proficie
Performance-based raters) ncy scale
assessment o Student (self-evaluation)  Generic rubric
o Generic rubric o Parents/community  Task-specific guide
o Task-specific guide members  Rating scale
o Rating scale o Other:______________ o Narrative report
o Checklist _ (written)
o Written/oral comments o Checklist
  o Written comments
  o Verbal report
  (conference)
Six essential features to keep in mind. PBA’s should:
1) Have a clear purpose that specifies the decision that will be
made resulting from the assessment.
2) Focus be on process, product, or both
3) No simple right or wrong answers; they must be assessed
along some sort of continuum.
4) Focus on degrees (e.g., quality, proficiency, understanding,
etc.).
5) Try to reduce potential subjectivity in scoring.
6) Share scoring information with students early—as a guide
What does PBA
look like in the classroom?
No pencil and paper, not Use of higher order
multiple choice thinking skills
Rubrics given prior to Synthesis of classroom
start instruction
Open ended response
exercises/Hands-on Student reflection
Portfolios/journals – Practical/Real life
compilation of required experiences
tasks and best works
Extended tasks
Issues about PBA
advantages
More than one correct answer
Creative solutions
Engaging
Part of learning process
Can assess students ability to
apply knowledge
Real life/world tasks
Can assess thinking skills
disadvantages
Address fewer learning
objectives – time intensive
Intimidating to students
accustomed to
memorization
Less reliable
Lower ability students
sometimes frustrated
Designing the
Performance Task
 Essential components of
a PBA
Complex Normally, students are presented with
an open-ended question that may
Authentic produce several different correct
Process/product- answers (Chun, 2010; McTighe,
oriented 2015). In the higher-level tasks, there
is a sense of urgency for the product
Open-ended to be developed or the process to be
Time-bound determined, as in most real-world
situations.
Taken from the Teacher's Guide to Performance-Based Learning and Assessment
Creating the Performance
task
1. Identify goals of the performance-based assessment.
2. Select the appropriate course standards.
3. Review assessments and identify learning gaps.
4. Design the scenario.
5. Gather or create materials.
6. Develop a learning plan.
1. Identify goals of the
performance-based
assessment
* challenge students to use critical thinking and
problem-solving skills.
* Students exhibit less codependence and more
individuality while completing the task
* less reliance on the teacher’s direction about
completing the each step of the assessment.
2. Select the appropriate
course standards.
* select Core standards to be addressed
with this performance assessment
* decide that the assessment should
measure students' understanding to create
the balance between what the student
knows and application of what he knows.
3. Review assessments and
identify learning gaps.
4. Design the scenario.
The scenario shall included five key
components:
◦ Setting
◦ Role
◦ Audience
◦ Time frame
◦ Product
5. Gather or create
materials.
6. Develop a learning
plan.
* beware of "teaching to the test" in preparing
students for the performance-based assessment.
* strike a balance between teaching the content
and preparing students for the task
* the plan might need to be constantly reviewed
and revised depending on student learning needs.
Example: (Using the GRASPS
Model)

GRASPS –
an acronym to help teachers construct
authentic scenarios for PERFORMANCE TASKS
or PRODUCTS:
GOAL: the goal or challenging statement in the scenario
ROLE: the role the student/s plays in the scenario
AUDIENCE: the audience who will be addressed by the
student/s
SITUATION: the particular setting/context and its constraints
and opportunities
PERFORMANCE: the specific performance or product
expected
STANDARDS: the criteria by which the product/presentation
will be judged; should include the rubric.
SITUATION: the particular setting/context and its constraints
and opportunities

PERFORMANCE: the specific performance or product

expected

STANDARDS: the criteria by which the product/presentation

will be judged; should include the rubric.
Sample 1:
GOAL: Your goal is to help a group of foreign
visitors understand the key historic,
geographic and economic features of Davao
City.

ROLE: You are an intern at the Davao City

Office of Tourism.

AUDIENCE: The audience is a group of nine

foreign visitors (who speak English)
SITUATION:
You have been tasked to develop a plan,
including a budget for a four-day tour in the
city. Plan your tour so that the visitors are
shown sites that best illustrate the key
historical, geographical, and economic
features of the city.
PRODUCT: You need to prepare a written
itinerary for the trip. You should include an
explanation of why each site was selected.
Include a map tracing the route for the tour.

STANDARDS: (rubric – holistic or analytic)

Basic Education Context
K-12 Curriculum Guide
Weights for Grades 1-10
The Context of
Higher Education
PBA in OBE
 Internationall
Internationall Minimum Requirements
y
y Accepted
Accepted
Minimum
Minimum
Outcomes
Outcomes

Are you clear on what

Mission-Vision Core

OUTCOME
OUTCOME
S
S kind of graduate you are
Stakeholders

aiming to produce?
Values

How did you design

Education
Education this so that it Input Elements
al
al System
System consciously aligns How do you configured all input
and develop the elements to be better than
outcomes you aimed minimum to achieve the
to produce outcomes
Education
Education How sure are you that you are
al
al Results
Results meeting the outcomes you aimed
to produce?
Improveme
Improveme What are you doing after finding
nt
nt Process
Process out if you are meeting or not
meeting the outcomes you aimed
to produce?
 What higher education should be for
It is beyond preparing individuals for
employment
It’s preparing individuals for the future
responsibility of making this world into
something
Higher better the last time we saw it
Education
Capability
Capabilities
Building
Analyze
Design Institution
Construct School of
Develop Experiences
Create and not just
Evaluate school of
Adapt resources
Originate and
knowledge
 OBE IDEA#1:
Quality Education starts and is
dependent on a clear and focused view
of the graduate an institution and the
program aims to develop
To get a better perspective of
OUTCOMES
Has capabilities
reflecting of the
Educators as
Core Values and
Missionaries
Mission-Vision of
the Institution
Has capabilities
Educators as
demanded by
Graduate of
being a Higher
Higher
Education
Education
Graduate
Has capabilities
Educators as
demanded by the
Nation Builders
Philippines

Has international Educators as

and industry Experienced
capabilities Practitioners
 LEARNE DEVELOPE
What they D D What skills
need to Academic Procedural and tools
know and Knowledge Knowledge they need
understand to be
proficient
What knowledge I with
What skills and tools I
should pick will use

OUTCOME
OUTCOME
S
Functioning Abilities
S

How will I respond to real life and

DEVELOPED AND
relevant tasks
EXPERIENCED
 These questions lead us to the
need to approach OBE
differently
Even before OBE, the mindset needs to be
prepared for it
Current mindset will start to change and questioned by asking
fundamental questions about what we are doing that nobody have
1. What is “higher” about Higher Education? What is
asked before
expected out of Higher Education graduates
today?
2. What can a a student of your school do that
makes him someone that lives the mission-vision
and the core values of the INSTITUTION? Not what
he/she have.
 CMO No. 46-2012
OBE and Typology
Consciousness on education results and quality that are
aligned to national and institutional goals. Typology
provides fundamental outcome guide for schools
 Typology and General Graduate
Expectations
Professional Institute Colleges University
Develop graduates who Develop graduates who Develop experts in
will have the technical have the thinking, various technical and
and practical know-how problem solving, disciplinal areas with
to staff various decision-making, emphasis on the
professional sectors communication, development of new
that are required to technical and social knowledge and skills
sustain the economic skills to participate in through research and
and social development various types of development.
of the country and the employment,
rest of the world, as development activities
well as to contribute to and public discourse,
innovation in their particularly in response
respective areas to the needs of the
communities they
Where is your institution servegoing to position itself
in these typology?
 Simplistic
CHED Terms
Interpretation
• Horizontal Typology • What you are
• OBE • Implements and
Assures what you
defined you are is what
you are doing and you
are doing it with
quality
• Vertical Typology • Determines the degree
in which you are doing
what you claim you are
Mission-Vision and Core Values Assessment
Planning
Institutional
Institutional Institutiona
Institutiona
Educational
Educational Philosophy
Philosophy ll Graduate
Graduate
compatible
compatible with
with IGO-AP
Outcomes
Outcomes
Student-Centered
Student-Centered (IGO)
(IGO)
Philosophies
Philosophies
Program
Program
There are Program
Program PEO-AP
General
General Education
Education
degrees Graduate
Graduate
with Education
Education al
al
Outcome
Outcome
Extended Curriculum
Curriculum Objectives
Objectives PGO-AP
GE (e.g. ss (PGO)
(PGO)
Nursing)
(PEO)
(PEO)
Curricular
Curricular Program
Program
Map
Map Curriculu
Curriculu
(GenEd)
(GenEd) m
m
Course
Course Curricular
Curricular
Syllabus
Syllabus Map
Map
(GenEd)
(GenEd) (Program)
(Program)
Course
Course Course
Syllabus
Syllabus AP
(Program)
(Program)
 General Hierarchy of Outcomes to define
What capabilities/qualities Institutional
you want your students to Outcomes
have years after graduation
Program Educational Program What capabilities you want
Objectives (PEO) Outcomes your students to have upon
graduation
This is what is needed
to start course Curriculum Map
development
This is where course What subset capabilities you
development starts, Course want your students to
writing of aligned Outcomes achieve in the course as a
course outcomes to step towards achieving
Graduate Outcomes program outcomes

What specific lesson or

Learning module in the course is
Outcomes intending to achieve as a step
towards achieving a course
outcome
Two timeframes of Program Targets

3-4 Years after

Curriculum
Graduation

Entry Program Program

Characteristic Graduate Educational
s Outcomes Objectives

BACKWARD DESIGN PRINCIPLE in OBE

 FORMAT your
Thinking Map for Designing Courses DESIGN into the
Program
Program SYLLABUS
Course
Course Learning
Learning Outcomes
Outcomes
Curricular
Curricular Results are
Graduate
Graduate With
With mapping
mapping to
to Program
Program
Map
Map used to
Graduate Outcomes
Graduate Outcomes
Outcomes
Outcomes make
(Program)
(Program)
(PGO)
(PGO) Assessment
of Course Course Learning Outputs
Outputs
and With
With mapping
mapping to
to Course
Course
Course
Course Course
Course Performance
Performance Program Learning
Learning Outcomes
Outcomes
Learning
Learning Learning
Learning Assessment
Assessment Outcomes
Outcomes
Outcomes Outputs
Outputs (Rubrics)
(Rubrics) Learning
Learning Output
Output Rubrics
Rubrics
Knowledge
Knowledge Grading
Grading
Assessment
Assessment System
Requirements
Requirements System Learning
Learning Plan
Plan
Performanc
Performanc Skills
Skills
ee Tasks
Tasks Proficiency
Proficiency Topic
Assessment
Assessment Topic // Module
Module
Requirement
Requirement
ss
Mapping
Mapping to
to CLO
CLO and Outputs
Outputs
Teaching-Learning
Teaching-Learning Activities
Activities
Learning
Learning Activity
Activity
LEARNING
LEARNING RESOURCES
RESOURCES
Assessment
Assessment Activity
Activity

Grading
Grading System
System
 OBE and Capability
Assessment
Startin
Identify Session
Session
g State
S and
Rememb
Learnin
g
g TLA
Session
Session
Outcom
Outcom
er Learnin
e
e
Low Distingui g
g TLA
Order sh Session
Outcom
Session
Outcom
Capabiliti Learnin
e
e
What topics Understa
and skills es nd
g
g TLA
Session
Session
Outcom
Outcom
are needed Learnin
e
e
to go to the Apply g
g TLA
next state Outcom
Outcom
High e
e
Analyze
Order
E Capabiliti
Capabilit
y
es
Target
State
Capability
Assessment
80- 10-
THIS REPRESENTS THIS IS A
90%
CAPABILITY
20%
MANIFESTATION
What knowledge was OF THE
used to reach the CAPABILITY
output. What factors
LEARNIN
were considered to
G
reach the output
What skills were used OUTPUT
to reach the output.
What factors were
considered that
adjusted the skills used
to reach the output
Relationship of Rubrics to your
Topics/Tasks
As student is going through the
topics of the course so as his
progress is expected to be
improving. This is why the rubrics
after being well-crafted will
determine the sequence of the
topics and the topics that you need
to cover in the course
CRITERIA Unacceptable Below Minimally As Expected Beyond
Expectation Acceptable Expectation
s s
 On culminating exit
Clarity of outcomes of
Focus significance
From the ultimate
culminating OBE’s
outcomes
Design Power Expanded
Down Opportunity
Principles
Support for Learning
Success
High
For all to succeed Expectations
 The Golden Rules of OB
Curriculum Design:
Consistently, Systematically, and Creatively:
1. Design Down from the significant
culminating outcomes to establish the enabling
outcomes on which they depend.
2. Replace or delete Discrete Outcomes that are
not significant enabling components of your
culminating outcomes.
Sample DRAFT PSG:
BEED
References:
Chun, M. (2010, March). "
Taking teaching to (performance) task: Linking pedagogical and assessment practices
." Change: The Magazine of Higher Education.
Darling-Hammond, L. & Adamson, F. (2013). 
Developing assessments of deeper learning: The costs and benefits of using tests that help
students learn
.
McTighe, J. (2015, April). "What is a performance task?"
Palm, T. (2008). "Performance assessment and authentic assessment: A conceptual
analysis of the literature." Practical Assessment Research and Evaluation, 13(4).
Teacher's Guide to Performance-Based Learning and Assessment. by K. Michael
Hibbard, Linda Van Wagenen, Samuel Lewbel, Stacey Waterbury-Wyatt, Susan Shaw, Kelly
Pelletier, Beth Larkins, Judith O'Donnell Dooling, Elizabeth Elia, Susan Palma, Judith Maier,
Don Johnson, Maureen Honan, Deborah McKeon Nelson and Jo Anne Wislocki
Gabales (2012). Assessment of Learning. Basic Principles and Concepts.