“I am calling on our nation’s governors

and state education chiefs to develop

standards and assessments that don’t
simply measure whether the students can
fill in a bubble on a test, but whether they
possess 21st century skills like problem
solving and critical thinking,
entrepreneurship and creativity”.
President Barack Obama, March 2009
“[We need] less dependence on rote learning,
repetitive tests and a ‘one size fits all’ type of
instruction, and more on engaged learning,
discovery through experiences, differentiated
teaching, the learning of life-long skills, and the
building of character, so that the students can
develop the attributes, mindsets, character and
values for future success”.

Tharman Shanmugaratnam, Singapore Education Minister

CHAPTER 3
NATURE OF PERFORMANCE
– BASED ASSESSMENT Bianca Camille C.
Mercado
BSEd 18320
1. MEANING AND
CHARACTERISTICS
Performance – Based Assessment
•One in which the teacher observes and makes a
judgment about the student’s demonstration of a skill
or competency in creating a product, constructing a
response, or making a presentation.
•An alternative form of assessment that moves away
from traditional paper – and – pencil tests.
•Process the creative aspect of the students in bringing
out what they know and what they can do through
different performance tasks.
•Writing a research report, solving and conducting
experiments and investigations, return
demonstration, speech, skit, role playing,
constructing and implementing seminar plan or
creating video presentation.
•It is stipulated in the DepEd Order No. 7, s. 2012
that the highest level of assessment focuses on the
performances (product) which the students are
expected to produce through authentic performance
tasks.
•“What product(s) or performance(s) do we want
students to produce as evidence of their learning or
understanding?”
•“How do we want them to provide evidence that
they can transfer their learning to real life situation?”
•Linn (1995) stated it provide a basis of teacher to
evaluate both the effectiveness of the process or
procedure used.
•Outputs produced by the students.
TRUE OR FALSE
1. Performance – Based Assessment is one in which
the teacher observes and makes a judgment about
the student’s demonstration of a skill or competency
in creating a product, constructing a response, or
making a presentation.
2. It is specified in the DepEd Order No. 8, s. 2012
that the highest level of assessment focuses on the
performances (product) which the students are
expected to produce through authentic performance
tasks.
3. Performance-based assessment is an
alternative form of assessment that moves
away from traditional paper – and – pencil
tests.
4. Skit is an example of performance task.
5. Linn (1995) stated it provide a basis of teacher
to evaluate both the effectiveness of the
process or procedure used.
SOME PERFORMANCE
ASSESSMENT PROPONENTS
CONTEND THAT GENUINE
PERFORMANCE ASSESSMENTS
MUST POSSESS AT LEAST THREE
FEATURES (POPHAM, 2011).

Multiple evaluation criteria.

Pre – specified quality standards.
Judgmental appraisal.
2. TYPES OF
PERFORMANCE TASKS
 SOLVING A PROBLEM
 COMPLETING AN INQUIRY
(science investigation, research based
activities, survey and interviews or
independent studies)
 DETERMINING A POSITION
(case analysis and issue related
activities or debate)
 DEMONSTRATION TASK
(demonstrating steps or procedures of
cooking, explaining the earthquake safety
procedures and demonstrating how to set
up microscope for viewing slides)
 DEVELOPING EXHIBITS
(exhibit of best works, pictures or
painting, projects or even portfolios)
 PRESENTATION TASK
(storytelling, singing and dancing,
musical play or theatrical acting)
 CAPSTONE PERFORMANCES
(research paper, practice teaching,
internship or on-the-job training)
3. STRENGTHS AND
LIMITATIONS
•Performance assessment clearly identifies and
clarifies learning targets.
•Performance assessment allows students to exhibit
their own skills, talents and expertise.
•Performance assessment advocates constructivist
principle of learning.
•Performance assessment uses a variety of
approaches to student evaluation.
•Performance assessment allows the teachers to
explore the main goal and processes of teaching
and learning process.
•Development of high quality performance
assessment is a tedious process.
•Performance assessment requires a considerable
amount of time to administer.
•Performance assessment takes a great deal of time to
score.
•Performance task score may have lower reliability.
•Performance task completion may be discouraging to
less able students.
A SUMMARY OF STRENGTHS AND
WEAKNESSES OF PERFORMANCE
ASSESSMENT.
Strengths Weaknesses
Integrates assessment with Reliability may be difficult to
instruction. establish.

Learning occurs during Measurement error due to

assessment. subjective nature of the scoring
may be significant.
Provides opportunities for Inconsistent student performance
formative assessment. across time may result in accurate
conclusions.
Tends to be more authentic than
other type of assessments. Few samples of student
achievement.
More engaging; active
involvement of students.
Provides additional way for Requires teacher time to prepare
students to show what they know and student time to complete.
and can do.
Limited ability to generalize to a
Emphasis on reasoning skills. larger domain of knowledge.

Forces teachers to establish

specific criteria to identify
successful performance.

Encourages students self-

assessment.

Emphasis on application of
knowledge.

Encourages students self-

assessment.

Emphasis on application of
knowledge.
IDENTIFICATION
DIRECTIONS: IDENTIFY
THE TERM REFERRED TO.
1. One in which the teacher observes and makes
a judgment about the student’s demonstration
of a skill or competency in creating a product,
constructing a response, or making a
presentation.
2. It is the feature of the student’s performance
must be judged using more than one
evaluation criterion.
3. It is the feature that each of the evaluative
criteria on which a student’s performance is to
judged is clearly explained in advance of
judging the quality of the student
performance.
4. A type of performance task that developed the
critical thinking of the students. This includes
activities of complex problems.
5. This tasks requires the student to make
decision or clarify a position. Case analysis is
one of it example.
6. These are tasks that occur at the end of a
program of study and enable students to show
knowledge and skills in the context that
7. Type of performance task that offered to
explain, demonstrate or show something that
needs little to no explanation from the creator.
8. A task in which the students are asked to
collect data in order to develop their
understanding about a topic or issue.
9. Another type of performance task in which the
student explains or describe how something
works or how to do something when they
perform this task.
10. This is a work or task performed on front of an
audience.
STEPS IN MAKING A BUTTERFLY
ORIGAMI.
Step 1: Cut out a square from a piece of colored card or paper.
Step 2: ​Turn the square over and fold along the diagonals
Step 3: ​Fold the square in half
Step 4: Flatten the sides above and below
Step 5: Take the bottom corners of the top layer triangle and
fold them to meet at the top corner.
Step 6: Turn the card over and fold the top of the triangle
backwards over the bottom edge, so the tip sticks out a little
bit.
Step 7: Tuck the tip that sticks out over the side and turn the
card over. fold in half and you’re done.
RUBRIC FOR
PERFORMANCE TASK

Score Descriptor
4 Completed all steps
3 Neatness of folds
2 Cooperation and behavior
1 Clean up and maintenance
0 No presentation
ASSIGNMENT
1. Think of a slogan that would describe
performance-based assessment. Tell something
about your slogan and share it with your
classmates.
2. Choose one type of performance task and
present it on the class tomorrow.
Thank you!