Performance-

Based
Assessment
 What is Performance-based
Assessment?

Performance-based assessment
- is a direct and systematic observation of the actual
performance of the students based on a predetermined
performance criteria.
( Zimmaro, 2003 as cited by Gabuyo, 2012)

- it is an alternative form of assessing the performance of

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 )
 - provides the teacher the information on how the
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.
( Brualdi, 1998)

From these definitions, we can say that students are required to

perform a task, or create an answer or product that will
demonstrate mastery of knowledge and skills rather than
selecting an answer from a given list of options.
According to Gronlund (1998) there are features of performance-based assessment
that differ from other types of assessment.

1. Greater realism of the tasks

- this means that the students must 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 that encourage the students to perform with
originality and thinking skills and they may have multiple solutions.
3. Greater time needed for assessment
- Performance-based assessment needs longer time to assess the
performance of the students, because of the difficulty of designing the tasks,
the comprehensive nature of the tasks, and the increased time needed to
evaluate the results.
4. Greater use of judgment in scoring
- the evaluator should consider the set of judging criteria associated with the
performance assessment.
- the scoring approach must be congruent to the assessment purpose.
- these must be taken into consideration because of the complexity of the
tasks, originality of the responses, and in some cases, the variety of
possible solutions that need a greater use of judgment in scoring.
Difference between Traditional assessment and
Performance-based assessment
Traditional assessment or paper-and-pencil test-
- measures learning indirectly.
- is better to use when measuring factual
knowledge and solving well-structured
mathematical problems.
Performance-based assessment-
- is a direct measure of learning or
competence
This indicates that cognitive complex outcomes,
affective and psychomotor skills have been
mastered.
Examples of performances that can be judged or rated directly by the evaluators:

- performing gymnastics or a dance in PE class

- cooking demonstration in TLE class
- diving in a Swimming class

In these kinds of activities, the teacher observes

And rates the students based on their performances.
 Domains of
Performance-based
Assessment
The following shows the domains and examples where performance-
based assessment is applicable.

A. Communication Skills
1. Writing an essay
2. Delivering a speech
B. Psychomotor Skills

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

1. Shooting three points in a basketball game

2. Pitching a strike ball in baseball game
3. Diving

D. Concept Acquisition
1. Skills in acquiring , organizing and using
information
E. Affective Skills

1. Mental and Behavioral Habits

2. Sharing sports equipment
3. Obeying traffic rules and regulation
Types of Performance-based Assessment

There are two types of performance-based assessment according to

Gronlund, Linn, and Miller (2009)

1. Restricted-response Performance Task

2. Extended-response Performance Task
Restricted-response Performance Task
- a performance task that is highly structured with a limited scope
- the instructions of the task are more focused and the limitations are
always indicated
- examples of RRPT:
writing one-page summary of the class outreach program
demonstrating how to set up cooking utensils
delivering a two-minute campaign speech
constructing bar graph of the scores of 50 students in a quiz
in statistics
There are advantages when a teacher limits the scope of the task:
1. Very easy to relate to a particular learning outcome or learning objective
2. The administration is easy and the output is easier to judge or evaluate,
especially the responses of the students.
Disadvantages:
1. It prevents the students from demonstrating their abilities and skills with
comprehensive, poorly structured problems in the real world

The advantages and disadvantages of restricted performance tasks are relative to

restricted essay questions.
Restricted essay questions are more structured and they require less time to
administer. The shorter the administration of the said task implies that there are
more tasks to administer; hence. They can cover a broad content of subject
matter.
2. Extended –response Performance Task
- a type of performance task that is less structured and broader in scope
Examples:
- students conducting a thesis and then presenting and defending their findings in front
o a panel of judges
- writing and rewriting a poem after being criticized by a teacher.

Some extended-response performance tasks combine all the three types of performance
tasks such as problem solving, communication skills, and psychomotor skills that result to a
product such as:
- The preparation and delivery of a speech to persuade people to take action to protect
the environment.
- Describing the procedure used, presenting the collected and analyzed data and stating
your conclusion
 Type of Task Complex Learning
Outcomes

Restricted-response performance Ability to:

- construct a graph
- read a story aloud
- type an application letter
- use engineering instruments

Extended-response performance Ability to:

- write a thesis
- create a regression model
- repair a television
- organize ideas
- make an oral presentation about
research
Focus of Performance-based Assessment
Performance-based assessment can assess the students’ process, product,
or both (process and product) depending on the learning outcomes.
It also involves “doing” instead of just “knowing” about an activity or task.
The teacher assesses the effectiveness of the process or procedure and
the product or output used in carrying out the instruction.

When to use the process and the product:

According to Gronlund, use the process when-

1. there is no product
2. the process is orderly and directly observable
3. correct procedures /steps are crucial to later success
4. analysis of procedural steps can help in improving the product
5. learning is at the early stage
According to Gronlund, use the product when :
1. different procedures result in an equally good product
2. procedures not available for observation
3. the procedures have been mastered already
4. products have qualities that can be identified and judged.
Advantages of Performance-based assessment:

1. It assesses complex learning outcomes not measured by paper-and-pencil test.

2. It assesses the process as well as the product.
3. It evaluates the “whole student”
4. It recognizes that students can express what they know and can do in different ways
5. It communicates instructional goals that relate to real world context.
6. It assesses the progress as well as the performance
7. It involves students in the process of assessing their own growth.
8. Specific, direct, and understandable information about the students are available to
parents.
Limitations of performance-based assessment:
1. Constructing performance assessment is time consuming
2. Scoring is often questionable because it is not reliable, most especially if the scoring
guide or rubrics are not properly prepared.
3. It measures only a limited scope of learning objectives.