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Performance-Based Assessment Guide

1. Performance-based assessment entails critical processes for designing assessments that start with the tasks teachers want students to perform. 2. A well-designed performance assessment helps students see connections between what they learned and their own understanding by applying knowledge through experiences. 3. Developing a meaningful performance assessment involves defining its purpose, identifying competencies and learning targets, which can include deep understanding, reasoning, skills, and products.

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May Segudan
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38 views14 pages

Performance-Based Assessment Guide

1. Performance-based assessment entails critical processes for designing assessments that start with the tasks teachers want students to perform. 2. A well-designed performance assessment helps students see connections between what they learned and their own understanding by applying knowledge through experiences. 3. Developing a meaningful performance assessment involves defining its purpose, identifying competencies and learning targets, which can include deep understanding, reasoning, skills, and products.

Uploaded by

May Segudan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

GFUL

Designing
PERFOR
performance
MANCE-
assessment
BASED
entails critical
ASSESSM
processes
ENT
which start
from the tasks
that the teacher
PERFORMANCE-BASED
ASSESSMENT
A well-designed performance
assessment helps the student to see
the connections between the
knowledge, skills, and abilities they
have learned from the classroom,
including the experiences which help
them to construct their own meaning
of knowledge.
Following steps will guide you in developing a
meaningful performance assessment process and
product that will match to the desired learning
outcomes
1.1 DEFINING THE PURPOSE OF ASSESSMENT

- defining the purpose and target of assessment


provides information on what students need to be
performed in a task.
 By identifying the purpose, teachers are able to easily
identify the weaknesses and strengths of the students’
performance.
 - purpose must be specified at the beginning of the
process so that the proper kinds of performance criteria
and scoring procedures can be established.
5 Questions to consider in Determining Competencies

FIVE QUESTIONS EXAMPLES


What important cognitive • Communicate
skills or attributes do I effectively in writing,
want my students to employ algebra to solve
develop? real-life problems

What social and affective • Work independently,


skills or attributes do I appreciate individual
want my students to differences
develop?
FIVE QUESTIONS EXAMPLES
What metacognitive skills • Reflect on the writing
do I want my students to process, self-monitor
develop? progress while
working on an
independent project
What types of problems • Perform research,
do I want my students to predict consequences
be able to solve?
• Understand cause-and-
What concepts and effect relationships,
principles do I want my use principles of
students to be able to ecology and
apply? conversation
1.1 FOUR TYPES OF LEARNING TARGETS
USED IN PERFORMANCE ASSESSMENT

PERFORMANCE ASSESSMENTS
PRIMARILY USE FOUR TYPES OF
LEARNING TARGETS
DEEP UNDERSTANDING
REASONING
SKILLS
PRODUCTS
Deep Understanding
The idea is to involve students
meaningfully in hands-on activities for
extended period of time so that their
understanding is rich and more extensive.
REASONING
Reasoning is essential with performance
assessment as the students demonstrate
skills and construct products.

Students are given a problem to solve or


are asked to make a decision or other
outcome, such as a letter to the editor or
school news letter
SKILLS
Students are required to
demonstrate communication,
presentation, and psychomotor
skills.
PSYCHOMOTOR SKILLS
Describe clearly the physical action
required for a given task.

This may be developmentally


appropriate skills or skills that are
needed for specific task.
Fine motor skills
Holding a pen, focusing a microscope, and
using scissors, gross motor actions

Gross motor actions

More complex athletic skills

Some visual skills


PRODUCTS
Are completed works, such as term
papers, projects, and other assignments in
which students use their knowledge and
skill.
PROCESS AND PRODUCT – ORIENTED
PERFORMANCE- BASED ASSESSMENTS

Are completed works, such as term


papers, projects, and other assignments in
which students use their knowledge and
skill.

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