PERFORMANCE –

BASED
ASSESSMENT
ASSESSMENT OF LEARNING 2
Presentor: Group - II
 INTRODUCTION
As we all adapting the knowledge and skills that can be
assessed using the paper and pencil test or an objective type of
test before in Assessment Learning 1, in Assessment Learning 2
Hogan (2007) pointed out the different terms in contrast to
selected response items as performance-based assessment,
sometimes referred to as authentic assessment or alternative
assessment.
• Performance assessment: The term performance
assessment usually includes essay to demonstrate
writing skills or content knowledge.
• 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.
 ALTERNATIVES TO A
MULTIPLE-CHOICE TEST
• Authentic Assessment:
• Portfolio Assessment:
means that students are
a collection of student works
assessed by their ability to
that are associated with
complete real-world tasks
standards you are required to
that demonstrate their skills
learn.
and knowledge.
 ALTERNATIVES TO A
MULTIPLE-CHOICE TEST
• Direct Assessment:
It is a dit is a professional makes • Alternatives Assessment: It is
a decision regarding what a a method of evaluation that
student learned and how well it measures a student's level of
was learned. proficiency in a subject as
• Direct test items: opposed to the student's level
Wherein the teacher asks the of knowledge.
student to complete some sort of
authentic action.
 ALTERNATIVES TO A
MULTIPLE-CHOICE TEST
• Performance Assessment:
An approach to educational assessment
that requires students to directly demonstrate
what they know and can do through open-
ended tasks such as constructing an answer,
producing a project, or performing an
activity.
 PRODUCT
It is the actual creation of
students that can be viewed or
touched by the teacher.
 PERFORMANCE-BASED
ASSESSMENT
A direct and systematic observation
of the actual performance of students
based on predetermined performance
criteria. (Zimmaro, 2003 as cited by
Gabuyo, 2012).
 PERFORMANCE-BASED
ASSESSMENT
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.
 PERFORMANCE-BASED
ASSESSMENT
According to Brualdi (1998), in her article
Implementing Performance Assessment in
the classroom, performance -based
assessment also provides the teacher the
information on how the students
understand the given activities.
 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 OF THE TASKS.

2. GREATER COMPLEXITY OF THE TASKS.
3. GREATER TIME NEEDED FOR ASSESSMENT.
4. GREATER USE OF JUDGMENT IN SCORING.
DIFFERENCE BETWEEN
TRADITIONAL
ASSESSMENT AND
PERFORMANCE-BASED
ASSESSMENT
 Traditional assessment or paper-and-pencil test measures learning
indirectly. When measuring factual Knowledge and solving well-
structured mathematical problems, paper-and-pencil test is better
use. In this case, the teacher asks questions which indicate skills
that have been learned or mastered. Usually paper-and pencil tests
assess low level thinking skills, or beyond recall levels.
 PERFORMANCE-
BASED ASSESSMENT
 It is a direct measure of learning or competence. This
indicates that cognitive complex outcomes, effective, and
psychomotor skills have been mastered. Examples of
performance that can be judged or rated directly by the
evaluation are preparing microscope slides in a laboratory
class, performing gymnastics or a dance in a Physical
Education class, cooking demonstration in a TLE class. Or
diving in a swimming class.
 In these kinds of activities , the teacher
observes and rates the students based on their
performance. The teacher or evaluator
provides feedback immediately on how the
students performed to carry put their
performance task.
 DOMAIN OF PERFORMANCE-
BASED ASSESSMENT
B. Psychomotor skills
A. Communication skills 1. Holding a pencil property
1. Writing an essay 2. Following a procedure when
2. Delivering a speech dissecting a frog in the
laboratory class
3. Focusing a microscope
4. Bisecting a line
 DOMAIN OF PERFORMANCE-
BASED ASSESSMENT
C. Athletic Skills D. Concept Acquisition
1. Shooting three points in a 1. Skills in acquiring,
basketball game organizing, and using
2. Pitching a strike ball in information
baseball game
3. Diving
DOMAIN OF PERFORMANCE-
BASED ASSESSMENT
E. Affective Skills
1. Mental and behavioral habits
and recognition skills
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): restricted-response
performance task and extended-
response performance task
 1. 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.
 1. RESTRICTED-RESPONSE
PERFORMANCE TASK
Examples of restricted-response performance
task are writing a one-page summary of the class
outreach program; demonstrating how to set up cooking
utensils; delivering a two-minute campaign speech; and
constructing a bar graph of the scores of 50 students in a
quiz in Statistics.
 1. RESTRICTED-RESPONSE
PERFORMANCE TASK
There are advantages when a teacher limits
the scope of the task like in the examples
presented. First, it is very easy to relate to a particular
learning outcome or learning objective. Second, the
administration is easy and the output is easier to judge or
evaluate, especially the responses of the students.
 1. RESTRICTED-RESPONSE
PERFORMANCE TASK
However, the disadvantage when a teacher
limits or gives restrictions on the performance
tasks is that it prevents the students from
demonstrating their abilities and skills with
comprehensive, poorly structured problems in
the real world.
 1. RESTRICTED-RESPONSE
PERFORMANCE TASK
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 broader content of subject
matter.
 2. EXTENDED-RESPONSE
PERFORMANCE TASK
A type of performance task that is less
structured and broader in scope. Examples of
extended-response performance tasks are:
students conducting a thesis and then
presenting and defending their findings in front
of a panel of judges; or writing and rewriting a
poem after being criticized by a teacher.
 2. EXTENDED-RESPONSE
PERFORMANCE TASK
When a teacher uses extended-response
performance task, the teacher can obtain better
information about the students’ ability to
identify the crucial point of a problem, to gather
and integrate information for solving it, and so
provide original and well-supported
information as described by Gronlund (1998).
 2. EXTENDED-RESPONSE
PERFORMANCE TASK
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 product such as ( Gronlund,
Linn, and Miller, 2009):
 a. The preparation and delivery of a speech
to persuade people to take action to protect the

b. environment;

c. Writing a computer program in Beginner,

All-purpose, Symbolic, Instruction, Code
(BASIC) that
c. will sort a list of words
alphabetically.

d. Designing and carrying out an investigation to

estimate the acceleration of a falling object such;

e. as baseball; and
d. Describing the procedure used, presenting
the collected and analyzed data, and stating
your

e. conclusion.
 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. The problem is when to use the process
and the product.
According to Gronlund (1998), use the process when:

1. There is no product;
2. The process is orderly and directly
observable;
3. Correct procedure/steps are crucial to later
success;
4. Analysis of procedural steps can help in
improving the product; and
5. Learning is at the early stage.
According to Gronlund (1998), use the product
when:

1. Different procedure result in an equally good

product
2. Procedures not available for observation;
3. The procedures have been mastered already;
and
4. Products have qualities that can be identified
and judged
 ADVANTAGES OF
PERFORMING-BASED
ASSESSMENT
It assesses complex learning outcomes
not measured by paper-and-pencil test.

It assesses the process as well as the

product.

It communicates instructional goals that

relate to real world context.
 It assesses the progress as well as the
performance.

It involves the students in the process of

assessing their own growth.

It recognizes that students can express

what they know and can do in different
ways.
 Specific, direct, and understandable
information about the students are available
to parents.

It evaluates the “ whole student”

It enhances the professional skills of

teachers through collaboration with other
teachers.
 It can establish a framework for
observing students that is consistent with
the principles of child development.

It can contribute to a meaningful

curriculum planning and the design of
developmentally appropriate educational
inventions.
LIMITATIONS OF PERFORMING-
BASED ASSESSMENT
1. Constructing performance assessment is time
consuming.
2. Scoring is often questionable because it is not reliable, more
especially if the scoring guide or rubrics are not properly
prepared.
3. It measures only a limited scope of learning
objectives.
 DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
Teachers are reluctant to use performance-based assessment
in the classroom because they do not have the necessary
training to implement such method.

According to Stiggs (1994), another reason is because the

teachers from previous experiences fail to get conclusive
results.
 DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
Moreover, many teachers are not willing to employ
this kind of assessment because of its complexity in
evaluating the students’ performance. Hence, it is very
important to know how to develop performance-based
assessment. Let us discuss the different steps of developing
performance-based assessment.
 1. Define the purpose of the assessment

The first step a teacher must consider in

developing performance-based assessment is to
clearly define the purpose for which the result
of the assessment will be used. The purpose of
the assessment is considered in making
decision in the subsequent steps of the process.
 2. Determine the skills, learning outcomes, and
taxonomy level

Since there is a limited time

in the classroom for the
assessment procedures, it is
very important to determine the
skills, the learning outcomes of any
given instruction.
 2. Determine the skills, learning outcomes, and
taxonomy level

You must decide which learning

outcome requires performance
assessment and which one is
appropriate for traditional assessment.
Hence, learning outcome or instructional
objective plays a very important role in
planning performance assessment.
 3. Design and develop activity or performance task.

The next step to consider is

to create an activity or task that
will allow the students to
demonstrate the knowledge, skills,
and attitudes that they have learned.
 3. Design and develop activity or performance task.

Before identifying the activity and task,

you should consider the time allotted for the
activity, the availability of classroom resources,
and the data needed to judge the quality of the
students’ performance. The activity and task
should be in line with the issues, concepts, or
problem that are important in the development of
the subject matter or learning instruction.
Kubuzyn and Borich (2007) suggested some questions to get
started with the activity and
task.

a. What does the “ doing of

mathematics, History, Science , Art,
Writing, and so forth” look and feel like
to professionals who make their living
working in those fields in the real world?
Kubuzyn and Borich (2007) suggested some questions to get
started with the activity and
task.

b. What are the projects and

tasks performed by those
professionals that can be
adapted to the school instruction?
Kubuzyn and Borich (2007) suggested some questions to get
started with the activity and
task.

c. What are the roles or habits

of mind that those
professionals acquire that the
learners re-create in the
classroom?
 Performance Task
Performance task provides a common means of assessment. As the term implies, the students

will be asked to do something, examples:

a. Building a house using popsicle sticks;

b. Demonstrating the dissection of frog;

c. Drawing the map of the Philippines;
d. Writing a poem in iambic form;
e. Solving Math problems;
f. Writing a sports story;
 Suggestions for Constructing Performance Task

Suggestions for Constructing Performance Task It is very important to develop

high quality performance assessment that effectively measures complex learning
outcomes, examples.

a. Focus on learning outcomes that require complex cognitive skills and student
performance.
b. Select or develop tasks that represent both content and skills that are central to
important learning outcomes.
 Suggestions for Constructing Performance Task

c. Minimize the dependence of task performance on skills that are relevant to the

intended purpose of the assessment task.

d. Provide the necessary scaffolding for the students to be able to understand the task and

what is expected from their performance.

e. Construct task directions so that the student’s task is clearly indicated.

f. Clearly communicate performance expectations in terms of the scoring rubrics by

which the performance will be judged.

 4. Define the Performance Criteria
After determining the activities and the
tasks that are to be included in the
performance tasks, the next step in
developing the performance-based
assessment is to identify the criteria to
be used in the assessment process.
 4. Define the Performance Criteria

Performance criteria are the specific

behaviors that student should perform to
properly carry out a performance or produce
a product ( Airasian, 2000). It can focus on
the process, product, or both. Performance
criteria should be specific, clearly stated, and
observable.
Airasian (2000) suggested the different guidelines for stating
performance criteria.
a. Identify the overall performance or task to be
assessed and perform it yourself or imagine
yourself performing it.
b. List the important aspects of the performance
or product.
c. Try to limit the number of performance criteria,
so they can all be observed during a pupil’s
performance.
Airasian (2000) suggested the different guidelines for stating
performance criteria.

d. If possible, have groups of teachers think

through the important behaviors included in
task.
e. Express the performance criteria in terms of
observable pupil behaviors or product
characteristics
f. Do not use ambiguous words that may cloud
the meaning of the performance criteria.
Airasian (2000) suggested the different guidelines for stating
performance criteria.

g. Arrange the performance criteria in

the order in which they are likely to be
observed.

h. Check for existing performance

criteria before constructing your own.
 5. Create the Scoring Rubrics
Scoring rubrics are used when judging the
quality of the work of the learners on
performance assessment. One of the
alternative methods of rating the
performance of the students aside from
paper-and-pencil test is the use of scoring
rubrics or rubrics.
 5. Create the Scoring Rubrics

They are forms of scoring guide that

are used in evaluating the level of
performance of students or products
resulting from the performance
task.
 5. Create the Scoring Rubrics

Scoring Rubrics are descriptive scoring

schemes that are developed by teachers
or other evaluators to guide in the
analysis of the products or processes of
students’ efforts.
 5. Create the Scoring Rubrics

One common use of rubrics is to evaluate

the quality of an essay. The judgement of
one evaluator may differ from other
evaluators when there is a lack of set of
criteria as a guideline for
judgement.
 5. Create the Scoring Rubrics

One evaluator might put much

weight in the content of the topic, or
another evaluator might give high
mark on the organization aspect of
the paper.
 TYPES OF RUBRICS
Holistic Rubric

Is a type of rubric that requires

the teacher to score an overall
process or product.
 TYPES OF RUBRICS
Holistic Rubric

Is advisable to use when a teacher wants a fast

result of student’s performance; a single rating
is already enough to define it, it does not
provide detailed feedback in specific criteria.
 TYPES OF RUBRICS
Holistic Rubric

Some advantages of holistic

rubric are its simplicity and the
ability to provide a reasonable
summary rating.
 TYPES OF RUBRICS
Analytical Rubric

It is a type of rubric that provides information

regarding performance in each component
parts of a task, making it useful of the
learners.
 TYPES OF RUBRICS
Analytical Rubric

It is very useful when the teacher wants to

provide diagnostic information and feedback
for the learners and is more useful for
formative assessment during instruction.
 TYPES OF RUBRICS
Analytical Rubric

It can also be utilized by the teacher when

there is a need for the students to assess their
own product or work in a process called self-
assessment.
 USES OF RUBRICS

Rubrics are powerful tools for both

teaching and assessment.
 USES OF RUBRICS

Rubrics can improve student performance, as

well as monitor it, by making teacher's
expectations clear and by showing students
how to meet these expectations.
 USES OF RUBRICS

Rubrics are useful in that they help students

become more thoughtful judges of the quality of
their own and others work
 USES OF RUBRICS

When rubrics are used to guide -self -and peer-

assessment, students become increasingly able to
spot and solve problems on their own and one
other's work.
 USES OF RUBRICS

Rubric reduce the amount of time teachers

spend evaluating student's work.
 USES OF RUBRICS

Teachers tend to find that by time a piece has been

self-and peer-assessment, based on a rubric, they
have little left to say about it.
 USES OF RUBRICS

Rubrics provide students with more informative

feedback about their strengths and in what areas
they need to improve.
 USES OF RUBRICS

Teachers appreciate rubrics because their

"accordion" nature allows them to
accommodate heterogeneous classes.
 USES OF RUBRICS

Rubrics are easy to use and explain. Students were

able to articulate what they had learned, and by the
end of the year could be accurate with their
evaluations.
 ADVANTAGES OF USING RUBRICS

When assessing the performance of the students

using performance-based assessment, it is very
important to use scoring rubrics. There are advantages
of using rubrics in assessing students’ performance.
 ADVANTAGES OF USING RUBRICS

a. Allow consistency
and objectivity in b. Clarify the
scoring across the given
criteria.
criteria in more
specific terms.
 ADVANTAGES OF USING RUBRICS

c. Students can d. Allow the students

identify the basis on to assess their own
how they are to be performance,
evaluated. products, or works.
 ADVANTAGES OF USING RUBRICS

e. Teachers can use a f. Students can

small amount of time to evaluate their own
evaluate the performance and the
performance of the
performance of their
students.
classmates.
ADVANTAGES OF USING RUBRICS

g. Provide specific h. Serve as standards

feedbacks on the when preparing the
performance of the tasks/activities against its
students, especially measure and progress is
analytic scoring. documented; and
ADVANTAGES OF USING RUBRICS

I. Provide students
feedback about their
strengths and weakness
according to their
performance.
 DEVELOPMENT OF SCORING
RUBRICS
Mcmillan (2001) listed the different
steps in developing rubrics used in
assessing the performance, process,
product, or both process and product of
the students for classroom use.
a. Be sure the criteria focus on important aspects of
the performance.

There are so many ways of determining the

excellent performance and not-so-good
performance or work of students.
a. Be sure the criteria focus on important aspects of
the performance.

The teacher should identify the different

attributes that are most important and related to
the learning outcomes of the particular content
that you are going to assess.
b. Match the type of rating with the purpose of the
assessment

The purpose of assessment is very important in

the type of rating scheme that will be utilized by
the teacher, rater, or evaluation on the
performance of the students.
c. The descriptions of the criteria should be directly
observable

Make descriptions focused on the

behaviors or characteristics of the
performance or product that is directly
observed.
d. The criteria should be written so that students, parents,
and others understand them

Take note that the criteria should be shared and

discussed first with the students before the
instruction so they will incorporate the descriptions
as standards when doing their task/s or activities.
e. The characteristics and traits used in the scale should
be clearly and specifically defined

After describing the criteria, assign a rating

scale or possible point that shows an
excellent performance or poor
performance.
e. The characteristics and traits used in the scale should
be clearly and specifically defined

There is a need for you to discuss the

details of the descriptions to avoid
ambiguity. The words must be clear and
not ambiguous.
f. Take appropriate steps to minimize scoring error

Our ultimate goals here is to make sure that our

scoring systems is objective and reliable. When
using performance-based assessment, it
involves professional judgement.
g. The scoring system needs to be feasible

There are factors to consider limiting the

number and complexity of the criteria to be
evaluated or assessed.
the time consumed in developing the
scoring criteria and the scoring.

the students’ focus on limited

number of aspects of their
performance.
the difficulty and time consumption to keep
all the facets in mind if holistic descriptions
are too complex. Lastly, the difficulty in
summarizing and synthesizing too many
separate dimensions into a brief report or
evaluation.
 1. Checklist
• It refers to an observation instrument that
defines performance whether it
is certain or uncertain, or present or not present.
• Checklist works the process of well
in describing what students can perform.
There are Two Parts of Checklist:

The check
The
boxes or lines
elements
 2. Narrative/
Anecdotal
• It is a continuous description of student behavior
as it occurs recorded without judgement or
interpretation.
• The teacher writes a narrative report of what
was done during each of the performance.
 3. Rating Scale
• It is a checklist that allows an evaluator to record
information on a scale, nothing the finer
distinction like the presence or absences of a
behavior.
• The teacher can indicate to what degree the
standards are met.
 4. Memory Approach

• It is an approach where the teacher

observes the students when
performing the tasks without taking
any notes.
 6. Assess the Performance.

• The evaluator can use the checklist

approach, narrative or
anecdotal approach, rating scale approach, and
memory approach.
• The evaluator can give feedback
as well in the form of narrative report or a
grade.
 6. Assess the Performance.

• There are three common methods of

assessing the performance of the
students:
(a) teacher observation;
(b) peer evaluation; and
(c) student self-report.
 7. Specify the Constraints in Testing

• Performance assessment is a direct

form of assessment in which real
world conditions and constraints play
a very important role in
demonstrating the competencies
desired from the students.
 7. Specify the Constraints in Testing

• The most common form of

constraints are time, references
materials, other people,
equipment, prior knowledge of the
task, and scoring criteria.
Errors in Performance-
based Assessment
 The possible errors
committed when using
performance-based are
personal bias, severity
error, generosity error, and
halo effect.
 Generosity Error
It is committed when a
teacher overrates the
performance of the
students or favors the
high performing students
in the class.
 Severity Error
It is when the teacher
favors the low
performing students in
the class.
 Halo Effect
• It is committed when judging
individual characteristics in
terms of a general impression
(Gronlund, 1998).
• These types of errors can also
be committed by the evaluator
in portfolio assessment.
 Take note!
In ordering that performance-based
assessment can provide a useful and
valid information, special care
should be given to the reliability,
objectivity, and meaningfulness of
the results of the assessment
procedures.