PERFORMANCE ASSESSMENT

ASSESSMENT IN LEARNING 2
What and why of performance assessment?

 Meaning and nature

 What is Performance Assessment?
It is a form of testing that requires students to perform a task rather than select
an answer from a ready-made list (Mills et al.,1993)
 Nature of Performance assessment
According to Linn (1995), performance assessments provide a basis of
teachers to evaluate both the effectiveness of the process or procedure used (e.g.
approach to data collection, manipulation of instruments) and the product resulting
from performance of a task (e.g. completed report of results, completed art work)
What and why of performance assessment?

 Meaning and nature

 Purpose of Performance Assessment
This assessment measures how well students apply their
knowledge, skills, and abilities to authentic problems. It requires the
student to produce something, such as a report, experiment, or
performance, which is scored in a specific criteria (Leather et.al,2019).
What and why of performance assessment?

 Meaning and nature

 Types of Performance Assessment
Process-based
It is concerned with the actual task performance rather than the output or
product of an activity. It evaluates the actual task performance. It does not emphasize
on the output or product of the activity. This assessment aims to know what processes
a person undergoes when given a task (Pesidas,2014).
What and why of performance assessment?

 Meaning and nature

 Types of Performance Assessment
Product-based
kind of assessment where in the assessor views and scores the final product
made and not on the actual performance of making that product. Product assessment
focuses on evaluating the result or outcome of a process. (Pesidas,2014)
What and why of performance assessment?

 Principles of Performance Assessment

According to Haynes(2005), the following are the Principles of
Performance assessment:
 Multiple assessments for each Power Standard and related indicators
 Spectrum of tasks – basic to enrichment
 Essential for differentiated instruction and effective classroom
management
What and why of performance assessment?

 Principles of Performance Assessment

According to Haynes(2005), the following are the Principles of
Performance assessment:
 Not all students may be working on the same task at the same time
 Students as collaborators, peer- and self-evaluators
 Group process, individual accountability
DEVELOPING PERFORMANCE TASKS

 Designing Performance Tasks

According to Wiggins & McTighe (2006), the root of a
performance task is a problem which is not to be confused with
an exercise. An exercise “involves a straightforward execution
of a ‘move’ out of context” (p. 155).
Wiggins and McTighe argue that problems provide evidence
of “genuine understanding” (p. 153).
DEVELOPING PERFORMANCE TASKS

 Designing Performance Tasks

Edmund J. Hansen (2011) provides some additional guidelines
for designing performance task assessments:
 “Be realistically contextualized,
 Require judgement and innovation,
 Ask the student to ‘do’ the subject,
 Assess the student’s ability to use a repertoire of knowledge and skill, and
 Allow appropriate opportunities to rehearse, practice, and get feedback.”
DEVELOPING PERFORMANCE TASKS

 Goal, Role, Audience, Situation, Products, Standards (GRASPS)

model: A guide to developing authentic performance tasks

 A model adopted from Grant Wiggins and Jay McTinghe

 GRASPS is a model for demonstrating the performance of understanding using
authentic assessments. (Hammond, 2022)
 GRASPS represents a framework for organizing, delivering, and assessing a
project-based assessment. (Hammond, 2022)
DEVELOPING PERFORMANCE TASKS
DEVELOPING PERFORMANCE TASKS

 Goal, Role, Audience, Situation, Products, Standards (GRASPS)

model: A guide to developing authentic performance tasks

Goal – states the problem or challenge to be resolved.

Role – explains who students are in the scenario and what they are being
asked to do.
Audience – who the students are solving the problem for, who they need
to convince of the validity and success of their solution for the problem.
(Remember, the audience is not limited to the instructor.)
 DEVELOPING PERFORMANCE TASKS

 Goal, Role, Audience, Situation, Products, Standards (GRASPS)

model: A guide to developing authentic performance tasks

Situation – provides the context of the situation and any additional factors that
could impede the resolution of the problem.
Product, Performance, and Purpose – explains the product or
performance that needs to be created and its larger purpose.
Standards and Criteria for Success – dictates the standards that must be
met and how the work will be judged by the assumed audience.
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