DESIGNING MEANINGFUL PERFORMANCE-

BASED ASSESSMENT
GUIAMALON, ARMINA G.
OBJECTIVES:

At the end of the lesson, you should be able to:

• Define the purpose of Performance-Based Assessment;
• Know the five questions to consider in determining
competencies;
• Identify the four types of learning targets used in Performance-
Based Assessment.
DESIGNING PERFORMANCE ASSESSMENT

• Designing performance assessment entails

critical processes which start from the tasks
that the teacher wants to assess
• 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.
STEPS IN MAKING A MEANINGFUL PEFORMANCE ASSESSMENT

1. Defining the purpose of performance assessment

• Defining the purpose and target of assessment provides information on
what students need to be performed in a task given. By identifying the
purpose, teachers are able to easily identify the weaknesses and
strengths of the students’ performance.
• 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.
FIVE QUESTIONS TO CONSIDER IN DETERMINING
COMPETENCIES
Five questions
What important cognitive skills or attributes do
I want my students to develop?
What social and affective skills or attributes do
I want my students to develop?
What metacognitive skills do I want my
students to develop?
What types of problems do I want my students
to be able to solve?
What concepts and principles do I want my
students to be able to apply?
Examples
Communicate effectively in writing, employ
algebra to solve real-life problems
Work independently, appreciate differences
Reflect on the writing process, self monitor
progress while working on an independent
project
Perform research, predict consequences
Understand cause-and-effect relationships,use
principles of ecology and conservation
1.1 four types of learning targets
In defining the purpose of assessment,
learning targets must be carefully identify and
taken in consideration. Performance
assessments primarily use four types of
learning targets which are deep understanding.
reasoning, skills, and products (McMillan,
2007),
DEEP UNDERSTANDING

 The essence of performance assessment includes the development of

students’ deep understanding.
 The idea is to involve students meaningfully in hands-on activities to
extended periods of time so that their understanding is rich and more
extensive than what can be attained by more conventional instruction and
traditional paper-and-pencil assessments.
 This focuses on the use of knowledge and skills.
REASONING

Reasoning is essential with performance assessment as the

students demonstrate skills and construct products. Typically,
students are given a problem to solve or ar: asked to make a
decision or other outcome, such as a letter to the editor or schor
newsletter; based on information that is provided.
SKILLS

 In addition to logical and reasoning skills, students are required to demonstrate

communication, presentation, and psychomotor skills. These targets are ideally ‘ m to
performance assessment.
 Psychomotor Skills
• Psychomotor skills describe clearly the physical action required for a given tasks. These
may be developmentally appropriate skills or skills that are needed for specific tasks: fine
motor skills (holding a pen, focusing a microscope, and using scissors gross motor actions
(jumping and lifting), more complex athletic skills (shooting basketball or playing soccer),
some visual skills, and verbal / auditory skills for yo children. These skills also identify the
level at which the skill is to be performed.
Generally, deep understanding and
reasoning involve in-depth, complex
thinking about what is known and
application of knowledge and skills in
novel and more sophisticated ways. Skills
include student proficiency in reasoning,
communicatio and psychomotortasks.
PRODUCTS

Are completed works, such as term papers,

projects, and other assignments in which students
use their knowledge and skills.
That's all! Thank
you for
listening🙂😍