Performance

Assessment
What is performance assessment?

An assessment activity or set of activities that require students to generate

products or performances that provide direct or indirect evidence of their
knowledge, skills, and abilities in an academic content domain.

It provides teachers with information about how well a student understands

end applies knowledge and goes beyond the ability to recall information.

It is used for assessing learning outcomes that involve designing or creating

projects or products such as research papers, art exhibits, reflective essays,
and portfolios.
What is performance-based task?

It includes actual performances of making those products, such as carrying out

laboratory experiments, exhibiting creative and artistic talents, such as
dancing, painting, and playing a musical instrument, and demonstrating
writing skills through extemporaneous essay writing, article review, and
reflective papers.

Both product-based and performance-based assessments provide information

about how a student understands and applies knowledge and involve hands
on tasks or activities that students must complete individually or in small
groups.
 Types
A. Product-Based Assessment
Visual Products
Kinesthetic products
Written products
Verbal products
Examples
Charts, illustrations, graphs, collages,
murals, maps, timeline flows, diagrams,
posters, advertisements, video
presentations, art exhibits
Diorama, puzzles, games, sculpture,
exhibits, dance recitals
Journals, Diaries, logs, reports, abstracts,
letters, thought or position papers,
poems, story, movie/TV scripts, portfolio
essay, article report, research paper,
thesis
Audio tapes, debates, lectures, voice
recording, scripts
 Types
B. Performance-Based Assessment
Oral Presentations/Demonstrations
Dramatic/Creative Performances
Public speaking
Athletic Skills
Demonstration/Competition
Examples
Paper presentation, poster presentation,
individual or group report on assigned
topic, skills demonstration such as baking,
teaching, problem solving
Dance, recital, dramatic enactment, prose
or poetry interpretation, role-playing,
playing musical instruments
Debates, mock trials, simulations,
interviews, panel discussion, storytelling,
poem reading
Playing basketball, baseball, soccer,
volleyball, and other sports
 It is authentic, that is, it includes performance
tasks that are meaningful and realistic.

It provides opportunities for students to show both

What are the what they know and how well they can do what they
know.
characteristics It allows students to be involved in the process of
of a good evaluating their own and their peers’ performance and
outputs.
performance
assessment? It assesses more complex skills.

It explains the task, required elements, and scoring

criteria to the students before the start of the activity
and the assessment.
 General guidelines in designing
performance assessment
1. What are the outcomes to be assessed?
2. What are the capabilities/scales implicit or explicit in the expected
outcomes (e.g. Problem solving, decision making, critical thinking,
communication skills)?
3. What are the appropriate performance assessment tasks our tools to
measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and
skills interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world
scenarios?
6. What criteria should be included to rate students’ performance level”?
7. What are specific performance indicators for each criterion?
 Intended Learning Teaching-Learning Performance
Outcomes Activities Assessment Tasks
At the end of the course, the students should be able to:
• Perform dance routines Lecture, class discussion, Culminating dance class
and creatively combine movement exercises, recitals, practical test for
variations with rhythm, dance demonstration, each type of dance,
coordination, correct actual dancing with reflection papers, peer
footwork technique, teacher and partners, evaluation rating
frame, facial and body collaborative learning
expression.
• Participate in dance Required attendance and Actual dance
socials and other participation in school performance in school or
community fitness and community dance community programs,
advocacy projects performances reaction/reflection
papers
 Basic steps in planning and implementing
performance-based or product-based assessment
1. Define the purpose of performance or product-based assessment.
The teacher may ask the following questions.
• What concept, skill, or knowledge of the students should be assessed
• At what level should the students be performing?
• What type of knowledge is being assessed (e.g. Remembering to create)?
2. Choose the activity/output that you will assess.
3. Define the criteria.
• Content criteria - to evaluate the degree of student’s knowledge and understanding of
facts, concepts, and principles related to the topic/subject
• Process criteria - to evaluate the proficiency level of performance of a skill or process
• Quality criteria - to evaluate the quality of a product or performance
• Impact criteria - to evaluate the overall results or effects of a product or performance
4. Create the performance rubric.
A rubric is an assessment tool that indicates the performance expectations for any kind
of student work. It generally contains three essential features: (1) criteria or the aspects of
performance that will be assessed, (2) performance descriptors or the characteristics
associated with its dimension or criterion, and (3) performance levels that identifies students’
level of mastery within each criterion.
• Holistic rubric - in holistic rubric, student performance or output is evaluated by applying
all criteria simultaneously, thus providing a single score based on overall judgment about
the quality of student’s work.
• Analytic rubric - in analytic rubric student’s work is evaluated by using each criterion
separately, thus providing specific feedback about the student’s performance or product
along several dimensions.
• General rubric - contains criteria that are general and can be applied across tasks (e.g.
The same rubric that can be used to evaluate oral presentation and research output)
• Task specific rubric - contains criteria that are unique to a specific task (i.e. A rubric that
can only be used for oral presentation and another break applicable only for research
output.
5. Assess student’s performance/product.