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Chapter 3

The document discusses performance-based assessment. It provides an overview, stating that traditional testing cannot directly measure certain skills but performance-based assessment can by having students demonstrate understanding through created answers, performances, or products. The chapter intends to analyze the nature and essential characteristics of performance-based assessment. It discusses the nature, principles, types, advantages, and limitations of this authentic assessment approach.

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Clarisse Celzo Rioveros
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5K views4 pages

Chapter 3

The document discusses performance-based assessment. It provides an overview, stating that traditional testing cannot directly measure certain skills but performance-based assessment can by having students demonstrate understanding through created answers, performances, or products. The chapter intends to analyze the nature and essential characteristics of performance-based assessment. It discusses the nature, principles, types, advantages, and limitations of this authentic assessment approach.

Uploaded by

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

13

3
Nature of
Performance-Based
CHAPTER Assessment

SECTION INTENDED LEARNING OUTCOME


Apply the principles in constructing and interpreting performance-based
assessment.

CHAPTER INTENDED LEARNING OUTCOMES


At the end of this chapter, you should be able to analyze the nature and the
essential characteristics of performance-based assessment.

OVERVIEW

Traditional testing cannot measure a number of skills directly. Skills


requiring the demonstration of students’ understanding by creating an answer,
carrying out performance, or producing a product which involves independent
judgment, critical thinking and decision-making are best assessed with performance
test. This type of authentic assessment provides evidence of what the students know
and can do in the context of real life. This chapter gives an introduction to
performance assessment. It discusses the nature, principles, types, advantages, and
limitations of performance-based assessment.

EXPLORE

Think of a slogan that would describe performance-based assessment. Put it


in a 1/8 illustration board and make a poster with it. Explain your output to your
professor and share it with your classmates.

Explanation ________ Slogan ________ Poster ________

APPLY
A. Form a group with 3-5 members each. Brainstorm on the nature of the
performance based-assessment and create a webbing as a graphic organizer.
Webbing is a graphic organizer that provides picture
of how words or phrases connect to an object, concept or topic.

Performance-
Based
Assessment
14

B. List down five activities which are considered as performance-based outputs.


From the list you have made, what do you think are the competencies to be
accomplished? What assessment procedures were done by the instructor?

ASSESSMENT
ACTIVITIES COMPETENCIES
PROCEDURES

ASSESS

A. As a teacher education student, think of a subject you plan to teach and make
workable tasks which are applicable to your teaching situation in the different
types of performance assessment.

TYPES OF PERFORMANCE TASKS WORKABLE TASKS


PERFORMANCE TASKS TO BE UNDERTAKEN (AUTHENTIC)

(continued next page)


15

TYPES OF PERFORMANCE TASKS WORKABLE TASKS


PERFORMANCE TASKS TO BE UNDERTAKEN (AUTHENTIC)

B. Plus – Minus – Interesting Framework


Write down the pluses and minuses of using Performance-Based Assessment.

PLUS (+) MINUS (-) INTERESTING (?)


Example: Clarifies the Requires a considerable To what extent does
meaning of complex time to construct, Performance-based
learning targets in complete and score. assessment measure the
authentic contexts. level of authenticity?

(continued next page)


16

PLUS (+) MINUS (-) INTERESTING (?)

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