PERFORMAN
CE BASED
ASSESSMENT
BY:
JOPHET GALICIA
MARIE JASSEL
GINETE
Performance based-
Assessment
A direct and systematic observation of the
aquired performance of students based on a
predetermined performance criteria. It is an
alternative form of assessing the performance of
student through the performance task.
Features of Performance
based-Assessment
According to Gronlund(1998), there are
features of performance-based assessment that
differ from other types of assessment. These are
greater realism of the tasks, greater complexity of
the tasks, greater time needed for assessment, and
greater use of judgement in scoring
Features of Performance
based-Assessment
1. Greater realism of the task
this means that the students must apply the
knowledge and skills by demonstrating a task that shows
application in real world situation
2. Greater complexity of the task
The task are difficult to understand and analyze
because they are less structed problems that encourage
the students to perform with originality and thinking skills
and they may have multiple solutions
Features of Performance
based-Assessment
3. Greater time needed for assessment
Performance-based assessment needs longer time
to assess the performance of the students, because of the
difficulty or designing the task.
4. Greater use of judgment in scoring
The evaluator should consider the set of judging
criteria associated with the performance assessment. Also,
the scoring approach must be congruent to the
assessment purpose.
Difference
Between
Traditional
Assessment and
Performance-
based
Assessment
Traditional Performance-
assessment
or paper and pencil test
based
measures learning indirectly. When assessment
it is a direct measure of
learning or competence. This
measuring factual knowledge and
indicates the cognitive complex
solving well-structed mathematical
outcomes, affective, and
problems,paper and pencil test is
psychomotor skills have been
better to use. In this case, the
mastered.
teacher asks questions which
indicate skills that have been
learned or mastered
Domains of
Performance-
based
Assessment
Domains of Performance based-
Assessment
The following shows the domains and examples where
performance-based assessment is applicable.
A. Communication skills
1. Writing an essay
2. Delivering a speech
B. Psychomotor Skills
1. Holding a pencil properly
2. Following a procedure when dissecting a frog in a
laboratory class
3. Focusing a microscope
4. Bisecting a line
Domains of Performance based-
C. Athletic Skills Assessment
1. Shooting tree points in a basketball game
2. Pitching a strike ball in baseball game
3. Diving
D. Concept Acquisition
1. Skills in acquiring, organizing, and using information
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
1. Restricted-response
Performance task
A performance task that highly structed with limited scope.
The instruction of the task are more focused and the
limitations are always indicated
Examples:
- writing a one page summary of the class outreach program
- demonstrating how to set up cooking utensils
- delivering a two minute campaign speech
- constructing a bar graph of the scores of 50 students in a
quiz in Statistics.
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
outcomes or learning objective. Second, The administration is
easy and the output is easier to judge or evaluate, especially
the responses of the students. However,
Disadvantage when a teacher limits or gives
restrictions on the performance task
It prevents the students from demonstrating their abilities
and skills with comprehensive, poorly structed problems in
the real world.
2. Extended-response Performance
Task
A type of performance task that is less structed and broader
in scope.
Examples:
- Students conducting a thesis and then presenting and
defending their findings in front of a panel of judge
- writing and rewriting a poem after being criticized by a
teacher
Type of Task Complex Learning Outcomes
Restricted-response Ability to:
performance task - Construct a graph
- Read a story loud
- Type an application
letter
- Use engineering
instruments
Extended-response Ability to:
performance task - Write a thesis
- Create a regression
model
- Repair a television
- Organize ideas
- Make an oral
presentation about
research
- Collect, analyze, and
infer data
Focus of
Performance-
based
Assessment
Focus of Performance-based
Assessment
The teacher assess the effectiveness of the process or
procedure and the product or output used in a 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 procedures/steps are crucial to later success
4. Analysis of procedural steps can help in improving the
product.
5. Learning is at the early stage
Focus of Performance-based
Assessment
According to Gronlund(1998), use the product when;
1. Different procedures result in an equally good product
2. Procedures not available for observation
3. The procedures have been mastered already
4. Products have qualities that can be identified and judged.
The following are the four types of accomplishments of the
learners using performance-based assessment
Accomplishments Examples
Products Poems, essays, charts, graphs,
exhibits, drawings, maps, etc.
Complex cognitive process Skills in acquiring, organizing, and
using information
Observable performance Physical movements such as
dance, gymnastics, tying oral
presentation, focusing microscope
in laboratory classes, following sets
of procedures.
Habit of the mind and social skills Mental and behavioral habits such
as persistence and cooperation
during group work, recognition skills
Advantages of Performance-based
Assessment
1. It assesses complex learning outcomes not measured by
paper and pencil test.
2. It assesses the process as well as the product.
3. It communicates instructional goals that relate to real world
context.
4. It assesses progress as well as the performance
5. It involves the students in the process of assessing their
own growth
6. It recognizes the students can express what they know and
can do in different ways.
7. Specific, direct, and understandable information about the
students are available to parents.
Advantages of Performance-based
Assessment
8. It evaluate the “whole student”
9. It enhances the professional skills of teacher through
collaboration with other teacher.
10. it can establish a framework for observing students that is
consistent with the principles of child development
11. It can contribute to a meaningful curriculum planning and
the design of developmentally appropriate educational
inventions.
Limitations of performance-based
Assessment
1. Constructing performance assessment in time consuming.
2. Scoring is often questionable because it is not reliable,
most especially if the scoring guide of rubrics are not properly
prepared.
3. It measures only a limited scope of learning objectives
Developing
Performance-
based
Assessment
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 are not
willing to employ this kind of assessment because of its
complexity in evaluating the students performance.
Steps in
Developing
Performance-
based
Assessment
Steps inDeveloping 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 assessment will be used.
The purpose of the assessment is considered in making
decision in the subsequent steps of the process.
Example:
- if the numerical rating of the assessment is used for
instructional improvement, that is to get feedback from the
students, then formative assessment will be used
Steps inDeveloping performance-
based Assessment
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, You
must decide which learning outcomes requires performance
assessment and which one is appropriate for traditional
assessment.
Steps inDeveloping performance-
based 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.
The activity and task should be in line with the issues,
concepts, or problems that are important in the development
of the subject matter or learning instruction.
Steps inDeveloping performance-
based Assessment
3. Design and develop activity or performance task.
Kubiszyn and Borich(2007) suggested some questions to get
started with the activity
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 real world?
B. What are the projects and task performed by those
professionals that can be adapted to school instruction?
Steps inDeveloping performance-
based Assessment
3. Design and develop activity or performance task.
c. What are the roles or habits of mind that those
professionals acquire that the learners re-create in the
classroom?
Examples of task that the teacher can create based on the
questions may involve debates, solving mathematical
problems, experiment in Science class, presentation of
historical events, and job responsibilities. Notice that these
examples present the learners with the following.
1. a hands-on exercise.
2. an observable outcome.
THANK YOU
^_^
