PERFORMANCE

BASED
ASSESSMENT
Chapter 2
 Terms in contrast
to selected
response items

Authentic
Assessment

Alternative Performance
Assessment Assessment
Product
 Theactual creation of students that
can be viewed or touched by the
teachers.
Performance-Based Assessment

 A direct and systematic observation of

the actual performance based on a
predetermined performance criteria.
Alternative form of assessing the
performance of the student.
Features of Performance-Based
Assessment
 Greater Realism of the tasks.
 Greater Complexity of the tasks.
 Greater time needed for assessment.
 Greater use of judgment in scoring.
Traditional Assessment
the paper-and-pencil test measures
learning indirectly

Performance-Based Assessment
 is a direct measure of learning or
competence.
Domains of Performance-Based
Assessment
A.Communication skills
B.Psychomotor skills
C.Athletic skills
D.Concept acquisition
E.Affective skills
Types of Performance-Based
Assessment 
Complex Learning
Restricted-response Performance
Task Outcomes Ability to:
construct a graph
A performance task that is highly
structured with a limited scope.
read a story aloud
type an application
Examples: writing a one-page
summary of the class outreach
letter
program use engineering
instruments
Extended-Response Performance
Task
 A type of performance task that is Complex Learning
less structured and broader in Outcomes Ability to:
scope. write a thesis
create a regression model
 Examples: Students conducting a repair a television
thesis and then presenting and organize ideas
defending their findings in front of a make an oral
panel of judges; rewriting a poem presentation about
after being criticized by a teacher. research
collect, analyze, and
infer data
Focus of Performance-Based
Assessment According to Gronlund, use
According to Gronlund, use the the product when:
process when: Different procedures result
There is no product; in an equally good product;
The process is orderly and Procedures not available
directly observable; for observation;
Correct procedures/steps are The procedures have been
crucial to later success; mastered already; and
Analysis of procedural steps can Products have qualities
help in improving the product; that can be identified and
and judged.
Learning is at the early stage.
Four Types of 1. PRODUCTS
Ex: poems, essays, charts, graphs,
Accomplishments exhibits, drawings, map, etc.
of the Learners 2. COMPLEX COGNITIVE PROCESSES
Ex: skills in acquiring, organizing, and
using using information.
Performance- 3.OBSERVABLE PERFORMANCE
Ex: physical movements such as dance,
Based Assessment gymnastics, typing, oral presentation,
focusing in laboratory class, following
cooking procedures
4.HABIT OF THE MIND AND SOCIAL
SKILLS
Ex: mental and behavioral habits such as
persistence and cooperation during group
work, recognition skills
ADVANTAGES OF PERFORMANCE
BASED ASSESSMENT
1.Assesses complex learning outcomes.
2.Assesses the process as well as the
product.
3. Communicates instructional goals related
to real world context.
4. Assesses progress as well as the
performance.
5. Involves the students in the
assessment process.
6. Recognizes that students can
express.
7. Specific, direct, and
understandable information are
available to the parent of the students.
8. Evaluates the “whole student”.
9. Enhances the professional skills of
the teachers.
10. Can establish a framework for
observing the students.
11. Can contribute to a meaningful
curriculum planning and design of
educational inventions.
LIMITATIONS OF PERFORMANCE
BASED ASSESSMENT

1. Constructing - Time consuming

2. Scoring – Questionable
3. Measurement – Limited scope
DEVELOPING
PERFORMANCE
BASED
ASSESSMENT
STEPS IN DEVELOPING
PERFORMANCE-BASED ASSESSMENT
1. Define the purpose of assessment.
2. Determine the skills. Learning
outcomes, and taxonomy level.
3. Design and develop activity of
performance task.
4. Define the performance criteria
5. Create the scoring rubrics
6. Assess the Performance
7. Specify the Constraints in Testing
PERFORMANCE TASK?
Examples of It’s a student’s ACTION.
performance task in
different areas: d. Writing a poem in iambic
a. Building a house form
using popsicle stick e. Solving math problems
f. Writing a sports story
b. Demonstrating the
g. Translating english
dissection of frog
paragraph to filipino
c. Drawing the map of h. Demonstrating a modern
the Philippines
dancer
SUGGESTIONS FOR CONSTRUCTING
PERFORMANCE TASK

A. FOCUS
B. SELECT / DEVELOP
C. MINIMIZE
D. PROVIDE
E. CONSTRUCT
F. COMMUNICATE
GUIDELINES FOR GOOD
PERFORMANCE TASK
a. Must be congruent to the purpose of the
assessment
b. Elicits behavior(s) at the level(s) stated in the
instructional outcomes.
c. Interesting, challenging and fair to all students.
d. Authentic; hence, it promotes the conveyance of
learning to the real world
e. Includes only important outcomes.
f. Performance task adequately reflects
intended learning outcomes.
g. Appropriate for the developmental level of
students.
h. Include what is to be done, how it is done
and what condition it is done.
i. Give enough information and context for
successful task completion by all
students.
TYPES OF PERFORMANCE CRITERIA

A. Impact of the performance.

B. Work quality and craftsmanship.
C. Adequacy of method and behavior.
D. Validity of content.
E. Sophistication of knowledge
employed.
GUIDELINES FOR GOOD JUDGING
CRITERIA
A. Communicate essential achievement standard of the
assessed outcome
B. Operationalize the outcome they intend to reflect
C. Apply cross context that calls for similar behavior
D. Focus on current instruction, not prior learning
E. Observable
F. Essential for judging performance of the task adequately
G. Communicate to the others what constitutes excellence
H. Appropriate for the students
Create the Scoring Rubrics
SCORING RUBRICS
Are used when judging the quality of the
work of the learners . One of the alternative
methods in rating the performance

 descriptive scoring schemes… - Moskal, 2000

 a rating system… - Airasian, 2000
TYPES OF RUBRICS

HOLISTIC RUBRIC – to score an overall

product or process

ANALYTIC RUBRIC – provides

information regarding performance
in each component parts of a task
PERFORMANCE BASED
ASSESSMENT is…
“DOING” INSTEAD OF
“KNOWING”
Uses of Rubrics
•Rubrics are powerful tools for both teaching and assessment.
•Rubrics are useful in that they help students become more
thoughtful judges of the quality of their own and others’
work.
•Rubrics reduce the amount of time teachers spend evaluating
student’s work.
•Teachers appreciate rubrics because their “accordion” nature
allows them to accommodate heterogeneous classes.
•Rubrics are easy to use and explain.
Advantages of using rubrics
•Allow consistency and objectivity in scoring
across the given criteria;
•Clarify the criteria in more specific terms;
•Students can identify the basis on how they are
to be evaluated;
•Allow the students to assess their own
performance, products, or works;
•Teachers can use a small amount of time to
evaluate the performance of the students;
•Students can evaluate their own performance
and the performance of their classmates;
•Provide specific feedbacks on the
performance of the students, especially
analytic scoring;
•Serve as standards when preparing the
tasks/activities against its measure and
progress is documented; and
•Provide students feedback about their
strengths and weaknesses according to their
performance.
Development of Scoring Rubrics
•Be sure the criteria focus on •The characteristics
important aspects of the and traits used in the
performance. scale should be clearly
and specifically
•Match the type of rating with
defined.
the purpose of the assessment.
•Take appropriate
•The descriptions of the criteria steps to minimize
should be directly observable. scoring error.
•The criteria should be written so •The scoring system
that students, parents and needs to be feasible.
others understand them.
Analytic
Rubric
for
Invention
report
Rubric for Research Proposal Stage
Description Range Interpretation

High Merit 90-100 The research is considered

meritorious and is recommended
for implementation/conduct.
Medium Merit 80-89 The research is most likely to be
recommended to implementation
subject to minor revision and
improvement.
Low Merit 75-79 The research is recommended for
major revision and improvement.

No Merit Below 75 The research is not recommended

for implementation/conduct.
Resources for Rubrics on the Web
1.“Performance Assessment-Scoring” (
http://www.pgcps.pg.k12.md.us/~elc/scori ngtasks.html)
2. “Scoring Rubrics: What, When, & How?”
(http://pareonline.net/getvn.asp?v=7&n =3)
3. “RubiStar Rubric Generator” (http://rubistar.4teachers.org/
4. “Rubrics from the Staff Room for Ontario Teachers”
(http://www.quadro.net/- ecoxon/Reporting/rubrics.htm)
5. “Teacher Rubric Market” (http://www.teach-
nology.com/web tools/rubrics/)
Types of Scoring Instruments for
Performance Assessments

1. CHECKLIST an observation instrument that

defines performance whether it is certain or
uncertain, or present or not present.
2. NARRATIVE/ANECDOTAL a continuous
description of student behavior as it occurs,
recorded without judgement or interpretation.
3. Scale checklist that allows an evaluator
to record information on a scale, noting
the finer distinction like the presence or
absence of a behavior.
4. Memory Approach an approach where
the teacher observes the students when
performing the tasks without taking any
notes.
ASSESS THE PERFORMANCE

to assess the performance of the

students, the evaluator can use the
different types of approach to give
feedbacks.
SPECIFY THE CONSTRAINT IN
TESTING
direct form of assessment in which
real world conditions and constraint play
a very important role in demonstrating
the competencies desired from the
students.
Errors in Performance-Based
Assessment
Possible Errors Committed using Performance-
based

•Personal Bias
•Generosity error
•Severity Error
•Halo affect
CONCLUSION
There are many ways in determining the excellent
performance and not-so- good performance or product
as a result of work students. We need greater time for
assessment and greater use of judgment in scoring.
Through the use of assessment tools, the teacher can
manage his time in administering questions and
evaluating the work or performance of students
whether it emphasize overall judgment or giving
feedbacks to students in different aspects of
performance because students can also be able to
evaluate and assess of their own work as well as other’s
work.
Prepared by:

Christel Mae T. Rafols

AB-Mathematics 3
Lindy C. Arguillas
AB-Mathematics 3
 Ian A. Mondalo
AB-Mathematics 3