USING

PERFORMACE
TASK
OBJECTIVES:

• characterize effective use of

performance tasks in
classroom instruction;
• discuss guidelines in designing
and implementing
performance task;
• distinguish among the types of
performance task
• examine samples of
performance task; and
• design performance task for
what is performance based
assessment?
A performance-based assessment is the assessment of a
student's ability to apply knowledge, skills, and
understanding, usually in authentic, real-life settings that
are similar to those encountered in the world outside the
classroom (Murchan & Shiel, 2017).
 Performance-based assessments go beyond typical multiple-choice tests and
written exams. They focus on evaluating a student's ability to apply knowledge
and skills in real-world situations. Examples include:
• Representing a character from a drama or play: Acting and embodying a character.
• Keeping a portfolio of artwork: Showcasing a collection of creative work.
• Demonstrating a routine, movement, or dance: Performing a physical skill.
• Making a video to dramatize a historical theme: Creating a visual narrative.
• Editing a story, term paper, or essay: Demonstrating writing and editing skills.
• Conducting a science experiment: Designing and executing a scientific investigation.
• Conducting a group of students to design a student attitude survey: Working
collaboratively to collect data.
• Working with equipment/machine to complete a task: Using tools and technology
effectively.
• Preparing a meal/baking pastries or cakes in a culinary presentation: Demonstrating
practical skills in cooking and presentation.
• Reporting on a project by delivering a multimedia presentation: Communicating
findings effectively to an audience.
The evaluation of these performances
can be done by a teacher, an external
marker, or even self-assessment by
the students themselves. The
assessment uses tools such as
checklists, rating scales, or scoring
rubrics to ensure consistent and valid
evaluation. The length of these
assessments can vary greatly, from
short activities to projects that take
several weeks to complete.
• Habits of Mind (Costa & Kallick, 2008): This framework
emphasizes problem-solving, lifelong learning skills, and
metacognitive abilities.
• Collaborative Problem-Solving (Von Davier & Halpin,
2013): This focuses on assessing students as they work
together on a project.
• 21st-Century Skills: These are skills deemed important
for success in the modern world. The text mentions
creativity, critical thinking, problem-solving,
collaboration, communication, and information literacy.
• Higher-Order Thinking Skills: These are more advanced
cognitive skills, building upon Bloom's taxonomy. They
include applying knowledge in new situations, analyzing
information, evaluating arguments, and creating original
ideas.
TECHING,
LEARNING
AND
ASSESSME
NT CYCLE
DEVELOPING OBSERVABLE PERFORMANCE
CRITERIA:
The quality of a performance assessment heavily depends on well-
defined criteria. Russell and Airasian (2012) suggest the following
guidelines:
1.Perform the Task: The assessor should perform the task themselves or imagine
themselves doing it to understand the process and identify key aspects.
2.List Important Aspects: Identify the important aspects of the performance or product.
3. Limit Criteria: Keep the number of criteria manageable so all can be observed during
a student's performance.
4. Group Brainstorming (Optional): If possible, have multiple teachers brainstorm
criteria to improve consensus and clarity.
5.Observable Behaviors: Express criteria using observable student behaviors or product
characteristics, avoiding vague terms.
6. Avoid Ambiguous Language: Do not use ambiguous words that cloud the meaning
(e.g., avoid adverbs ending in "-ly" or subjective terms like "good" or "appropriate")
7.Order of Criteria: Arrange criteria in the order they are likely to be observed during
the performance.
8. Check Existing Criteria: Before defining your own criteria, check for existing
TOOLS IN ASSESSING PERFORMANCE-
BASED ASSESSMENT
1.Anecdotal Records:
• What they are: Notes based on a teacher's observations of
students during a performance-based task. They document
strengths and weaknesses as students work. Data from
anecdotal records (along with other information) can be used to
form an overall judgment of student performance.
• Strengths: Provides detailed information, capturing nuanced
observations.
• Weaknesses: Very time-consuming; not meant to be a free-
flowing report but rather a purposeful record based on pre-
specified criteria. Judgment and recommendations are made
after the observation.
2.Observational Checklists:
• What they are: A list of behaviors, characteristics, or activities
with a place to mark whether each is present or absent. They're
diagnostic, reusable, and track student progress.
• Strengths: Provide a detailed record of student performance;
easily shown to students for self-evaluation and to help them see
areas for improvement. Students can internalize criteria for
success.
• Weaknesses: Only shows presence or absence of a criterion, not
degrees of quality; give the teacher only two choices for each
criterion; diffi cult to summarize into a single score. To overcome
this last point, scores can be calculated by setting up rating
standards or by calculating the percentage of accomplished
criteria.
3. Rating Scales:
• What they are: Used for aspects of a complex performance
that don't lend themselves to a simple yes/no judgment.
They assess the degree to which a student has attained
learning outcomes.
• Strengths: Can be used as a teaching tool.
4. Scoring Rubrics (implied, not explicitly defined in this
section):
• scoring rubrics are implied as another tool for assessing
performance. These are structured scoring guides that
provide detailed criteria and levels of performance for each
criterion, allowing for more nuanced and objective
assessment than checklists or rating scales.
 RUSSELL AND AIRASIAN (2012)
EXPLAINED HOW RUBRICS HELP THE
TEACHERS AND THE STUDENTS IN
VARIOUS WAYS. IT HELPS TEACHERS BY:
• specifying criteria to focus instruction on what is important;
• specifying criteria to focus student assessments;
• increasing the consistency of assessments;
• limiting arguments over grading because clear criteria and scoring
levels reduce subjectivity; and
• providing descriptions of student performance that are informative to
both the parents and the students.
Furthermore, rubrics help the students by:
• clarifying the teacher’s expectations about performance;
• pointing out what is important in a process or product;
• helping them monitor and critique their own work; and
• providing clearer performance information than traditional letter
grades provide.
General Steps in Preparing and Using Rubrics
A rubric includes both the aspects or
characteristics of a performance that will be
assessed and a description of the criteria that
is used to assess each aspect. The following
steps are simplified (Russell & Airasian, 2012)
in order to help the teachers find ease in
preparing rubrics.
1. Select a process or product to be taught.
2.State Performance criteria for the process
or product.
3.Decide on the number of scoring levels for
the rubric, usually three to five.
4.State the description of performance
criteria at the highest level of student
performance.
5.State the descriptions of performance
criteria at the remaining scoring levels
(e.g., the “good” and “poor” levels of the
book report rubric).
6.Compare each student’s performance with
THANK
YOU!