Performance Based Assesment

1. Performance Based Assesment
Group 9 :
Rizka Oktaviani 201310100311165
Nurul Khatimah 201310100311169
Siti Farida 201310100311170
Widya Alfiani 201310100311181

2. Definition
Performance-based assessment is a way for students to demonstrate
knowledge, skills, and material that they've learned. Performance-based
assessment measures how well students can apply or use what they know,
often in real-world situations.

3. Types of Performance Based Assesment
1. Products
Examples: essay, research paper, log/journal, lab report, portfolio, project,
video/audio tape
2. Performances
Examples: oral presentation, demonstrations, debates, discussion,
dance/movement
3. Constructed Responses
Examples: short answer sentences or paragraphs, concept map, flow
chart, graph/table, illustration

4. Instruments of Performance Based Assesment
RUBRICS
 Most rubrics consist of objectives, performance characteristics, and
points or scores that indicate the degree to which the objectives were
met
CHECKLISTS
 Checklists contain a list of behaviors or specific steps, which can be
marked as Present/Absent, Complete/Incomplete, Yes /No, etc

7. Characteristics a Good Performance
Assessment task
 Has a meaningful context.
 Asks learners to create, perform, or produce something.
 Skills development, creativity and linguistic accuracy.
 It assesses practical use of authentic items.
 Involves tasks that are communicative, not mechanical.
 Create higher level thinking skills and problem-solving skills
 It explains the task, required elements and scoring criteria to the students before
they begin the activity.
 provides meaningful feedback to learners.

8. Steps in Creating Authentic and
Performance-Based Assessment Tasks
 Determine the purpose for the assessment.
 Select the objectives of the assessment.
 Design the task you want to use to have your students show their attainment of the
skill(s) and appropriate content.
 Think about the materials.
 Establish the scoring criteria for assessing student achievement.
 Determine point values or your scoring criteria.
 Interpret the results of the assessment activity according to the purpose of the
assessment.

9. The Advantages of Using Performance Task
 Good Instructional Alignment
 Interesting Assessments
 Instructional Feedback
 Active Student Learning
 Higher-Order Thinking Skills
 Multiple Chances to Get It Right
 Students’ Enjoyment

10. Projects
Projects have always been part of the foreign
language classroom. They enhance learning and
are one way to accommodate the students’
various learning styles and preferences.

11. Guidelines for Projects
1. Students are given some choices on the projects.
2. Students can use their multiple intelligences.
3. Students are provided opportunities to engage in problem solving, decision
making, and other high-order thinking skills.
4. Specific criteria for the assignment
5. Due dates
6. Students are given a chance to think about how they approach learning tasks
7. Specific indicators
8. Teachers feedback
9. Peer correction
10. The student has an opportunity for self evaluation.

12. Sample Performance-Based Tasks

13. 1. Students in groups of 4-5 are responsible for presenting a ten-minute news
broadcast including the following: name of station, motto, logo, music,
world news, local and regional news, commercials, weather, and sports.
Newscast can be recorded or presented live
2. Given a series of commands, the student performs the appropriate actions
3. Given a map of a city (or of the subway), student A tells student B how to
arrive at a specific location. Student B listens to the directions and indicates
the directions by drawing arrows on the map

14. 4. Students are asked to show their comprehension of a reading passage
5. Students, alone or in pairs, create a graphic organizer to show
important information
6. Students compare two concepts or two stories and draw graphic
representations of the comparison. During a primary social
studies unit, students learn about Japanese culture by comparing
it with their own culture

15. 6. Students compare two concepts or two stories and draw graphic
representations of the comparison. During a primary social studies
unit, students learn about Japanese culture by comparing it with
their own culture
7. To celebrate earth day, Spanish students in an elementary school
devised a series of sentences describing that particular day.
8. Students are asked to draw conclusions about languages they have
learned or they are familiar with. They use an induction matrix to
display their conclusions