CRMEF Training Trainer : Mr. Ayad Chraa

1. BASED ASSESSMENT
Trainer
Ayad CHRAA
Teacher Trainee
Abdessamad LADMIM
Testing & Assessment
PERFORMANCE

2. BASED
ASSESSMENT
PERFORMANCE

3. PBA
D T AD S
Definition, what’s & why PBA ?
What’s PBA and why adopting it, what are the
transitions we’ve made so far through it.
Types
What are the types of PBA?
Advantages & Disadvantages
What are the advantages & disadvantages of PBA?
Skills Assessing
Some examples of PBA tasks during the assessment of
the four skills.
”Ultimately, we want students to grow to
be independent. For them to do that, they
have to have a sense of what the criteria
(are) that make them successful. For a long
time, the criteria (have) been a mystery to
students…”
R.J. Tierney, M. Carter, & L. Desai

4. D T AD S
Definition, what’s & why PBA ?
What’s PBA and why adopting it, what are the
transitions we’ve made so far through it.
Types
What are the types of PBA?
Advantages & Disadvantages
What are the advantages & disadvantages of PBA?
Skills Assessing
Some examples of PBA tasks during the assessment of
the four skills.
”Ultimately, we want students to grow to
be independent. For them to do that, they
have to have a sense of what the criteria
(are) that make them successful. For a long
time, the criteria (have) been a mystery to
students…”
R.J. Tierney, M. Carter, & L. Desai
PBA

5. D T AD S
Definition, what’s & why PBA ?
What’s PBA and why adopting it, what are the
transitions we’ve made so far through it.
Advantages & Disadvantages
What are the advantages & disadvantages of PBA?
Types
What are the types of PBA?
Skills Assessing
Some examples of PBA tasks during the assessment of
the four skills.
”Ultimately, we want students to grow to
be independent. For them to do that, they
have to have a sense of what the criteria
(are) that make them successful. For a long
time, the criteria (have) been a mystery to
students…”
R.J. Tierney, M. Carter, & L. Desai
PBA

6. D T AD S
Definition, what’s & why PBA ?
What’s PBA and why adopting it, what are the
transitions we’ve made so far through it.
Skills Assessing
Some examples of PBA tasks during the assessment of
the four skills.
Types
What are the types of PBA?
Advantages & Disadvantages
What are the advantages & disadvantages of PBA?
”Ultimately, we want students to grow to
be independent. For them to do that, they
have to have a sense of what the criteria
(are) that make them successful. For a long
time, the criteria (have) been a mystery to
students…”
R.J. Tierney, M. Carter, & L. Desai
PBA

7. DEFINITIONS
A form that requires students to create answers or
products/presentations/performances demonstrating their knowledge and skills
applicable for real-life based purposes.
A form of assessment that requires students to perform a task rather than
answer questions from a ready made list.

8. TRANSITIONS
One-shot tests
Textbook based tests
Regular designed tests
Decontextualized test task
No test follow-up
Continuous assessment
Classroom performance test
More real-world assessment
Contextualized test tasks
Remedial classes available

9. “Ultimately, we want students to
grow to be independent. For
them to do that, they have to
have a sense of what the criteria
(are) that make them successful.
For a long time, the criteria
(have) been a mystery to
students…”
R.J. Tierney, M. Carter, & L. Desai
Portfolio Assessment in Reading-Writing Classroom
WHY P.B.A ?
“People still think that assessment
is what you do after teaching and
learning are over as opposed to
thinking of assessment as giving
feedback to help you to achieve
your goal.”
Grant Wiggins, Educational Consultant

10. TYPES OF P.B.A
EXTENDED
P.B Tasks
RESTRICTED
P.B Tasks
Limited skills
Variety of skills
PRODUCT
EXTENDED
CONSTRUCTED
RESPONSE
PERFORMANCES
Essays, RP, reports, portfolio, video..
Short answer sentences, paragraphs, graph/table..
Oral presentation, debates, actions, role plays..

11. PROS & CONS
 Continuous assessment.
 Can assess complex learning
outcomes.
 Meaningful learning/performance
makes the student more motivated.
 Encourages the application of learning
to real-life situations.
 Focused on what students are able to
do.
 Students are active participants.
 Intended outcomes are clearly
identified.
 Requires a lot of time and effort to
implement.
 Evaluation must be done
individually (not in groups).
 Hard to sample the tasks for
evaluation.
 Demands a high dynamism from
learners which not always
relieving for them.

12. ASSESSING WITH PBA
1. Constructed response: open-ended statement with which the learner is asked to agree or
disagree.
2. Display: poster, photo, chart, graph, etc., about a project, accompanied with verbal
explanations.
3. Draw and tell test: picture or diagram drawn as a model to represent a concept
4. Problem-solving: following the stages of the hands-on problem to solve, accompanied with a
verbal explanation.
5. Student conference/oral interview: discussion about activities, interests or experiences
between students and teacher.

13. REFERENCES
Bachman and Palmer.1996. Language Testing in Practice. New York. Oxford University Press.
Hughes, Arthur. (1989). Testing for Language Teachers. Cambridge: Cambridge University Press.
Weigle, Sara Cushing. (2002). Assessing Writing. Cambridge: Cambridge University Press.
ENGLISH LANGUAGE GUIDELINES FOR SECONDARY SCHOOLS (November 2007).
THANK YOU
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