Assessment in learning

1. 3. NATURE OF PERFORMANCE-BASED ASSESSMENT
Overview
Traditional testing cannot measure a number of skills directly.
Skills requiring the demonstration of students’ understanding by
creating an answer, carrying out a performance, or producing a product
that involves independent judgment, critical thinking, and decision-
making are best assessed with a performance test. This type of
authentic assessment provides evidence of what the students know and
can do in the context of real life. This section introduces performance
assessment, which includes the nature, principles, types, advantages,
and limitations of performance-based assessment.
Objective
At the end of the section, students must have analyzed the nature
and the essential characteristics of performance-based assessment.

2. Meaning and Characteristics
- is one in which the teacher observes and makes a judgment about the student's
demonstration of a skill or competency in creating a product, constructing a
response, or making a presentation (MacMillan, 2007). Emphasis is on the
students’ ability to perform tasks by producing their own authentic work with
their knowledge and skills.
Performanced-Based Assessment
- an alternative form of assessment that moves away from traditional paper-and-
pencil tests (Ferman, 2005). Students are engaged in creating a final project that
exhibits understanding of concepts they have learned.
- process the creative aspect of the students in bringing out what they know and what
they can do through different performance tasks such as exhibits, projects, and work
samples.

3. Types of Activities Exemplified Performance-
Based Assessment
• writing a research report
• solving and conducting experiments and investigations
• return demonstration
• speech skit
• role playing
• constructing and implementing seminar plan/creating video
presentation

4. Three Features of Performance Assessment
1. Multiple evaluation criteria – student’s performance
must be judged using more than one evaluation criterion.
2. Pre-specified quality standards – evaluative criteria on
which a student’s performance is to be judged is clearly
explicated in advance of judging the quality of the
student's performance.
3. Judgmental appraisal – judgments to determine how
acceptable a student’s performance really is.

5. Types of Performance Tasks
1. Solving a problem – helps the students become independent thinkers and learners for life
and helps them meet the challenges of the 21st century. For example, the solving of complex
authentic problems or issues to be solved by the students.
2. Completing an inquiry – students are asked to collect data in order to develop their
understanding of a topic or issue. For example, science investigations, research-based
activities, surveys, and interviews, or independent studies.
3. Determining a position – requires students to make decisions or clarify a position. For
example, case analysis and issue-related activities or debates.
4. Demonstration task – students explain or describe how something works or how to do
something when they perform these tasks. For example, demonstrating steps or procedures
of cooking, explaining earthquake safety and procedures, and demonstrating how to set up a
microscope for viewing slides. The focus is on accuracy in clarifying steps of the process and
careful reasoning concerning the rationale for each step of the process.

6. Types of Performance Tasks
5. Developing exhibits – exhibits are visual presentations or displays that need
little or no explanation from the creators. An exhibit is offered to explain,
demonstrate, or show something. For example, exhibit of best works, pictures or
paintings, projects, or even portfolios in the classroom.
6. Presentation task – this is a work or task performed in front of an audience,
storytelling, singing and dancing, musical play or theatrical acting are some
presentations that demonstrate presentation tasks.
7. Capstone performance – these are tasks that occur at the end of a program of
study and enable students to show knowledge and skills in a context that
matches the words of practicing professionals. These tasks include research
papers, practice teaching, internships, or on-the-job training.

7. Strengths and Limitations
1. Performance assessment clearly identifies and clarifies learning
targets.
2. Performance assessment allows students to exhibit their own
skills, talents, and expertise.
3. Performance assessment advocates the constructivist principle
of learning.
4. Performance assessment uses a variety of approaches to student
evaluation.
5. Performance assessment allows the teachers to explore the main
goal and processes of teaching and learning process.

8. ADVANTAGES AND LIMITATIONS
1. The development of high-quality performance
assessment is a tedious process.
2. Performance assessment requires a considerable
amount of time to administer.
3. Performance assessment takes a great deal of time to
score.
4. Performance task score may have lower reliability.
5. Performance task score may have lower reliability.
6. Performance task completion may be discouraging to
less able students.

9. Summary of Strengths and Weaknesses of Performance Assessment
Strengths Weaknesses
• Integrates assessment with instruction.
• Learning occurs during assessment.
• Provides opportunities for formative
assessment.
• Tends to be more authentic than other types of
assessments.
• More engaging; active involvement of students.
• Provides additional way for students to show
what they know and can do.
• Emphasis on reasoning skills.
• Forces teachers to establish specific criteria to
identify successful performance.
• Encourage student self-assessment.
• Emphasis on application of knowledge.
• Encourages re-examination of instructional goals
and the purpose of schooling.
 Reliability may be difficult to establish.
 Measurement error due to subjective nature of
the scoring may be significant.
 Inconsistent student performance across time
may result in accurate conclusions.
 Few samples of student achievement.
 Requires considerable teacher time to prepare
and student time to complete.
 Difficult to plan for amount of time needed.
 Limited ability to generalize to a larger domain
on knowledge.

10. APPLY
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Name: ___________________________________________________ Date: _______________
A. Form a group by major. Brainstorm on the nature of the performance-based assessment and create a
webbing as a graphic organizer.
Webbing is a graphic organizer that provides picture of how
words or phrases connect to an object, concept, or topic.
Performance-
Based
Assessment

11. APPLY
https://www.nicepng.com/ourpic/u2q8i1u2r5e6w7i1
B. List down five activities which are considered as performance-based outputs. From the list you have made, what do
you think are the competencies to be accomplished? What assessment procedures were done by the teacher?
Activities Comptencies Assessment Procedure/s

12. ASSESS
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Name: ___________________________________________________ Date: _______________
A. As a teacher education student, think of a subject you plan to teach (by major) and make workable tasks
which are applicable to your teaching situation in the different types of performance assessment.
Types of Performance Tasks Performance Task to be undertaken Workable Tasks (Authentic)