The document provides an in-depth exploration of performance-based assessment (PBA), its definition, examples, and steps for development. It contrasts PBA with traditional assessments, highlights various domains and types of performance tasks, and outlines guidelines and criteria for effective assessments. The aim is to enhance learning through authentic assessments that accurately measure students' competencies and skills.

1. AUTHENTIC
ASSESSMENT
by:
NOVA B. ZAMORA, PhD

2. Objectives:
1.define performance-based assessment
2.enumerate examples of performance-based
assessment
3.develop performance-based assessment
at the end of the session, the participants are
expected to:

4. THEME PARK HERO

6. What is Performance-Based
Assessment (PBA)?

7. Performance-Based
Assessment
 is a direct and systematic
observation of the actual
performance of students
based on a predetermined
performance criteria
(Zimmaro, 2003 as cited by
Gabuyo, 2012).

9. Traditional Assessment
 Also known as paper–and-
pencil test
 Measures learning indirectly
 It is better to use when
measuring factual knowledge
and solving well-structured
mathematical problems
Performance-Based
Assessment
 Is a direct measure of
learning or competence.
 It indicates that cognitive
complex outcomes,
affective, and psychomotor
skills have been mastered.
VS.

12. JOHN DEWEY
(1859-1952)
EXPERIENTIAL
LEARNING
“Learning by
Doing”

16. Examples of PBA..
preparing microscope slides
Performing gymnastics or dance in P.E
Cooking demonstration in TLE class

17. Domains of Performance-
Based Assessment (PBA)
A. Communication Skills
-Writing an essay
-delivering a speech
B. Psychomotor Skills
-holding a pencil properly
-following a procedure when
dissecting a frog in the laboratory
class
-focusing a microscope
-bisecting line
C. Athletic Skills
-shooting 3 points in a basketball game
-pitching a strike ball in a baseball game
-Diving
-

18. Domains of Performance-
Based Assessment (PBA)
D. Concept Acquisition
-skills in acquiring, organizing, and
using information
E. Affective Skills -Mental and behavioural habits and
recognition skills
-Sharing sports equipment
-Obeying traffic rules and regulations

19. TYPES OF PERFORMANCE-
BASED ASSESSMENT
1. Restricted-
response
Performance Task
2. Extended-
response
Performance Task
A performance that is highly
structured with a limited
scope.
The instructions of the task
are more focused and the
limitations are always
indicated.
A type of performance task
that is less structured and
broader in scope.
When a teacher uses extended-
response performance task, the
teacher can obtain better
information about the students’
ability to identify the crucial point of
a problem

20. 1. Restricted-
response
Performance Task
2. Extended-response
Performance Task
Ability to:
• construct a graph
• read a story aloud
•Type an application letter
• use engineering instruments
Ability to:
• write a thesis
• create a regression model
• repair a television
• organize ideas
• make an oral presentation
about research
TYPE OF TASK COMPLEX LEARNING OUTCOME

21. FOCUS OF PBA
Process
Product
Or both process and product

22. 4 Types of Accomplishments of
the Learners
ACCOMPLISHMENTS EXAMPLES
Product Poems, essays, charts, exhibits,
drawings, maps, etc.
Complex Cognitive Processes Skills in acquiring, organizing, and
using information
Observable Performance Physical movements such as dance,
gymnastics, typing, oral presentation,
focusing sets of procedures (dissecting a
frog), bisecting angles, following cooking
procedures
Habits of the mind and
social skills
Mental and behavioural habits as
persistence and cooperation during
group work, recognition skills

25. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
1. Define the purpose of the assessment
2. Determine the Skills, learning outcomes,
and taxonomy level
Improvement of instruction-Formative Assessment
To judge the quality and characteristics of the student and
summarise these in a clear and widely acceptable format –
Summative Assessment
Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating

26. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
3. Design and develop activity or performance
task
1. Building a house using popsicle sticks
2. Demonstrating the dissection of frog
3. Drawing the map of the Philippines
4. Writing a poem in iambic form
5. Solving Math problems
6. Writing a sports story
7. Translating English Paragraph to Filipino
8. Demonstrating a modern dance
9. Writing a 10-item, matching type test
10.Presenting a 5-minute drama performance

27. Guidelines for Good
Performance Task
1. Performance must be congruent to the purpose
of the assessment.
2. Performance task elicits behavior (s) at the level
(s) stated in the instructional outcomes.
3. Performance task is interesting, challenging and
fair to all students.
4. Performance task is authentic, hence it promotes
conveyance of learning to the real world.

28. Guidelines for Good
Performance Task
5. Performance task includes important outcomes
(performance and product) that are appropriately
assessed.
6. Performance task is appropriate for the
developmental level of the students.
7. It should include what is to be done, how it is
done, and what condition it is done.
8. It should give enough information and context for
successful task completion by all students.

29. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
4. Define the performance Criteria
Performance criteria are the specific
behaviours that students perform to properly carry
out a performance.
Types of Performance Criteria
1. Impact of the performance
2. Work Quality and craftsmanship
3. Adequacy of method and behavior
4. Validity of Content
5. Sophistication of Knowledge employed

30. Impact of the performance refers to the success of the
performance, given purposes, goals, and the desired results.
Work Quality and Craftsmanship refers to the overall
quality, organization, and difficulty of the work.
Adequacy of method and behaviour refers to the
quality of procedures and manner of presentation prior to
and during the performance.
Validity of Content refers to the correctness of ideas,
skills, and materials used.
Sophistication of knowledge employed refers to the
complexity or maturity of knowledge employed.

31. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
5. Create the scoring rubrics
Scoring rubrics are used when judging the quality of
the work of the learners on performance assessments.
Scoring rubrics are descriptive scoring schemes that
are developed by teachers or other evaluators to guide the
analysis of the products or processes of students’ efforts
(Moskal, 2000)

32. Types of Rubrics
1. Holistic
2. Analytic
Requires the teacher to
score an overall process or
product as a whole.
Provides information regarding
performance in each component
parts of a task, making it useful for
diagnosing specific strengths and
weaknesses of the learners.

33. Template for Holistic Rubric
Score Description
5 Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All
requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are included.
2 Demonstrates little understanding of the problem. Many
requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.

34. Sample of Analytic Rubrics

38. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
6. Assess the performance
Evaluators can use the ff:
1.Checklist approach
2.Narrative or anecdotal approach
3.Rating scale approach
4.Memory approach

40. NARRATIVE/ANECDOTAL
Is a continuous description of
student behaviour as it occurs,
recorded judgement or
interpretation.

42. Rating Scale

43. Memory Approach
is an approach where teacher observation of
the students with performing the tasks
without taking any notes.
He use his memory to determine whether or
not the students are successful.
This is not recommended to use in assessing
the performance of students.

44. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
7. Specify the Constraints in Testing
Common Forms of Constraints:
1.Time
2.Reference Materials
3.Other people equipment
4.Prior Knowledge of the task
5.Scoring criteria

45. STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT
STEPS
1. Define the purpose of the
assessment
2. Determine the skills, learning outcomes,
and taxonomy level
3. Design and develop or performance task
4. Define the performance criteria
5. Create the scoring rubrics
6. Assess the performance
7. Specify the Constraint in Testing
EXAMPLES
1. Summative Assessment
 design an emergency and preparedness plan and
kit
 100% of the students will be able to design
preparedness kit
 Creating
3. Designing emergency kit
4. Validity of Content, Adequacy in
Method
6. Rating Scale
7. Time

46. Objectives:
1.define performance-based assessment
2.enumerate examples of performance-based
assessment
3.develop performance-based assessment
at the end of the session, the participants are
expected to:

47. “Assessment in this spirit does not concern assignment
of grades or evaluation of whether instruction was
effective. It's assessment designed squarely to feed into
the learning process and make the learning stronger.”
- David N. Perkins,
Making Learning Whole:
How Seven Principles of Teaching Can Transform
Education

48. UTILIZATION OF
ASSESSMENT DATA