Performance-based tests assess what students know and are able to do by having them complete tasks or solve problems. Rubrics are used to score performance-based tests by listing the criteria for the task and describing varying levels of quality. Exemplars are examples that show the characteristics of high-quality work. Performance tasks require students to apply their knowledge and skills to complete an activity. Procedures for performance-based tests involve using rubrics, exemplars, and having students complete performance tasks.

1. CHAPTER 7
PERFORMANCE-BASED
TESTS

2. Traditional standardized
objective test
Alternative assessment mechanism
Multiple choice
tests

3. PERFORMANCE-BASED
ASSESSMENT
 Best way to gauge a student or pupil
competency in a certain task is
through en situ or on site.
 A performance-based test
-assess students on what they know,
what they are able to do and the
learning strategies they employ in the
process of
demonstrating it.

4. Performance- based
assessment
Observation
En situ on site

5. •Portfolios of a student’s work overtime
•Student’s demonstration
•hands-on execution of experiments by
students
•Student’s work in simulated environment
(APPROACH)
Bryant

6.  Keeping records of all tasks
successfully and skillfully
performed by a student

7.  Mehrens
Performance testing is
NOT new
ff. PERFORMANCE
TESTING
PROCEDURES

8. performance-based tests
Performance
Testing
procedures
• performance tasks
• rubrics scoring guides
•Exemplars of
performanceRequire students to
perform a certain task or
activity or perhaps solve
complex problems

9. Performance-based test
 Assess students on what they know
 What they are able to do
 Learning strategies they employ in the
process of demonstrating it

11. Ex: hands-on execution of
experiments by students

12. Students’ demonstration

13. PERFORMANCE TASKS
 Students are required to draw on the
knowledge and skills they possess
 To reflect upon them for use in the
particular task at hand
 Task require a combination of the two
approaches

14. Example: problem solving
skills

15.  Students or pupils learn optimally by
actually doing (Learning by doing)
-constructivist philosophy
 task need to be consistent with the
intended outcomes of the curriculum
and the objectives of instruction

16. Require students to manifest
(a) What they know
(b) Process by which they came to know
it
in addition, performance-based test
require that tasks involve examining
the processes as well as the
products of student learning,

17. RUBRICS AND
EXEMPLARS
 Rubrics to describe student
performance
 A scoring method that lists the criteria
for a piece of work, or “ what counts”
(for example, purpose, organization,
details, voice, and mechanics are
often what count in a piece of writing);

18.  Perkins et al (1994) provide example
of rubrics scoring for student
 This rubric lists the criteria in the
column on the left

19.  The report must explain
1) The purposes of the invention
2) The features or parts of the invention
and how they help it serve its
purposes.
3) The pros and cons of the design
4) How the design connects to other
things past, present, and future.

20.  The four columns to the right of the
criteria describe the varying degrees
of quality, from excellent to poor.

21. Rubrics for an Invention Report
Criteria Quality
(3)
Most acceptable
(2)
Acceptable
(1)
Less acceptable
(0)
Not acceptable
Purposes The report explains
the key purposes of
the invention and
points out less
obvious ones as well
The report explains
all of the key
purposes of the
invention
The report explains
some of the purposes of
the invention but misses
key purposes
The report does not refer to the
purposes of the invention
Features The report details
both key and hidden
features of the
invention and explain
how they serve
several purposes
The report details the
key features of the
invention and
explains the purposes
they serve
The report neglects
some features of the
invention or the
purposes they serve
The report does not detail the
features of the invention or the
purposes they serve.
Critique The report discusses
the strengths and
weaknesses of the
invention, and
suggest ways in which
it can be improved
The report discusses
the strengths and
weaknesses of the
invention the report
Discusses either the
strengths and
weaknesses of the
invention but not both.
The report does not
Mention the strengths or the
weaknesses of the invention
Connections The report makes
appropriate
connections between
the purposes and
features of the
invention and many
different kinds of
phenomena
The report makes
appropriate
connections between
purposes and
features of the
invention and one or
two phenomena
The report makes
unclear or inappropriate
connections between
the invention and other
phenomena.
The report makes no
connections between the
invention and other things
SUB-TOTALS
Average:__________ Figure 1 – Prototype of Rubric Scoring

22. Creating Rubrics
 1. survey models – show students
examples of good and not-so-good
work. Identify the characteristics that
make the good ones good and the bad
ones bad.
 2. define criteria- from the discussions
on the models, identify the qualities
that define good work.

23.  3. agree on the levels of quality –
describe the best and worst levels of
quality, then fill in the middle levels
based on your knowledge of common
problems and the discussion of not-
so-good work.
 4. practice on models- using the
agreed criteria and levels of quality,
evaluate the models presented in step
1 together with the students.

24.  5. use self- and peer-assessment –
give students their task. As they work,
stop them occasionally for self-and-
peer-assessment.
 6. revise- always give students time to
revise their work based on the
feedback they get in step 5.
 7. use teacher assessment- use the
same rubric students used to assess
their work yourself.

25.  Figure 2 shows a teacher-made rubric
prepared to assess the videotaped:
Reading Rain-bow style” book
talks.(Ann Tanona, a second grade
teacher, as lifted from heide Andrade,
2007. http:www.yahoo.com).

26. Criteria Quality
Did I get my
audience’s
attention?
Creative Boring beginning No beginning
Did I tell what kind
of book?
Tells exactly what
type of book it is
Not sure, not clear Didn’t mention it
Did I tell something
about the setting?
Tells when and
where story takes
place
Slid over character Did not tell anything
about main
character
Did I mention the
setting?
Tells when and
where story takes
place
Not sure, not clear Didn’t mention
setting
Did I tell one
interesting part?
Made it sound
interesting- I want to
buy it!
Told part and
skipped on to
something else
Forgot to do it
Did I tell who might
like this book?
Did I tell Skipped over it Forgot to tell
How did I look? Hair combed, neat,
clean clothes,
smiled, looked up,
happy
Lazy look Just-go-out-of-bed
look, head down
Figure 2 – Book Talk Rubric

27. Tips in Designing Rubrics
Criterion Quality
Gains attention
of audience.
Give details
or an amusing
fact, a series of
questions, a
short
demonstration,
a colorful visual
or a personal
reason why they
picked this topic.
Does a two-
sentence
introduction,
then starts
speech.
Gives a one-
sentence
introduction,
then starts
speech
Does not
attempt to gain
attention of
audience, just
starts speech.
Figure 3. -Rubric for an Oral Presentation

28. criterion Quality
Gives
enough
details
Yes, I put in
enough
details to
give the
reader a
sense of
time, place,
and events
Yes, I put in
some
details, but
some key
details are
missing
No, I didn’t
put in
enough
details, but I
did include a
few.
No, I had
almost no
details.
Figure 4- Rubric for evaluating a Scrapbook (lifted from Andrade, 2007

29. rubrics
 are scales that differentiate levels of
student performance.
 Contain the criteria that must be met
by the student and the judgment
process that will be used to rate how
well the student has performed.

30.  An exemplar is an example that
delineates the desired characteristics
of quality in ways students can
understand.

31. Well designed rubrics include:
 Performance dimension that are critical to
successful task completion;
 Criteria that reflect all the important outcomes
of the performance task;
 A rating scale that provides a usable, easily-
interpreted score;
 Criteria that reflect concrete references, in
clear language understandable to students,
parent, and other teachers;

32. Automating Performance-Based
Tests
 Each performance task/problem that is
used in the test should be clearly
defined in terms of performance
standards not only for the end result
but also for the strategies used in
various stages of process.

33.  A user need not always end up
accomplishing the task; hence it is
important milestones that the test
taker reaches while solving the
problem.
 Having defined the possible
strategies, the process and
milestones, selection of tasks that
comprise a test should allow the
design of good rubrics for scoring.

34.  Every aspect of the problem-solving
activity that we wish to test has to lead
to a set of changes in the system, so
that the testing software can collect
evidence of the student’s competency.

35. THE END.. 