4. Reasons for Using Performance-based Assessment
• Dissatisfaction with the limited information obtained from selected-
response test.
• Influence of cognitive psychology, which demands not only for the
learning of declarative but also for procedural knowledge
• Negative impact of conventional tests, e.g. high-stake assessment,
teaching for the test
• It is appropriate in experiential, discovery-based, integrated, and
problem-based learning approaches.
Performance assessment is authentic when it involves tasks that resemble
what people do in the real setting or context.
PERFORMANCE-BASED ASSESSMENT
5. What theories promote performance-based
assessment?
◦PBA is grounded in Constructivism - The Idea of doing and creating meaning as
one goes along learning is actively assimilated.
◦There are also elements of Social Re-constructivism - Focus is on providing
students the critical tools to be agents of social change. Students explore
controversial issues and analyze world events.
6. • a process of gathering information about students’ learning through
o actual demonstration of essential and observable skills or
o creation of products that are grounded in real world contexts and constraints.
• Requires students to generate products or performances to demonstrate their
knowledge, skills, and abilities in an academic content domain
• It is an assessment that is open to many possible answers judged using multiple
criteria or standards of excellence that are prespecified and public.
• Both product-oriented and process-oriented performance assessment provides
information about how well a student understands and applies knowledge and
involve hands-on tasks or activities that students must complete individually or in
small groups.
What is performance-based assessment?
7. Examples of Performance-based Assessments
Types Examples
A. Product-oriented assessment
Visual Products Charts, illustrations, graphs, collages, murals, maps,
timeline flows, diagrams, posters, advertisements, video
presentations, art exhibits
Kinesthetic Products Diorama, puzzles, games, sculpture, exhibits, dance
recital
Written Products Journals, diaries, logs, reports, abstracts, letters, thought
or position papers, poems, story, movie/TV scripts,
portfolio, essay, article report, research paper, thesis
Verbal Products Audiotapes, debates, lectures, voice recording, scripts
8. Examples of Performance-based Assessments
Types Examples
A. Process-oriented assessment
Oral presentations/
Demonstrations
Paper presentation, poster presentation, individual or group
report on assigned topic, skills demonstration such as baking,
teaching, problem solving
Dramatic/Creative
performances
Dance, recital, dramatic enactment, prose or poetry
interpretation, role playing, playing musical instruments
Public Speaking Debates, mock trial, simulations, interviews, panel discussion
story-telling, poem reading
Athletic skills
demonstration/
competition
Playing basketball, baseball, soccer, volleyball and other sports
9. Product- Vs Process- Oriented
Performance Based Assessment
Demonstration-Type Creation-Type
12. Benefits of Performance-based Assessment
◦§ Students who are more actively involved in the learning process absorb and
understand the material at a much deeper level.
◦§ More than one correct answer and encourage creativity.
◦§ PBA can track students’ work on a task, especially real life/world tasks.
◦§ PBA can show to the students the value of their work progress.
◦§ PBA helps students to self-monitor so that they can use tools such as
periodic reflections, working files, and learning logs more effectively
13. What are the drawbacks of Performance-
Based Assessment (PBA)?
14. Characteristics of a good performance assessment
1. It is authentic, that is, it includes performance task that are meaningful and
realistic.
2. It provides opportunities for students to show both what they know and
how well they can do what they know.
3. It allows students to be involved in the process of evaluating their own and
their peers’ performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements, and scoring criteria to the students
before the start of the activity and the assessment.
15. 7 Criteria in Selecting a Good Performance
Assessment Task
1. Generalizability – the likelihood that the students’ performance on
the task will generalize to comparable tasks
2. Authenticity – the task is similar to what the students might
encounter in the real world as opposed to encountering only in the
school
3. Multiple foci – the task measures multiple instructional outcomes
4. Teachability – the task allows one to master the skill that one
should be proficient in
5. Feasibility – the task is realistically implementable in relation to its
cost, space, time, and equipment requirements
6. Scorability – the task can be reliably and accurately evaluated
7. Fairness – the task is fair to all the students regardless of their
social status or gender
16.
17. How to conduct performance assessment:
1. Defining the purpose of the assessment. Identify the competency that has to be
demonstrated by the students
• What concept, skill or knowledge of the students should be assessed?
• At what level should the students be performing?
• What type of knowledge is being assessed?
2. Identify the performance task or activity/output. Describe the task to be
performed by the students either individually or as a group, the resources needed,
time allotment and other requirements to be able to assess the focused
competency.
3. Define the criteria for acceptable performance. Criteria are guidelines or rules for
judging student responses, products, or performances. These should be pre-
determined before conducting the assessment, discussed nd agreed upon by the
teacher and the students. Performance criteria define the types of behavior or
attributes of a product that are expected, as well as allow objective and consistent
evaluation.
18. How to conduct performance assessment:
3. Define the criteria for acceptable performance. There are 4 types of criteria that
can be used for evaluating student performances:
A. Content criteria – to evaluate the degree of a student’s knowledge and
understanding of facts, concepts, and principles related to the topic/subject;
B. Process criteria – to evaluate the proficiency level of performance of a skill or
process;
C. Quality criteria – to evaluate the quality of a produce or performance’ and
D. Impact criteria – to evaluate the overall results or effects of a product or
performance
4. Develop a scoring rubric reflecting the criteria, levels and descriptions of
performance and the scores. A rubric is an assessment tool that indicates the
performance expectations for any kind of student work. It generally contains 3
essential features: (1) criteria or the aspects of performance that will be assessed,
(2) performance descriptors or the characteristics associated with each dimension
or criterion, and (3) performance levels that identifies students’ level of mastery
within each criterion
19. How to conduct performance assessment:
Different Types of rubrics:
A. holistic rubric – student performance or output is evaluated by applying all
criteria simultaneously, thus providing a singular score based on overall judgment
about the quality of student’s work.
B. analytic rubric - student’s work is evaluated by using each criterion separately,
thus providing specific feedback about the student’s performance or product along
several dimensions
C. general rubric – contains criteria that are general and can be applied across
tasks (e.g. the same rubric that can be used to evaluate oral presentation and
research output)
D. task-specific rubric – contains criteria that are unique to a specific task (i.e. a
rubric that can only be used for oral presentation and not applicable to another
task).
20. How to conduct performance assessment:
5. Assess and rate the performance using professional judgement guided by the
rubric.
• In assessing a student’s work, it is important to adhere to the criteria set and
use the rubric developed. This is to ensure objective, consistent, and accurate
evaluation of student’s performance.
• It is also important to provide specific and meaningful feedback and
explanation to students on how they have performed the tasks, clarifying to them
what they understand, what they don’t understand, and where they can improve.
21. Methods of Performance-based Assessment
1. Written-open ended – a written prompt is provided
Formats: Essays, open-ended test
2. Behavior-based- utilizes direct observations of behaviors in
situations or simulated contexts
Formats: structured and unstructured
3. Interview-based – examinees respond in one-to-one conference
setting with the examiner to demonstrate mastery of the skills
Formats: structured and unstructured
4. Product-based – examinees create a work sample or a product
utilizing the skills/abilities
Formats: restricted and extended
5. Portfolio-based – collections of works that are systematically
gathered to serve many purposes
22. DEVELOPING RUBRICS
• Rubrics are scoring scale used to
assess student performance
along a task-specific set of
criteria
• It is the “key to correction” for
assessment tasks designed to
measure the attainment of
learning competencies that
require demonstration of skills or
creation of products of learning.
• It contains the essential criteria for the task and appropriate level of
performance in scoring different or qualities of products of learning.
• It can be used in scoring both the process and the products of learning.
23. Rubric is a modified checklist and rating scale.
1. Checklist
• Presents the observed characteristics of a desirable performance
or product
• The rater checks the trait/s that has/have been observed in one’s
performance or product
2. Rating Scale
• Measures the extent or degree to which a trait has been
satisfied by one’s work or performance
• Offers an overall description of the different levels of quality of a
work or a performance
• Uses 3 or more levels to describe the work or performance
although the most common rating scales have 4 or 5
performance levels.
24. Rubric is a modified checklist and rating scale.
25. Important Elements of a Rubric
Whether the format is holistic or analytic, the following information should
be made available in a rubric:
• Competency to be tested – this should be a behavior that requires
either a demonstration or creation of products of learning
• Performance task – the task should be authentic
• Evaluative criteria and their indicators – these are the important
qualities desired of the product or performance
• Performance levels – these levels could vary in numbers from 3 or
more
Exemplary-- Good --- Satisfactory- Needs improvement
Fully correct --- Partially correct ---Inadequate --- Wrong answer
Exemplary ---Accomplished ---- Developing --- Beginning
Distinguished ---- Proficient --- Apprentice ---- Novice
Numerical scale ( e.g. 2-1-0; 4-3-2-1-0)
• Qualitative and quantitative descriptions of each performance level –
these descriptions should be observable to be measurable
26. Guidelines in Developing Rubrics
➢ Identify the important and observable features or criteria of an excellent
performance or quality product.
➢ Clarify the meaning of each trait or criterion and the performance levels
➢ Describe the gradations of quality product or excellent performance.
➢ Aim for an even number of levels to avoid the central tendency source of
error.
➢ Keep the number of criteria reasonable enough to be observed or judged.
➢ Arrange the criteria in order in which they will likely to be observed.
➢ Determine the weight of each criterion and the whole work or
performance in the final grade
➢ Put the descriptions of a criterion or a performance level on the same
page.
➢ Highlight the distinguishing traits of each performance level.
➢ Check if the rubric encompasses all possible traits of a work.
➢ Check again if the objectives of assessment were captured in the rubric
27. Type Description Advantages Disadvantages
Holistic Describes the overall
quality of a
performance or
product. In this rubric,
there is only one rating
given to the entire
work or performance.
• It allows fast assessment.
• It provides one score to
describe the overall
performance or quality of
work.
• It can indicate the general
strengths and weaknesses
of the work or
performance.
• It does not clearly
describe the degree of
the criterion satisfied or
not by the performance
or product.
• It does not permit
differential weighting of
the qualities of a product
or a performance.
Analytic Describes the quality of
a performance or
product in terms of the
identified dimensions
and/or criteria for
which are rated
independently to give a
better picture of the
quality of work or
performance.
• It clearly describes the
degree of the criterion
satisfied or not by the
product or performance.
• It permits differential
weighting of the qualities
of a product or a
performance.
• It helps raters pinpoint
specific areas of strengths
and weaknesses.
• It is more time
consuming to use.
• It is more difficult to
construct.
Types of Rubrics
28. Analytic and Holistic Rubrics
HOLISTIC RUBRICS ANALYTIC RUBRICS
Provides comprehensive
description of each level of
performance
Breaks our criteria for
distinguishing between levels of
performance on each criteria
Useful for quick and general
assessment and feedback
Useful for detailed assessment
and feedback
Description may be organized in
columns or rows
Descriptions are organized in a
matrix.
29.
30.
31. General Guidelines in Grading Performance
Tasks
1. Stick to the purpose of the assessment.
2. Be guided by the desired learning outcomes.
3. Develop grading criteria.
4. Inform students what scoring methods are to be used.
5. Decide on what type of rating scores to use.
6. Avoid the following common errors in rating: personal bias, halo
effect, generosity error, severity error, central tendency error
