The document discusses performance-based assessments and outlines several types including role plays, concept maps, and student projects. It provides steps for teachers to create performance-based assessments, including identifying goals and standards, designing scenarios, and developing rubrics. Several examples of performance-based assessments used in classrooms are also presented.

1. WELCOME

2. Dr.T.S REENA RUBY
Assistant Professor
Department of Education
Mother Teresa Women’s University
Kodaikanal
G.Veeramalar
M.Ed., Scholar
Department of Education
Mother Teresa Women’s
University
Kodaikanal

4.  Performance-based assessments have recently
experienced a reemergence in education literature and
curricula.
 In the 1990s, performance-based assessments became
a valid alternative to traditional multiple-choice tests.
 In the years that followed, legislative requirements
shifted the emphasis to standardized testing, which
caused a decline in nontraditional testing methods
(Darling-Hammond & Adamson, 2013).

5.  performance-based assessments varies greatly
depending on author, disciple, publication, and
intended audience (Palm, 2008).
 a performance-based assessment measures students'
ability to apply the skills and knowledge learned from a
unit or units of study. Typically, the task challenges
students to use their higher-order thinking skills to
create a product or complete a process (Chun, 2010).

10. Complex
Authentic
Process/product-oriented
Open-ended
Time-bound

11. TEACHERS CREATE
PERFORMANCE-BASED
ASSESSMENTS FOR THEIR
STUDENTS
Identify goals of the performance
based assessment:
Select the appropriate course
standards.
Review assessments and identify
learning gaps.

12. Design the scenario
 Gather or create materials
Develop a learning plan.
TEACHERS CREATE
PERFORMANCE-BASED
ASSESSMENTS FOR THEIR
STUDENTS

13. Clear targets
Focused purpose
Proper method
Sound sampling
Accurate assessment free of bias and
distortion

15. Specifying the performance outcomes
 Restricted
 Extended
Selecting the focus of the assessment
 Procedure
 Product
Selecting an appropriate degree of realism

16. Selecting the performance situation
 Paper and pencil performance
 Identification test
 Structured performance test
 Simulated performance
 Work sample
 Student project

17. Selecting the method of observing, recordin,
and scoring
 Check list
 Rating scale
 Rubrics
 (holistic *or analytic*)

19. Role play are one of collaborative activities
that can be used as a performance based
assessment.
Student’s can create , perform, and provide a
critical response.
Ex. Dance, recital, dramatic enactment.
There may be prose or poetry interpretation

20. This performance based assessment can take
time so there must clear pacing guide.
Student must be provide time to address the
demands of the activity , resources must be
readily available and meet all safety standards.
Students should have opportunities to draft
stage work and practice.

21. Concept maps show visual representations of
connections between a major concepts and
information related to that major concept.
Through assigning students to create a concept
representing knowledge about particular
concept , instructors can assess students prior
knowledge before beginning a unit.

22. Concept maps provide instructors with
immediate visual data that shoes the students
misconceptions and level of understanding.
Concept map s can also be create by students
and used as formative assessment during
learning activities.
The following approach can used engage
students:

23. Assess prior knowledge:
Students create a visual representation of what
they know
Show how experts organize knowledge:
Build a map that tells students how you think
Summarize reading:
Ideas in an article, main points of chapter, the
theme of novel

24. Plan a task:
Visualize a project or lab assignment to get a
handle on what is involved
Generate class discussion based on concept
mapping
Conduct an assessment:
A unit course students map what they have
learned.

25.  Pin point their students weaknesses and strengths.
 The opportunity to see what skills and knowledge the
children have gained and which skills they want to be
taught to the kids and which areas can be bypassed.
 To the school and it's officials would be that it doesn't
cost the school any money.

26.  The teacher such as teaching specifically to the test and
not allowing the students to learn outside of the test
material as well as limiting the value of the test .
 The teachers is that the test can "cost" them time due to
the preparation and planning involved with the
assessments and would take away time from other
lessons (Sweet, 1933).

27.  For many years, teachers spend ample amounts of time
testing students and trying to come up with creative
ways to test students other than the basic pencil and
paper test.
 Teachers need to find creative ways to get students
involved especially the younger children in the lower
elementary age because they might not have the
attention span of an older child who can with stand
many pencil and paper tests.

28. https://www.edutopia.org/blog/performan
ce-based-assessment-reviewing-basics-
patricia-
hilliard#:~:text=In%20general%2C%20a
%20performance%2Dbased,process%20(
Chun%2C%202010).
https://pals.sri.com/guide/features.html.

29. What are the steps involved performance
based assessment?
What kind of performance based
assessment method your used in class
room?