The document outlines performance task assessments in education, highlighting key objectives such as defining performance tasks, types of assessments, and a step-by-step process for creating these assessments. It emphasizes the importance of performance-based assessments over traditional methods, discussing their advantages such as promoting higher order thinking and providing timely feedback. The document also details the characteristics of performance tasks, the types of assessments, and practical activities for educators to engage with these concepts.

1. USING PERFORMANCE TASKS FOR
PERSONHOOD EDUCATION
THELMATAMAYOTUALLA
REPORTER

2. Learning Objectives :
At the end of the module, the learners are
expected to:
• Clearly explain what performance task
assessment is
• Enumerate and explain the basic types of
performance assessments, and
• Prepare a simple step by step performance
assessment plan

3. “Everyone is a genius. But if you judge a fish on its
ability to climb a tree , it will live its whole life
believing that it is stupid.”
-Albert Einstein

4. Question:
• As an educator, is it important to conduct
assessment?Why?

5. • It is important for educators to conduct
assessment.
• Professionals in the academic community have
differing ideas on how to implement assessment
strategies.
• Many still believe that traditional assessments are
more effective but more are moving toward
alternative assessment

6. • The basic examples of alternative
assessment are performance based
assessment and portfolio.

7. Five main points why teacher should employ
performance based assessment by Reeves (2000)
• Its focus on complex learning
• The use of higher order thinking and problem solving
skills among students
• Responses are active and come from a wide range of
perspectives
• Task require several steps to accomplish
• The time and effort committed to the whole
process

8. Activity
Directions: Divide yourselves into four groups.
Each group will be given a pen and a strips of
paper. At the “go” signal, write any fact about
traditional assessment in the strips of paper. Do
this for 2mins only.
• What are the main features of traditional
assessment based on your groups answers?
• What are some of the criticism that educator
say about traditional assessment?

9. Activity 2
Directions: Divide yourselves into two groups.
Choose 2 representatives in each group. One
representative will be blindfolded whereas the
other will serve as a guide in solving the puzzle.
Observers should take note how the guide helps
the blindfolded student.

10. • To the blindfolded student: How did it
feel when you cannot use all of your
senses to solve the puzzle?
• To the guide: Was it difficult to help the
blindfolded student? Why or Why not?
• To the observer: How can you relate the
activity to the process of assessment?

11. What is Performance Task Assessment?
Performance is a series of responses that
targets changing the environment in specified
ways (Fitzpatrick and Morrison, 1971). It can
also be defined as “examinees behaviour or
actions” or “the executions of an action”
(Gitomer,1993).

12. Performance task/Performance based
assessment (PBA) is a summative assessment
strategy that targets students to determine if
they have the skills to apply what they have
learned in real life settings. It is also known as
project based or authentic assessment.

13. A well-designed performance task is one
that allows students to:
• be engaged in applying what they have
learned to real world problems
• Evaluates different approaches in solving
problems
• Provides reasoning for the solutions they
have thought of.

14. Four parts of performance assessment
• Purpose for the assessment
• Prompt
• Response demand
• Rating performance

15. Purpose for the assessment
• Why is there a need to conduct the
assessment? This part should examine the
reason why assessment needs to be done. This
may address students knowledge, skills and
values.

16. Prompt
• This part would lead students to perform a
task. This can be in a form of questions or
statements inquiry.

17. Response demand
• This pertains to the actual task
students need to perform, usually based
on prompts. Students can either be
asked to perform using visual, oral,
written form, or be involved in long term
projects.

18. Rating Performances
• Educators need to be guided on how
students will be graded after completion of
the task.

19. The Four critical elements of PBA
• Validations
• Secured assessments
• Classroom embedded assessments
• Composite records

20. Validation
• Refers to the decision of teachers about
whether the student has met, has not met
or exceeded what was directed by the
curriculum. Normally comes from various
sources of data such as direct
observation, self-assessment and others.

21. Secured assessments
• Wherein the students worked in a
controlled conditions with no assistance
from anyone. Example: the national
standardized test and college entrance
examination

22. Classroom embedded assessments
• Assessment that are done in the
classroom to validate student’s learning
on specific unit or course. This include
essays, performance test and others
wherein students need to communicate
directly with the teacher.

23. Composite records
• Students achievements such as actual
work samples, scoring guides and self
assessment are documented to serves as
proof of the knowledge, skills and progress
they acquired overtime.

24. Characteristics of a Performance Task
• The choices in selecting tasks are provided
for the students.
• Students should make use of the core
knowledge content and key processes.
• A scoring system is essential in conducting
performance assessment.

25. • The task should transcend outside the
classroom.
• It should be wisely planned to target what
it specifically needs to measure.

26. Step by step process for building Performance
Task
• Have a clear target.
• Design and describe context as creatively as
possible.
• Write a short description of the task.
• Rewrite the task (clear & brief) in a way that
students can easily follow.

27. • Have your scoring device prepared. Create or
borrow one.
• Device a step by step work plan for the
students to follow .
• Introduce the task .
• Provide examples of the task (good and not so
good).

28. • Allow the students to review the task, discuss
and answer questions. Direct the students to
begin the task with coaching as needed.
• Score the task while taking notes of possible
revisions for improvement.

29. How to Assess Students’ Progress and
Achievement Using Performance Task

30. The Following is a list of the Types of
Performance Task according to Lewin and
Shoemaker (2011)
• Visual Representation
This types of performance task makes use of
mostly visual/graphic material but may also include
some written text. (Ex. Comic strips, graphic
organizers, posters & Electronic presentation
such as digital movies)

31. Written outputs
This is the most common type of performance
assessment. Paper and pencil tests, essays,
training manuals, reports, stories, and
magazine articles are some forms of written
outputs.

32. Oral Presentation
• Many students share their understanding
best by communicating however, most of
them are terrified when speaking in front of
the class. Using oral presentations as
performance assessment doesn’t just refer
to merely speaking. Instead, they are
encouraged in oral discourse. (Ex. Formal
debates, press conference & round robin
mini speeches)

33. • Large scale projects or performances
. This task also called substantive synthesis
which is described as maxi task because it
extends to about a week or more. (Ex. Dance
culminating activities, research project, science
experiments)

34. Advantages of Performance Assessment
• Any field/profession posses performance
challenges in which students can be exposed to
using authentic assessment. It will teach the
students what performing a subject looks like
in this situation.

35. • It can allow educators to examine the how
and why a student is experiencing some
challenges as compared to only the what of
standardized test.

36. • Compared to standardized tests, PBAs can
also give more timely feedbacks which
allows teachers to adjust their teaching
based on what they gathered from the
students results.

37. • PBAs are also more student centered and
has the ability to target higher order
thinking and other 21st
century skills.

38. Types of Performance Assessment
1. Product
2. Performance
3. Performance & Product

39. Products
• This includes essays, term papers, laboratory
reports, drawings, mathematics problems &
completion of a graph or diagram.

40. Performance
• Examples of this are oral assessments and
demonstrations, which highlight the process and
not just the product.

41. Performance and Products
• This combination can be found in performance
assessments such as the student’s development
of hypothesis, planning and execution of
experiments , and summarizing findings in
science experiments.

42. Quiz: Enumeration
1. What are the four parts of performance
assessment?
2. State the four elements of Performance-based
assessment.
3. What are the types of performance task according
to Lewin and Shoemaker?
4. Give at least three advantages of performance
assessment.
5. Enumerate the three types of performance
assessment.

43. That’s all. Thank you!