The document discusses performance-based assessment, outlining its definitions, features, advantages, limitations, and the development of scoring rubrics. It highlights the need for realistic, complex tasks that assess students' understanding and skills while providing clear criteria for evaluation. Additionally, it addresses common errors in performance assessment and emphasizes the integral relationship between assessment practices and educational outcomes.

1. PERFORMANCE-
BASED
ASSESSMENT

2. CONTENT OF THE PRESENTATION
Definitions, Features,
and Distinctions of
Performance-based
Assessment
01
Domains, Types,
and Focus of
Performance-based
Assessment
03
Performance Task
and Performance
Criteria
02
Advantages and
Limitations;
Developing
Performance-based
Assessment
04

3. CONTENT OF THE PRESENTATION
Scoring Rubrics
05
Errors in
Performance-based
Assessment
07 References
06
Conclusions and
Learning
Takeaways
08

4. Definitions,
Features, and
Distinctions of
Performance-
based
Assessment
01

5. Definitions of Performance-based Assessment
It 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).
It is an alternative form of assessing the performance of students
that represents a set of strategies for the application of
knowledge, skills, and work habits through the performance of
tasks that are meaningful and engaging to them (Hibbard, 1996).
It provides the teacher the information on how the students
understand and apply knowledge and it allows the teacher to
integrate performance assessment in the instructional process to
provide additional learning activities (Brualdi, 1996).

6. Features of Performance-based Assessment
Greater realism
of the tasks
Greater
complexity of the
tasks
Greater use of
judgment in
scoring
Greater time needed for
assessment
Emphasis on
doing open-
ended activities
Self-assessment Assessment of group
and individual
performance

7. Difference between Traditional and Performance-based Assessment
Measures learning indirectly
Used for measuring factual
knowledge and solving
mathematical problems
Usually assess low level
thinking skills, or beyond
recall levels.
Direct measure of learning or
competence
Teacher observes and rate the
students based on their
performance
Teacher provides feedback
immediately on how the students
performed to carry out their
performance task
Traditional
Assessment
Performance-based
Assessment

8. Domains,
Types, and
Focus of
Performance-
based
Assessment
02

9. Domains of Performance-based Assessment
Psychomotor
Skills
Athletic
Skills
Affective
Skills
Communication
Skills
Concept
Acquisition

10. Types of Performance-based Assessment
TYPE OF TASK COMPLEX LEARNING OUTCOMES
Restricted-response Performance Task
(Highly structured with limited scope)
Ability to:
Construct a graph
Read a story aloud
Type an application letter
Use Engineering Instruments
Extended-response Performance Task
(Less structured with broader scope)
Ability to:
Write a thesis
Create a regression model
Repair a Television
Organize ideas
Make an oral presentation about research

11. Focus of Performance-based Assessment
According to Gronlund (1998),
use the process when:
No product
Process is orderly and directly observable
Correct procedures are crucial to later
success
Different procedures result in an
equally good product
Procedures not available for
observation
Procedures have been mastered already
Analysis of procedural steps can help in
improving the product
Learning is at the early stage
According to Gronlund (1998),
use the product when:
Products have qualities that can be
identified and judged

12. Four types of accomplishments of learners using performance-
based assessment
Despite being red, Mars is a cold
place. It’s full of iron oxide dust
Mental and behavioral
habits
Observable
Performance
Habit of the
mind and
social skills
Product
Complex cognitive
processes
Physical performance, focusing microscope
in laboratory classes, cooking procedures,
etc.
Skills in acquiring, organizing, and using
information
Poems, essays, charts, graphs, exhibits,
drawings, maps, etc.
Accomplishments Examples

13. 03
Advantages
and
Limitations;
Developing
Performance-
based
Assessment

14. Time Consuming
Scoring is often
questionable
Limited scope of
learning objectives
• Assess own growth
• Assess complex learning outcomes
• Recognize what they know and can do
• Availability of student information to
parents
• Evaluate “whole student”
• Enhance professional skills
• Framework for observation
• Meaningful curriculum planning
• Designing educational interventions
Process Product
⇒
Progress Performance
⇒
Goals Real-world context
⇒
Performance-based
Assessment
Performance-based
Assessment
Student
Teacher

15. Define the
purpose of the
assessment
STEP 1 STEP 2
Determine the skills,
learning outcomes,
and taxonomy level
Design and develop
activity or
performance task
STEP 3
Steps in Developing Performance-based Assessment
Define the
performance
criteria
STEP 4 Creating a
scoring rubrics
STEP 5
Assess the Performance i.e.
(teacher observation, peer
evaluation, and student self-
report)
STEP 6
Specify the
Constraints in
Testing
STEP 7

16. 04
Performance
Task and
Performance
Criteria

17. Features of effective performance assessment task
Clear Intended Learning Outcomes
Availability of
rubrics
Students as
active
participants
Clear and
logical
activities
Demonstration of
ability in real-life
situation
It provides a common means of assessment. The students will be asked to do something

18. SUGGESTIONS AND GUIDELINES FOR PERFORMANCE TASK
Focus on complex
cognitive skills and
performances
Represent both content
and skills
Minimize the dependence
of task performance on
skills
Scaffolding
Clear task directions
Clear performance
expectations
Congruent to purpose
Elicits behaviors at the
levels stated in
instructional outcomes
Interesting, challenging,
and fair
Authentic
Includes only important
outcomes
Reflects intended learning
outcomes
Appropriate for
developmental level of
students
Includes what is done,
how it is done, and what
condition it is done
Directions should give
enough information and
context
SUGGESTIONS FOR CONSTRUCTING PERFORMANCE TASK
GUIDELINES FOR GOOD
PERFORMANCE TASK

19. • Identify the overall task and imagine you are
performing it
• List the important aspects and limit no. of
performance criteria
• Have group of teachers
• Express performance criteria in terms of
observable pupil behaviors
• Avoid ambiguities
• Arrange criteria in order
• Check for existing criteria before
constructing
Performance criteria
• Communicate essential achievement
standard
• Operationalize the outcome
• Apply across context that calls for similar
behavior
• Focus on current instruction
• Observable
• Essential for judging performance of the
task adequately and must be appropriate
for students
• Communicate to others
Guidelines for Stating
Performance Criteria
Guidelines for Good
Judging Criteria
Specific behaviors that students should perform to properly carry out a performance or produce a
product.

20. • Impact of the performance
• Work quality and craftmanship
• Adequacy of method and
behavior
• Validity of content
• Sophistication of knowledge
employed
Types of
Performance Criteria

21. Scoring
Rubrics
05

22. Used when judging the quality of the work of learners on performance
assessments
Forms of scoring guide that are used in evaluating the level of
performance of students or products resulting from the performance task
Descriptive scoring schemes that are developed by teachers or other
evaluators (Moskal, 2000).
Rating system by which teachers can determine at what level of
proficiency a student is able to perform a task or display knowledge of a
concept (Airasian, 2000).
Scoring Rubrics

23. Types of Rubrics
Holistic and Analytic Rubrics

24. Holistic Rubric
• Requires the teacher to score an overall process or product as a
whole (Nitko and Merter, 2001).
• The evaluator provides the overall quality of the performance of
students by yielding a single score to represent a specific
category or accomplishment
• All traits are efficiently combined; the work is quickly scored and it
provides one-score result

25. 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 in response.
3 Demonstrates partial understanding of the problem. All requirements of task are
included in response.
2 Demonstrates little understanding of the problem. All requirements of task are
included in response.
1 Demonstrates no understanding of the problem. All requirements of task are
included in response.
0 No response/ task not attempted.

26. Analytic Rubric
Analytic Rubric provides information regarding performance in each
component parts of a task, making it useful for diagnosing
strengths and weaknesses of the learners (Gareis and Grant
2008). In this type of rubric, the evaluator evaluates each criterion
separately.

27. Template of Analytic Rubric
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score
Criteria 1 Description
reflecting
beginning level
of performance
Description
reflecting
movement toward
mastery level of
performance
Description reflecting
movement achievement
of mastery level of
performance
Description reflecting
highest level of
performance
Criteria 2 Description
reflecting
beginning level
of performance
Description
reflecting
movement toward
mastery level of
performance
Description reflecting
movement achievement
of mastery level of
performance
Description reflecting
highest level of
performance
Criteria 3 Description
reflecting
beginning level
of performance
Description
reflecting
movement toward
mastery level of
performance
Description reflecting
movement achievement
of mastery level of
performance
Description reflecting
highest level of
performance
Criteria 4 Description
reflecting
beginning level
of performance
Description
reflecting
movement toward
mastery level of
performance
Description reflecting
movement achievement
of mastery level of
performance
Description reflecting
highest level of
performance

28. Use of Rubrics in the Assessment Process
Rubrics are
powerful tools for
both teaching and
assessment
Rubrics are useful in
that they help students
become more
thoughtful judges of
the quality of their own
and others’ work
Rubrics reduce the
amount of time
teachers spend
evaluating students’
work
Teachers appropriate
rubrics because their
“accordion” nature
allows them to
accommodate
heterogenous classes,
and rubrics are easy to
understand and explain
Rubrics are easy to use and to explain

29. Advantages of using
rubrics
Development of Scoring Rubrics
Be sure the criteria focus on important aspects
of the performance
Match the type of rating with the purpose of
the assessment
The descriptions of the criteria should be
directly observable
The criteria should be written so that students,
parents, and others understand them
The characteristics and traits used in the scale
should be clearly and specifically defined
Take appropriate steps to minimize scoring
error
The scoring system needs to be feasible
• Allow consistency and objectivity in scoring across
the given criteria;
• Clarify the criteria in specific terms and students
can identify the basis
• Allow the students to assess their own
performance, product, or works;
• Teachers can use as a small amount of time to
evaluate the performance of students
• Students can evaluate their own performance and
their classmates
• Provide specific feedbacks on performance and
serve as standards when preparing the tasks
• Provide students feedback about their strengths
and weaknesses

30. RUBRIC FOR RESEARCH PROPOSAL STAGE
. CRITERIA POINTS EVALUATOR’S ASSESSMENT
I. Presentation and Organization (Clarity of the
objective/problem, logical, and coherent write-up)
20
II. Research Problem (Specific, Measurable, Attainable,
Realistic, Time-bound)
20
III. Originality and Creativity (Sustainable input of the
author, relevance and novelty of the study, with sound
theoretical framework)
20
IV. Research Methodology (Appropriateness of the design
and procedure, validity and reliability of data gathering,
instrument/tools, methods of data analysis and
interpretation)
20
V. Contribution of the Discipline (Significance of the study,
futuristic implication on the description, replicability of
the research, significant of the conclusion, feasible
20

31. DESCRIPTION RANGE INTERPRETATION
High Merit 90-100 The research is considered meritorious and
is recommended for
implementation/conduct.
Medium Merit 80-89 The research is most likely to be
recommended for implementation subject
to minor revision and improvement.
Low Merit 75-79 The research is recommended for major
revision and improvement.
No Merit Below 75 The research is not recommended for
implementation/conduct.

32. 1. Performance Assessment Scoring
2. Scoring Rubrics: What, When, & How?
3. RubiStar Rubric Generator
4. Rubrics from the Staff Room for Ontario
Teachers
5. Teacher Rubric Maker
Resources for Rubrics in Web

33. Checklists – Observation instrument that defines performance whether it is
certain or uncertain, or present or not present. It works with describing what
students can perform and for checking the process of learning. Two parts of
checklists: (1) the elements and (2) check boxes/lines.
Narrative/Anecdotal – It is a continuous description of student behavior as it
occurs, recorded without judgment or interpretation.
Rating Scale – It is a checklist that allows an evaluator to record information
on a scale, noting the finer distinction like the presence or absence of a
behavior. The teacher can indicate to what degree the standards are met.
Memory Approach – It is an approach where the teacher observes the
students when performing the tasks without taking any notes. The teacher
uses his memory to determine whether or not the students are successful.
Types of Scoring instruments for Performance
Assessments

34. EXAMPLE OF CHECKLIST FOR MATHEMATICAL SKILLS
DIRECTION: Check YES if skills have been demonstrated by the students or check NO
if not.
SKILLS YES NO
1. Identifies fraction less than one.
2. Arranges fraction according to ascending order or
descending order.
3. Expresses mixed fraction to improper fraction and vice
versa.
4. Reduces fraction to improper fraction and vice versa.
5. Adds fraction incorrectly.
6. Subtracts fraction correctly.
7. Multiplies fraction correctly.

35. EXAMPLE OF RATING SCALE IN DELIVERING A SPEECH
Criteria 1 (Below class
standard)
2 (Acceptable;
Meets class
standard
3 (Good 4 (Very
Good)
5
(Outstanding)
The speech is well organized. 1 2 3 4 5
The student shows
persuasiveness in delivering
the speech.
1 2 3 4 5
The student uses proper
diction in the delivery of the
speech.
1 2 3 4 5
The student shows proper
posture.
1 2 3 4 5
The student establishes eye
contact in the whole duration
in the delivery of the speech.
1 2 3 4 5

36. Errors in
Performance
-based
Assessment
07

37. Errors in Performance–based Assessment
Generosity Error – It is committed when a teacher overrates the performance of the students
or favors the high performing students in the class.
Severity Error – It occurs when the teacher favors the low performing students in the class
Halo Effect – It is committed when judging individual characteristics in terms of a general
impression

38. Conclusion
Changing assessment
forms and formats
without changing the
ways in which
assessments are used will
not change the outcomes
of education
01
The assessment we
use determines the
way we see children
and make
educational decisions
03
Interconnectedness
of assessment
practice, goals,
design, and effective
teaching
02
Simulation of real-
world conditions
04

39. On assessment, measure what you
value instead of valuing only what you
can measure
–Andy Hargreaves

40. References
Corpuz, B. 2021. Assessment in Learning 2: Authentic Assessment 3rd
edition. Lorimar
Publishing Inc.
Gabuyo, Y.A. & Dy, G.C. 2013. Assessment of Learning II Textbook and Reviewer 1st
edition.
Rex Book Store, Inc. Sampaloc, Manila, Philippines
Executive Summary. (n.d.). FRAMEWORK OF APPROACHES TO PERFORMANCE ASSESSMENT.
Research & Innovation. Retrieved April 18, 2022.
Executive summary. (n.d.). SEVEN APPROACHES TO PERFORMANCE ASSESMEN. Research
& Innovation. Retrieved April 18, 2022.