The document discusses performance-based learning and assessments. It describes performance-based learning as engaging students in meaningful tasks that help them acquire and apply knowledge and skills. Examples of performance-based activities provided include presentations, projects, dramatic performances, debates, exhibitions, journals, and reports. The document emphasizes that for performance assessments to be effective, clear expectations and rubrics must be shared with students in advance.

2.  Presentations mean speaking before public on some formal occasion. It is also known as public
speaking. Presentation is done before a select audience. A presentation means “a formal or set
piece occasion with two usual hallmarks- the use of audio visual aids and team work”.
 Performance-based activities can integrate two or more subjects and should also meet 21st
Century expectations whenever possible: Creativity and Innovation. Critical Thinking and
Problem Solving. Communication and Collaboration.

3. Performance-based learning is when students participate in performing
tasks or activities that are meaningful and engaging. The purpose of
this kind of learning is to help students acquire and apply knowledge,
practice skills, and develop independent and collaborative work
habits. The culminating activity or product for performance-based
learning is one that lets a student demonstrate evidence of
understanding through a transfer of skills.

4.  Providing information
 Teaching a skill
 Reporting progress
 Persuading others
 Students may choose to add in visual aids or a PowerPoint
presentation or Google.
 Presentations work well across the curriculum as long as there is a
clear set of expectations for students to work with from the
beginning.

5.  Dramatic performances are one kind of collaborative activities that can be used
as a performance-based assessment. Students can create, perform, and/or
provide a critical response. Examples include dance, recital, dramatic enactment.
There may be prose or poetry interpretation.
 Students must be provided 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.
 Developing the criteria and the rubric and sharing these with students before
evaluating a dramatic performance is critical.

7.  Projects are commonly used by teachers as performance-based activities. They can include
everything from research papers to artistic representations of information learned. Projects
may require students to apply their knowledge and skills while completing the assigned task.
They can be aligned with the higher levels of creativity, analysis, and synthesis.
 Students might be asked to complete reports, diagrams, and maps. Teachers can also choose
to have students work individually or in groups.
 Journals may be part of a performance-based assessment. Journals can be used to record
student reflections. Teachers may require students to complete journal entries. Some teachers
may use journals as a way to record participation.

9.  Teachers can expand the idea of performance-based activities by
creating exhibits or fairs for students to display their work. Examples
include things like history fairs to art exhibitions. Students work on a
product or item that will be exhibited publicly.
 Exhibitions show in-depth learning and may include feedback from
viewers.
 In some cases, students might be required to explain or defend their
work to those attending the exhibition.
 Some fairs like science fairs could include the possibility of prizes and
awards.

11.  A debate in the classroom is one form of performance-based learning that
teaches students about varied viewpoints and opinions. Skills associated with
debate include research, media and argument literacy, reading comprehension,
evidence evaluation, public speaking, and civic skills.
 Another form is a mock trial where teams representing the prosecution and
defence take on the roles of attorneys and witnesses. A judge, or judging panel,
oversees the courtroom presentation.
 Middle school and high schools can use debates in the classroom, with increased
levels of sophistication by grade level.

13.  https://www.edutopia.org/blog/performance-based-assessment-
reviewing-basics-patricia-hilliard
 https://www.thoughtco.com/ideas-for-performance-based-activities-
7686
 https://how-to-teach-english.ontesol.com/how-to-use-performance-
based-activities-and-projects-with-children/

14. THANK YOU