This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.

1. PERFORMANCE-BASED-
ASSESSMENT
JUAN PABLO RAMIREZ
LUISA FERNANDA GODOY

2. IMPLEMENTIG PERFORMANCE-BASED
ASSESSMENT IN THE EFL CLASSROOM
by Irit Ferman
• Represent a set of strategies for the apliaction
of knowledge, skills and work habits through
the performance of task.
• This type of assessment provides the teacher
with information about how students
understand and applies knowledge.
• Students apply their knowledge and skills in
context.

3. Desing and Implementing Performance-
Based-Assessment
Defined your purpuse and you must take into account some
factors:
-What am I trying to assess?
-What do my students need to know?
-What presrequisite skills do my students need to have?
-At what level do my pupils need to perform?
-Will it the same level of performance be required of all
my stundets?
-What type of knowledge is being assessed: reasoning,
memory, or process?

4. Assessment criteria
Reflect the elements of the project that will be employed to
determine the success of the pupils’s performance.
They should also be written with the following factors in mind:
• The published aims of the programme
• Learning outcomes of the module
• The level at which the criteria will apply
• The nature of the discipline or subject area
• The nature of the assessment task

5. Domain of presentation

6. Benchmarks

7. Steps to develop it :
• Identify the overall performance or task, and perform it
yourself or imagine it.
• List the important aspect of the performance or product.
• Try to limit the number of performance criteria, so they can all
be observed during the students’ performance.
• If possible, have groups of teacher think through the important
behaviors includes in a task
• Express the performance criteria in terms of observable
students behaviors
• Don’t use ambiguous words that cloud the meaning of the
performance criteria
• Arrange the criteria for students understand how they would
be observed.

8. ADVANTAGES
AND
DISADVANTAGES
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PAGE, BUT IT DOESN’T HAVE A NAME
OF THE AUTHOR.

9. Advantages
• Can be used to assess from multiple perspectives‡
• Using a student-centered design can promote student motivation‡
• Can be used to assess transfer of skills and integration of content‡ Engages student in active learning‡
• Encourages time on academics outside of class‡
• Can provide a dimension of depth not available in classroom‡
• Can promote student creativity‡
• May allow probes by faculty to gain clearer picture of student understanding or though processes‡
• Can provide closing of feedback loop between students and faculty‡
• Can place faculty more in a mentor role than as judge‡
• Can be summative or formative‡
• Can provide an avenue for student self-assessment and reflection‡
• Can adapt current assignments

10. Disadvantages
• ‡Usually the mostly costly approach‡
• Time consuming and labor intensive to design and
execute for faculty and students‡
• Must be carefully designed if used to document
obtainment of student learning out comes.‡
• Ratings can be more subjective‡
• Requires careful training of rater
• Inter-rater reliability must be addressed‡
• Sample of behavior or performance may not be
typical, especially if observers a represent

11. Performance Assessment in language
testing
by MOHAMMAD ALI SAMANI-NODUUSHAN
• Performance task introduce
• Detecting nonlinguistic factor
Role with language performance
Construction of performance test
• Needs Analysis.
• Detail description of a context.
• Defined the task
• Creating judgments.

12. Define scoring system
• Attributes being evaluated.
• Place one self in a hypothetical situation
• Developing performance criteria
• List the skills and knowledge
• Alternatives assessment. --- > Portafolio.

13. Students role
• Créate
• Reflect
• Solve problems
• Collect
• Use information
• Formulate question

14. LINKS WHERE WERE TAKED ADDITIONAL
INFORMATION
• http://es.scribd.com/doc/49749305/Advantages-
and-disadvantages-of-Performance-based-
assessment
• http://www.bath.ac.uk/learningandteaching/the
mes/assessment-criteria/