The document discusses performance-based assessments (PBAs) in education, emphasizing their role in measuring students' abilities to apply knowledge and skills through meaningful tasks. It outlines principles such as promoting learning, using multiple information sources, and ensuring validity, reliability, and fairness in assessments. PBAs are highlighted as engaging and accurate indicators of student learning, advocating for the use of clear rubrics and technology to enhance instructional practices and motivate students.

1. Performance - Based
Assessment
Prepared by:
Noguerra, Mark Christian E.
Tokong, Maremar A.

3. Objectives:
1. To be able to know the Performance-Based Assessment in the
classroom
2. To understand the criteria and benefits of Performance-Based
Assessment
3. To describe the Rubrics in Performance-Based Assessment

4. Jay Mctighe
serves as Director of the Maryland
Assessment Consortium.
Steven Ferrara
is Maryland’s State Director of
Student Assessment.

5. Performance-Based Assessments represents a
set of strategies for the application of knowledge,
skills, and work habits through the performance of
tasks that are meaningful and engaging students
(Hibbard et al., 1996, p.5). [5]

6. Performance-Based Assess
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).[1]

7. Students are presented with an open-
ended question that may produce
several different correct answers
(Chun, 2010; McTighe, 2015).[1]

8. We take the position that the primary
purpose of classroom assessment is
to inform teaching and improve
learning, not to sort and select
students or to justify a grade.[2]

9. Types of Performance-Based
Assessment[5]
Product refers to something produced by students providing
concrete examples of the application of knowledge.
Performance allows the student to show how they can apply
knowledge and skills under the direct observation of the
teacher. It includes oral reports, skits and role-plays,
demonstration, and debates( Mctighe & Ferrara, 1998)
Process-oriented assessments provide insight into student
thinking, reasoning, and motivation( Mctighe & Ferrara, 1998)

10. Performance-Based Assessment
in the Classroom

11. Three fundamental principles:[2]
1.Promote learning
2.Use multiple sources of information
3.Provide fair, valid, and reliable information

12. Assessment can be viewed as an on-going
process instead of single event at the
conclusion of instruction. Rather than waiting
until the end of a unit of study or course to
assess students, effective teachers employs
formative assessments at the beginning of
instruction to determine students’ prior
knowledge.[2]
Principle 1
Promote Learning
Teachin Learnin

13. When using Performance-Based Assessment,
teachers can make their evaluative criteria
explicit in advance to serve as a focus for both
instruction and evaluation.[2]

14. Classroom assessments should reflect and promote good
instruction. [2]
● A process approach
it develops drafts, receive feedback and make
revisions
● Experimental approach
it should include Hand-on investigations

15. They also involves students peer and self-
evaluation using criteria in order to engage
students more actively in improving their
performance.[2]

16. Principle 2
Use Multiple Sources of Information
A synthesis of information from several sources.
When assessing learning in the classroom may be
illustrated through a photographic analogy.[2]
Assimilation

17. Photo Album
It reveals a richer and more complete picture of each
student than any single snapshot can provide.[2]

18. Principle 3
Validity, Reliability and Fairness[2]
Validity has to do with whether an assessment measures
what it was intended to measure.
Reliability refers to the dependability and consistency of
assessment results. A truly reliable evaluation would result
in equivalent ratings by the same rater on different
occasions.
Fairness in the classroom assessment refers to giving all
students as equal chance to show what they know and can
do.

19. National Capital Language Resource Center(NCLRC,
2011) notes assessment activities must meet the
following criteria:[5]
1.Be built around topics or issues of interest to the
students
2.Replicate real-world communication contexts and
situations
3.Require learners to produce a quality product or
performance
4.Evaluation criteria and standards are known to the
students
5.Involve interaction between assessor(instructor,
peers, self) and person assessed

20. Benefits of PBAs have been identified
(cf. Blaz, 2001; Tedick, 1998).[5]
1.Performance tasks engage and interest student
2. PBAs are accurate and meaningful indicators not only
about what students know but about what they can do
3.PBAs can increase student confidence because students
know and understand standards
4.PBAs can improve clarity because, by sharing rubric,
students know exactly what is expected to get a certain
grade or score
5. Performance task let teachers know how well they are
teaching and let students know how well they are learning

21. Authentic Assessment[3]
Also known as the Progressive
assessment. Whereas, the student can
perform different diverse performance
outcomes.

22. Performance Test[4]
Performance test is a measure which often makes use of
manipulative materials to develop students’ skills and
abilities.
For instance, Students’ task is to Draw their Future
House.
Instructional Objectives is,
“Given one bond paper, pencil, colors, sharpener
and eraser, a grade 2 student will be able to finish drawing
their future house and within 15 10 minutes they are ready
to pass their drawings.

23. Conclusion
Measuring the skills and knowledge of students in the classroom
can be a cumbersome process. The tactics of using multiple-
choice test or fell-in-the-blank quizzes have not proven to be
accurate indicators of how students might perform in real
situations. Therefore, it is time to focus more on performance-
based assessments that allows the measurement of a student’s
ability to use the language in authentic situations.
The strength of such assessments depends on the rubrics
actually used in the evaluation of the skills. Both holistic and
analytical rubrics have a place in helping to understand skill
levels. Good rubrics will focus on a specific skill or task and
therefore allow for accurate and meaningful measures of
language use.

24. Finally, the activities designed are also important. New technologies
such as Web 2.0 give teachers access to a variety of useful tools that
make it easier to create authentic tasks, to require the use of higher
order thinking skills, and to go beyond memorizing. These tools also
allow the student to use skills in a variety of ways and situations so that
language is transferred across situations.
As competency and the ability to use a language effectively become
increasingly important, we must develop new ways to improve students’
performances and to make learning more engaging, productive, and
effective. Creating assessments based on performance, advising clear
rubrics, and introducing technology into the classroom have all been
shown to improve motivation and performance. By understanding the
relationship among performance assessments, rubrics, and activities,
we can build classrooms where students can succeed and where what
they learn applies to their needs in the real world, in the classroom, and
beyond.

25. References
[1].Google.com, Retrieved from:
https://www.edutopia.org/blog/performance-based-assessment-reviewing-
basics-patricia-hilliard December 10, 2016
[2].JayMctighe.com, Retrieved from:
https://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Performance-
Based-Assessment-in- the-classroom.pdf December 10, 2016
[3].Rosita L. Navarro, Ph.D. & Rosita De Guzman-Santos, Ph.D. (2013)
Performance-Based Assessment, Authentic Assessment of Student,2nd
Edition, 36-37, December 12, 2016
[4].Laurentina Paler-Calmorin, Ph.D. Performance-Based Assessment,
Assessment of Student Learning 2, 1st Edition, December 12,2016
[5].Google.com.ph, Retrieved from:
https://mextesol.net/journal/index.php?page=journal&idarticle=108
December 12,2016