About performance assessment

1. MAVILLE ALASTRE-DIZON
Philippine Normal University

2. BALANCED ASSESSMENT
Traditional
Assessments
Alternative
Assessments

3. Performance Assessment
is one in which the teacher
observes and makes judgment
about the student’s
demonstration of a skill or
competency in creating a
product

4. Performance assessments
have two parts:
• a clearly defined task
• and a list of explicit criteria for
assessing student
performance or product.

5. Performance – based Assessment is
synonymous with Performance
Assessment
Performance – based is shorthand for
performance –and-product based
• emphasis on the students’ ability to
use their knowledge and skills to
produce their own work

6. Characteristics of Performance
Assessments
• Students perform, create, construct,
produce, or do something
•Reasoning skills are needed and assessed
•Involves sustained work, often days and
weeks
•Calls upon students to explain, justify
and defend

7. Characteristics of Performance
Assessments
• Performance is directly observable
•Relies on trained assessors’ judgment for
scoring
•Multiple criteria and standards are
prescribed and made public
•There is no “single” correct answer
•If authentic, grounded on real-world contexts
and constraints

8. TYPES
Restricted type tasks
– targets narrowly defined skill and
require relatively brief response.
The task is structured and specific.
Examples:
• Construct a bar graph from the data
provided
• Read an article from the newspaper and
answer questions
• Sing a song

9. TYPES
Extended type tasks - more complex,
elaborate and time consuming. Tasks often
includes collaborative work with small
groups of students and usually require the
use of a variety of sources of information.
Examples:
•Design and carry out a study to determine
which grocery store has the lowest prices
•Publish a newspaper
•Compose and perform a song

10. How to Assess a Performance
• Identify the competency that has to be
demonstrated by the students with or
without a product.
• Describe the task to be performed by the
students either individually or as a group,
the resources needed, time allotment and
other requirements to be able to assess
the focused competency.
• Develop a scoring rubric reflecting the
criteria, levels of performance and the
scores. 10

11. Performance Task Blueprint
Learning objectives
Concepts and principles
Skills, processes, and procedures
Description of the task
Student products and/or
performances
Criteria for assessing each product
and/or performance

12. 7 Criteria in Selecting a Good
Performance Assessment Task
• Generalizability – the likelihood that the
students’ performance on the task will
generalize to comparable tasks.
• Authenticity – the task is similar to what
the students might encounter in the real
world as opposed to encountering only in
the school.
• Multiple Foci – the task measures
multiple instructional outcomes.
12

13. • Teachability – the task allows one to
master the skill that one should be
proficient in
• Feasibility – the task is realistically
implementable in relation to its cost,
space, time, and equipment requirements
• Scorability – the task can be reliably and
accurately evaluated
• Fairness – the task is fair to all the
students irregardless of their social status
or gender
13

14. What is a rubric?
A rubric is a systematic
scoring guideline to evaluate
students’ performance (papers,
speeches, problem solutions,
portfolios) through the use of a
detailed description of
performance standards.

15. Holistic rubrics provide a single score
based on an overall impression
of a student’s performance on a
task.
Analytic rubrics provide specific
feedback along several
dimensions.
Types of Rubrics

16. 16
Important Elements of a Rubric
Whether the format is holistic or analytic, the
following information should be made
available in a rubric.
•Competency to be tested – this should be a
behavior that requires either a demonstration
or creation of products of learning
•Evaluative Criteria and their Indicators –
these should be made clear using observable
traits

17. 17
•Performance Levels - these levels
could vary in number from 3 or more
•Qualitative and Quantitative
descriptions of each performance
level – these descriptions should be
observable to be measurable
•Performance Task – the task should
be authentic, feasible, and has multiple
foci

18. Constructing a Rubric
Identify the key elements, traits,
or dimensions to be evaluated
Think about what an exemplary
response to the task would look
like. (What are the key
characteristics of such a response?)

19. Decide the number of scale
points needed to discriminate
among the full range of different
degrees of quality (3 to 5 are
usually sufficient)
Decide if the identified elements
are of equal importance or will be
weighted differently.
19

20. Template for Holistic Rubrics
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.
3 Demonstrates partial understanding of the
problem. Most requirements of task are
included.

21. Template for Holistic Rubrics
Score Description
2 Demonstrates little understanding of
the problem. Many requirements of
task are missing.
1 Demonstrates no understanding of the
problem.
0 No response/task not attempted.

22. Template for analytic rubrics
Beginning
1
Developing
2
Accomplish
ed
3
Exemplary
4
Scor
e
Criteria
#1
Description
reflecting
beginning
level of
performance
Description
reflecting
movement
toward
mastery level
of
performance
Description
reflecting
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
achievement
of mastery
level of
performance
Description
reflecting
highest level
of
performance

23. Template for analytic rubrics
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Criteria
#3
Description
reflecting
beginning
level of
performance
Description
reflecting
movement
toward
mastery
level of
performance
Description
reflecting
achievement
of mastery
level of
performance
Description
reflecting
highest
level of
performanc
e
Criteria
#4
Description
reflecting
beginning
level of
performance
Description
reflecting
movement
toward
mastery
level of
performance
Description
reflecting
achievement
of mastery
level of
performance
Description
reflecting
highest
level of
performanc
e