Created by: Riza B. Pepito

2. CENTRAL MINDANAO UNIVERSITY
College of Graduate Studies
Master of Arts in Education major in Administration
and Supervision
Educational Evaluation
RIZA BALDIVINO-PEPITO
Student
DR.JAMES L.PAGLINAWAN
Professor

3. Definition
Characteristics of
PBA
Performance test
in the different
domain of learning
Developing
Performance
Test for Learners
Generalization

4. Developing
Performance
Tests
For Learners
Deciding
What to Test
Designing the
Assessment Context
Specifying the Scoring
Rubrics
Specifying Testing
Constraints

5. “I am calling on our nation’s governors and state
education chiefs to develop standards and assessments
that don’t simply measure whether students can fill in a
bubble on a test, but whether they possess 21st century
skills like problem solving and critical thinking,
entrepreneurship and creativity”.
— President Barack Obama, March 2009

7.  a form of assessment that requires students
to perform a task rather than answer questions
from a ready-made list.
 a form of assessment that measures students'
ability to apply the skills and knowledge
learned from a unit or units of study.
 Use direct measures of learning

8. Also known as:
• Authentic Assessment
• Alternative Assessment
• Active Learning
• Performance Assessment

9. Performance-Based Assessment are:
Based in the “real world” = authentic assessment
Must be linked to instructional objectives/standards
Less abstract than more traditional forms of assessment
Assessments, by themselves, are meaningful learning
activities
Concept of performance assessments is not new

10. Measure complex capabilities/skills that can’t be measured
with pencil-and-paper tests
Must focus on teachable processes
Can judge appropriateness of behavior/understanding
Require products of behaviors that are valuable in their
own right

11. Tasks should encourage student reflection
Can specifically targets procedures used by students to
solve problems
Results in tangible outcome or product

12. Performance Tests Can Assess
Processes and Processes
Direct Measures of Competence
Performance Task Can Be
Embedded in Lessons
Performance Tests Can Assess
Affective and Social Skills
Performance Test in
the Different
Domains of Learning

13. Use direct measures of learning rather
than indicators that simply suggest
cognitive, affective or psychomotor
processes have taken place.

14. Performance Test can be
assessment of processes, product
or both.

15. Teachers uses Performance
Test as Part of their lessons.

16. Performance Test is also used to
assess noncognitive outcomes of the
students such as:
-self-direction
-ability to work with others
-social awareness

18. The first step in developing a
performance test is to create a list of
objectives that specifies the knowledge,
skills, habits of mind and indicators of
the outcome.

20. What knowledge or content is essential for learner
understanding of the subject matter?
What intellectual skills are necessary for the
learners to use this knowledge or content?
What habits of mind are important for the learner
to successfully perform with this knowledge or
content?

21. a form of assessment that requires students to
perform a task rather than answer questions
from a ready-made list.
 a form of assessment that measures students'
ability to apply the skills and knowledge
learned from a unit or units of study.
 Use direct measures of learning
Assessment plan for a
unit must include:
Paper and Pencil Test
Performance Tests

22. PERFORMANCE TEST
OBJECTIVES IN:
Cognitive Domain
Affective and Social
Domain

23. What kind of essential tasks,
achievements, or other valued
competencies am I missing
with paper and pencil test?

24. What accomplishments of
those who practice my
discipline are valued but left
unmeasured by conventional
test?

25. Skill related to
acquiring
information
Skill related to
organizing and
using
information

26. List of Skills in Acquiring
Information

27. Communicating Measuring Investigating
Explaining Counting Gathering References
Modeling Calibrating Interviewing
Demonstrating Rationing Using References
Graphing Appraising Experimenting
Displaying Weighing Hypothesizing
Writing Balancing
Advising Guessing
Programing Estimating
Proposing Forecasting
Drawing defending

28. Example:
Draw a physical map of North America
from memory and locate 10 cities.

29. Example:
Demonstrate the basic skills of
gymnastics using ball as apparatus.

30. Organizing Problem Solving Decision Making
Classifying Stating Questions Weighing Alternatives
Categorizing Identifying Problems Evaluating
Sorting Developing
Hypothesis
Choosing
Ordering Interpreting Supporting
Ranking Assessing Risk Electing
Arranging Monitoring Adopting

31. Example:
Identify important variables that affected
recent events in our state, and forecast
how this variables will affect future
events.

32. Performance Test Develop “habits of
mind”.

33. Key questions to ask in
Creating objectives that
includes affective and social
skills

34. What dispositions, habits of mind, or
values characterize successful
individuals in the community who work
in your academic discipline?

35. What will I accept as evidence that my
learners have or are developing these
qualities?

36.  Desiring knowledge .Viewing science as a way of knowing and understanding.
 Being skeptical. Recognizing the appropriate time and place to question authoritarian statements
and “self-evident truths”.
 Relying on data. Explaining natural occurrences by collecting and ordering information, testing ideas,
and respecting the facts that are revealed.
 Accepting ambiguity. Recognizing that data are rarely clear and compelling and appreciating the new
questions and problems that arise.
 Willingness to modify explanations. Seeing new possibilities in the data.
 Cooperating in the answering questions and solving problems. Working together to pool ideas
explanations, and solutions.
 Respecting reason. Valuing patterns of thought that lead from data to conclusions and eventually, to
the construct of theories.
Example of Habit of Mind in
Performance test
Science

37. -the purpose of step 2 is to create a task,
simulation, or situation that will allow learners to
demonstrate the following that they acquired:
Knowledge
Skills
Attitudes

38. Task includes:
Debates
Mock trials
Presentations to a city commission
Re-enactment of historical events
Science experiments
Job Responsibilities ( travel agent, weather forecaster,
park ranger)

39. CRITERIAS FOR DESIGNING THE
PERFORMANCE CONTENT
 The Requirements for the Task Mastery Should Be Clear
without revealing the Solution.
 The Task Should Represent a specific Activity from Which
Generalizations about the Learners Knowledge, Thinking, and
habits of Mind Can be made.
 The Task should be complex enough to allow Multimodal
Assessment.

40.  The Task should yield Multiple Solutions Where
Possible, Each with Costs and Benefits.
 The Task should Require Self-Regulated Learning.

41. -the teachers goal in scoring Performance test is to
do justice to the time spent developing them and the
effort expanded by students taking them.

42. IMPORTANT CONSIDERATIONS IN
DEVELOPING RUBRICS
Develop for a variety of accomplishments
-In general, performance tests require four types of
accomplishments from learners:
Products- Poems, essays, charts, graphs, exhibits,
drawings, maps

43.  Complex Cognitive Processes- Skills in acquiring, organizing,
and using information’s
 Observable Performance- Physical Movements as in dance,
gymnastics, or typing.
 Habits of Mind and social skills Mental and Behavioral habits,
such as persistence and cooperation) and recognition skills.

44. How to realized Teaching in
Various ways:
1.Choose a scoring system best suited for the type of
accomplishments you want to measure.

45. 2.Limit the Number of points

46. Three General types of
Rubrics:
Checklist
Rating
Scales
Holistic
Scoring

47. Checklist
-contains list of behaviors, traits, or characteristics that can
be scored as either present or absent

48. No. Opportunity to
observe
Observed
Wipes slides with
lens paper
Placed drop or two
of culture slide
Adds a few drops of
water
Places slides on
tape
Turns to low power
Checklist for Using a Microscope

49. Rating Scales
-typically used for those aspects of a complex performance
that do not lend themselves to yes/no or present/absent
type judgment.

50. Neds Improvement
(1)
Developing (2) Sufficient (3) Above Average (4)
Clarity (Thesis
supported by
relevant
information
and ideas.)
The purpose of the student
work is not well-defined.
Central ideas are not focused
to support the thesis. Thoughts
appear disconnected.
The central purpose of the
student work is identified.
Ideas are generally focused in
a way that supports the thesis.
The central purpose of the
student work is clear and ideas
are almost always focused in a
way that supports the thesis.
Relevant details illustrate the
author’s ideas.
The central purpose of the
student work is clear and
supporting ideas always are
always well-focused. Details
are relevant, enrich the work.
Organization
(Sequencing of
elements/ideas)
Information and ideas are
poorly sequenced (the author
jumps around). The audience
has difficulty following the
thread of thought.
Information and ideas are
presented in an order that the
audience can follow with
minimum difficulty.
Information and ideas are
presented in a logical
sequence which is followed by
the reader with little or no
difficulty.
Information and ideas are
presented in a logical
sequence which flows naturally
and is engaging to the
audience.
Mechanics
(Correctness of
grammar and
spelling)
Misspellings and/or systematic
grammatical errors seriously
hamper the readability of the
work.
Misspellings and/or systematic
grammatical errors distract
from the work.
The readability of the work is
minimally interrupted by
misspellings and/or systematic
grammatical errors.
Misspellings and/or
grammatical errors do not
hamper the readability of the
work.
Example Rating Scale: Articulating Thoughts through Written
Communication

51. Holistic scoring-
- used when the rater is more interested in estimating the
overall quality of a performance and assigning a numerical
value to that quality .

52. RATING DESCRIPTION
4
Above Average
• The audience is able to easily identify the
focus of the work and is engaged by its clear
focus and relevant details.
3
Sufficient
• The audience is easily able to identify the
focus of the student work which is supported
by relevant ideas and supporting details.
2
Developing
• The audience can identify the central
purpose of the student work without little
difficulty and supporting ideas are present
and clear.
1
Needs Improvement
• The audience cannot clearly or easily identify
the central ideas or purpose of the student
work. Information is presented in a
disorganized fashion causing the audience to
have difficulty following the author's ideas.
Example Holistic Scoring: Articulating Thoughts through Written
Communication

53. Combining Scoring System
Combining Scoring System
-Good performance test require learners to demonstrate
their achievements through a variety of primary traits.

54. Example of Combining
Scoring System
- Interviewed four people
- Cited current references
- Typed
- No spelling
- Included title and summary page
Total Points (9)
Persuasiveness
1 2 3
Lacks enthusiasm Somewhat unanimated Highly Convincing
Delivery
1 2 3
Unclear Often failed Clear, forceful
Sensitivity to audience
What is your overall impression of the quality of the project?
1 2 3
Below Average Average Clear Outstanding

55. The strength of three performance-based scoring system
according to five measurement criteria
-each of three scoring system has its strengths and weaknesses.

56. Ease of
Construction
Scoring
Efficiency
Reliability Defensibility Feedback More
Suitable for
Checklist Low Moderate High High High Procedure
Rating
Scales
Moderate Moderate Moderate Moderate Moderate Attitudes
Products
Social skills
Holistic
Scoring
High High Low Low Low Products and
processes

57. Most common test
constraints:
Time- How much time should a learners have to
prepare, rethink, revise, and finish the test?
Reference Material-Should learners be able to
consult dictionaries, textbooks, notes, etc.,as they
take a test?

58. Other People- May learners ask for help from peers,
teachers, experts, etc. as they take a test or complete
a project?
Equipment- May learners use computers, calculators, etc.
to help them solve problems?

59. Prior Knowledge of the Task- How much information on what
they will be tested should learners receive in advance?
Scoring Criteria- Should Learners know the standards by which
the teacher will score the assessment?

60. Performance Assessments create challenges that
objective and essay tests do not.

61. Performance Assessment are meant to serve and
enhance instruction rather than being an after-
the-fact test given to assign grade.

62. -Rizagirl