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Steps in Developing Performance

The document outlines the steps for developing a performance-based assessment: 1. Define the purpose as formative to provide feedback or summative for grading. 2. Determine the skills, learning outcomes, and appropriate taxonomy level to assess, such as higher-order thinking skills. 3. Design an activity or task that allows students to demonstrate their knowledge and skills, considering time, resources, and needed data to evaluate performance quality. Questions help design real-world projects and roles to recreate in the classroom. Examples include hands-on problems, observable products, and evaluating the performance process and product.

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Jera Obsina
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7K views

Steps in Developing Performance

The document outlines the steps for developing a performance-based assessment: 1. Define the purpose as formative to provide feedback or summative for grading. 2. Determine the skills, learning outcomes, and appropriate taxonomy level to assess, such as higher-order thinking skills. 3. Design an activity or task that allows students to demonstrate their knowledge and skills, considering time, resources, and needed data to evaluate performance quality. Questions help design real-world projects and roles to recreate in the classroom. Examples include hands-on problems, observable products, and evaluating the performance process and product.

Uploaded by

Jera Obsina
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Steps in Developing Performance-based Assessment

1. Define the purpose of the assessment


-is considered in making decision in the subsequent steps of the process.
Formative assessment
-will be used if the result of the assessment is used for instructional improvement, that is,
to get feedback from the students.
Summative assessment
-will be used if the result of the assessment is used for grading purposes and a more
elaborate scoring scheme is needed.
2. Determine the skills, learning outcomes, and taxonomy level
-it is very important to determine the skills, the learning outcomes of any given instruction
since there is a limited time in the classroom for the assessment procedures.
Learning outcome/instructional objectives
-plays a very important role in planning performance assessment.
Performance-based assessment
-only assesses higher order thinking skills or complex cognitive outcomes, receiving,
responding, and valuing for affective outcomes, and psychomotor skills. You should create a list
of learning outcomes that specifies knowledge, skills, habits of the mind, and social skills
that are appropriate for performance assessment.
3. Design and develop activity or performance task
-is to create an activity or task that will allow the students to demonstrate the knowledge,
skills, and attitudes that they have learned. Before identifying the activity and task, you should
consider the time allotted for the activity, the availability of classroom resources, and the data
needed to judge the quality of the students performance.
Kubiszyn and Borich (2007) suggested some questions to get started with the activity
and task.
a. What does the doing of Mathematics, History, Science, Art, Writing, and so forth look and
feel like to professionals who make their living working in those fields in the real world?
b. What are the projects and tasks performed by those professionals that can be adapted to the
school instruction?
c. What are the roles or habits of mind that those professionals acquire that the learners recreate in the classroom?
Examples present the learners with the following:
1. A hands-on exercise or problem to solve which produces a product.

2. An observable outcome or product such as typed business letter without error, a multimedia
presentation or a poem.
3. The performance, process of doing the task, and product of the students.

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