PERFORMANCE BASED

ASSESSMENT
 Performance based assessment is a direct and systematic
observation of actual performance of students based on a
predetermined performance criteria (Zimmaro, 2003 as cited by
Gabuyo, 2012)
 Performance based assessment involves the use of actual
demonstration of skills learned (e.g. cooking, building
construction, etc.) and/or the creation of product (e.g. research,
projects, presentation, etc.), which are all judged based on
specific criteria/standards/scoring rubrics.
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 Features of Performance-based
Assessment
1. Greater realism of the tasks.
2. Greater complexity of the tasks.
3. Greater time needed for assessment.
4. Greater use of judgment in scoring.

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 Features of Performance-based
Assessment
1. GREATER REALISM OF THE TASKS
 The
students must apply the knowledge
and skills by demonstrating a task that
shows applications in real world situation.

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 Features of Performance-based
Assessment
2. GREATER COMPLEXITY OF THE TASKS
 Thetasks are difficult to understand and analyze
because they are less structured problems that
encourage the students to perform with originality
and thinking skills and they may have multiple
solutions.

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 Features of Performance-based
Assessment
2. GREATER COMPLEXITY OF THE TASKS
 There is a strong relationship between complex tasks and
achievement, and between complex tasks and achievement, and
between complex end-tasks and the development of higher order
literacy skills.
 The more you challenge your brain to learn, the more your brain
cells grow (Dweck 2007; Siegel, 2009/2011)

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 Features of Performance-based
Assessment
3. GREATER TIME NEEDED FOR ASSESSMENT
 Performance-based assessment needs longer time to
assess the performance of the students, because of the
difficulty of designing the tasks, the comprehensive nature
of the tasks, and the increased time needed to evaluate
the results.

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 Features of Performance-based
Assessment
4. GREATER USE OF JUDGMENT IN SCORING
 The evaluator should consider the set of judging
criteria associated with the performance assessment.
Also, the scoring approach must be congruent to the
assessment purpose.

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 TYPES OF PERFORMANCE-BASED
TASKS

1. Restricted-response Performance Task

2. Extended-response Performance Task

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 TYPES OF PERFORMANCE-BASED
TASKS
1. Restricted-Response Performance Task
Restricted Response are relatively narrow in definition and may begin with a
traditional objective-type item, but ask for an explanation of the student’s
choice.

Restricted response (restricted to a specific, limited skill like “opening a computer file”).
Usually the purpose is to ensure that students have learned skills that will later on become
part of a larger task (e.g., dribbling a ball (for basketball)
 TYPES OF PERFORMANCE-BASED
TASKS
1. Restricted-response Performance Task
 A performance task that is highly structured with a limitation
scope. The instruction of the task are more focused and the
limitations are always indicated
 Advantages  Disadvantage
• It is very easy to relate to a particular • It prevents the students from
learning outcome or learning objective. demonstrating their abilities
• The administration is easy and the output and skills with comprehensive,
is easier to judge or evaluate, especially poorly structured problems in
the response of the students. the real world.
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 TYPES OF PERFORMANCE-BASED
TASKS
Examples of Restricted-response Performance Task
 Writing a one-page summary of the class outreach program;
 Demonstrating how to set up cooking utensils;
 Delivering a two minutes campaign speech; and
 Constructing a bar graph of the scores of 50 students in a quiz.

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 TYPES OF PERFORMANCE-BASED
TASKS
2. Extended-response Performance Task
 A type of performance task that is less structured and broader in
scope.
 The teacher can obtain better information about the students’
ability to identify the crucial point a problem, to gather and
integrate information for solving it,and to provide original and well-
supported information as described by Gronlund (1998)

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 TYPES OF PERFORMANCE-BASED
TASKS
2. Extended-response Performance Task

Extended response (comprehensive, includes a variety of

skills; gives students a lot of freedom in selecting,
performing, and self-assessing on tasks) (e.g., Playing a
basketball game)

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 TYPES OF PERFORMANCE-BASED
TASKS
Three Types of Extended-response Performance Task
 Problem Solving
 Communication Skills
 Psychomotor Skills

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 TYPES OF PERFORMANCE-BASED
TASKS
TYPE OF TASK COMPLEX LEARNING OUTCOMES
Ability to:
Restricted-response performance task ❑ Construct a graph
❑ Read a story aloud
❑ Type an application letter
❑ Use engineering instruments
Ability to:
❑ Write a thesis
Extended-response performance task ❑ Create a regression model
❑ Repair a Television
❑ Organize ideas
❑ Make an oral presentation about research
❑ Collect, analyze, and infer data
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 ADVANTAGES OF PERFORMNACE-BASED ASSESSMENT

 It assesses complex learning outcome not measured by paper-and-

pencil test.
 It assesses the process as well as the product.
 It communicates instructional goals that relate to real world context.
 It assesses the progress as well as the performance.
 It involves the students in the process of assessing their own growth.
 ADVANTAGES OF PERFORMNACE-BASED ASSESSMENT

 It recognizes that students can express what they know and can o in different ways.
 Specific, direct, and understandable information about the students are available
to parents.
 It evaluates the “whole student”.
 It enhances the professional skills of teachers through collaboration with other
teachers.
 It can establish a framework for observing students that is consistent with other
teachers.
 It can contribute to a meaningful curriculum planning and the design of
developmentally appropriate educational inventions.
 Steps in Developing Performance-
based Assessment
1. Define the purpose of the assessment
2. Determine the skills, learning outcomes, and taxonomy.
3. Design and develop activity or performance task
4. Define the performance criteria.
5. Create the scoring rubrics

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 Steps in Developing Performance-
based Assessment
1. Define the purpose of the assessment

 The teacher must consider in developing performance-based

assessment is to clearly define the purpose for which the result
of the assessment will be used. The purpose of the assessment
is considered in making decision in the subsequent steps of
the process.

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 Steps in Developing Performance-
based Assessment
1. Define the purpose of the assessment

 For example, If the numerical rating of the assessment is

used for instructional improvement, that is, to get
feedback from the students, then formative assessment
will be used.

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 Steps in Developing Performance-
based Assessment
2. Determine the skills, learning outcomes, and taxonomy.
 Since there is a limited time in the classroom for the assessment
procedures, it is very important to determine the skills, the learning
outcomes of any given instruction. You must decide which learning
outcome requires performance assessment and which one is
appropriate for traditional assessment.
 The teacher should create a list of learning outcomes that specifies
knowledge, skills, habits of the mind, and social skills that are
appropriate for performance assessment.

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 Steps in Developing Performance-
based Assessment
3. Design and develop activity or performance task
 The next step to consider 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.

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 PERFORMANCE TASK
 Performance task provides a common means of
assessment.
 The students will be asked to do something. The
students will not just answer questions such as those
questions asked in selected response test format or
essay writing, but they will present their work or create
something.

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EXAMPLES OF PERFORMANCE
TASK
 Building a house using popsicle sticks;
 Demonstrating the dissection of frog;
 Drawing the map of the Philippines;
 Solving Math problems;
 Writing a sports story;
 Demonstrating a modern dance;
 Presenting a Mathematics lesson to the class; and
 Presenting a five-minute drama performance.

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 Steps in Developing Performance-
based Assessment
3. Define the Performance Criteria
 After determining the activities and the tasks that are to be included in
the performance tasks, the next step in developing the performance-
based assessment is to identify the criteria to be used in the assessment
process.

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Types of Performance Criteria
1. Impact of the performance.
2. Work quality and craftsmanship.
3. Adequacy of method and behavior.
4. Validity of content.
5. Sophistication of knowledge employed.

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 Types of Performance Criteria
1. Impact of the performance.
 It refers to the success of the performance, given purposes, goals, and
the desired results.
2. Work quality and craftsmanship.
 It refers to the overall quality, organization, and difficulty of the work.
3. Adequacy of method and behavior.
 It refers to the quality of procedures and manner of presentation prior
to and during the performance.

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 Types of Performance Criteria
4. Validity of content.
 It refers to the correctness of ideas, skills, and materials used.

5. Sophistication of knowledge employed.

 It refers to the complexity or maturity of knowledge employed.

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 Steps in Developing Performance-
based Assessment
4. Create the Scoring Rubrics
 Scoring rubrics are used when judging the quality of the work of the
learners on performance assessment. They are forms of scoring guide
that are used in evaluating the level of performance of students or
products resulting from the performance task.
 Scoring rubrics are descriptive scoring schemes that are developed by
teachers or other evaluators to guide in the analysis of the products or
processes of students’ efforts. (Moskal, 2000)

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