Ped 120 : Assessment and Evaluation in Math Dr. Marilyn L.

Laguda
Week 6 Asso. Professor V
BSED Math III NIPSC CC
1 ST Semester 2020-2021

Module 6, Lesson 1-4

PERFORMANCE-BASED ASSESSMENT

I. Introduction
This module concerned with the process-oriented performance based
assessment.
Assessment is not an end in itself but a vehicle for educational improvement. Is
effective practice, then, begins with and enacts as a vision of the kinds of learning we
most value for students and strive to help them achieve. Assessment is most effective
when it reflects an understanding of learning as multi-dimensional, integrated, and real
in performance over time.

Learning is complex process. It entails not only what students know but what
they know, thus it involves not only knowledge and abilities but values, attitudes, and
habits of mind that affect both academic success and performance beyond the
classroom. Assessment should reflect these understandings by employing a diverse
array of methods, including those that call for actual performance.

There are different kinds of knowledge and skills that students have learned in
school particularly in the classroom when they took up Assessment and Evaluation in
Mathematics. These skills are memorization concept, vocabulary, dates of historical
events, multiplication tables and grammar. Some of them have undergone process such
as solving mathematical problems, conducting an experiment in general science, and
even manipulating results of a research study. This involves understanding first the
concept before carrying out such knowledge and skills which can be best assessed
using the performance-based assessment.

II. Learning Outcomes

Upon completion of this Module, you shall be able to:
1. Conceptualize the different terms relative to performance-based assessment;
2. Describe the features, domains, and advantages of performance-based assessment;
3. Demonstrate the methods of scoring essay and performance task;
4. Differentiate traditional assessment from authentic assessment;
5. Develop scoring rubrics to assess process, product, and performance.

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III. Learning Contents

Definition of Terms
Performance assessment – implies that the students need to demonstrate skills by
actual performance of a certain task rather than just marking on an answer sheet.

Performance-based assessment is a direct and systematic observation of the actual

performance of students based on a predetermined performance criteria (Zimmaro,
2003 as cited by Gabuyo 2012).

Authentic assessment means the teacher must use realistic situations in the testing
materials.

Alternative assessment – this is in contrast to selected response test. Based on the

history of testing, multiple choice items were used before as alternative assessment,
hence, it is not an accurate term, although it is frequently used.

Product is the actual creation of students that can be viewed or touched by the teacher.
It is the output in performing a task which is concrete or real and can be assessed
(Calmorin, 2014).

Performance task provides a common means of assessment. It implies, that students

will be asked to do something.

Performance criteria – are the specific behaviors that student should perform to proper
carry out a performance or produce a product (Airasian, 2000).
Scoring rubrics -are descriptive scoring schemes that are developed by teachers or
other evaluators to guide in the analysis of products or processes of students’ efforts
(Moskal,2000).

What is Performance-based Assessment?

Performance-based assessment is a direct and systematic observation of the actual
performance of students based on a predetermined performance criteria (Zimmaro,
2003 as cited by Gabuyo 2012).
It is an alternative form of assessing the performance of students that represents sets
of strategies for the application of knowledge, skills and work habits thought the
performance of tasks that are meaningful and engaging to them (Hibbard, 1996).
Assessment of process involves series of steps to follow in performing or doing a task.
A product is the output in performing a task which is concrete or real and can be
assessed.

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Performance assessment of process and product refers to the on-the spot evaluation of
performance behavior of the student to determine his interest and willingness to perform
the task. For instance, milkfish deboning, milkfish bone meal luncheon meat, milkfish
bone meal siopao, sausage, nuggets, burger, spread, and quikiam as product from
milkfish bones are utilized into fish value added product. In evaluating these products
rubric assessment is applied because panelists who assess the product use the 9-point
Hedonic Scale “Sensory Evaluation Sheet”. In performance assessment of process and
product, the values of students such as creativity, industry, enthusiasm, punctuality
(punctual to start and finish the product), originality, and productivity must be considered.

Features of Performance-based Assessment

There are four features of performance-based assessment that differ from other
types of assessment (Gronlund, 1998).They are as follows:

1. Greater realism of the tasks. This means that the students must apply the knowledge
and skills by demonstrating a task that shows application in a real world situation. This
further means that students must be knowledgeable for his/her existence in a particular
situation like in school, thereby the main goal is to finish the course.

2. Greater complexity of the tasks. The tasks are difficult to analyze and understand
because they are less structured problem that encouraged the students to perform with
originality and thinking skills and they may have multiple solutions.

3. Greater time needed for assessment. Performance-based assessment needs longer

time to assess the performance of the students, because of the difficulty in designing
the tasks, the comprehensive nature of the tasks, and the increased time needed to
evaluate the results.

4. Greater use of judgment in scoring. The evaluator should consider the set of judging
criterion associated with the performance assessment. Likewise, the scoring approach
must be congruent to the assessment purpose.

Domains of Performance-based Assessment

The following are the domains and examples where performance-based assessment is
applicable:
1. Communication skills
Writing an essay
Delivering a speech
2. Psychomotor skills
Holding a telescope properly
Drawing a graph

Focusing a camera

3. Athletic skills

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  Running a track

 Shooting three points in a basketball game

 Throwing a javelin

4. Concept acquisition

 Skills in acquiring, organizing and using information

5. Affective skills

 Mental and behavioral habits and recognition skills

 Sharing sports equipment

 Obeying traffic rules and regulation

Advantages of Performance-based Assessment

1. It asses complex learning outcomes not measured by paper-and-pencil test.

2. It asses the process as well as the product.

3. It communicates instructional goals that relate to real world context.

4. It assesses the progress as well as the performance.

5. It involves the students in the process of assessing their own growth.

6. It recognizes that students can express what they know and can do in different ways.

7. Specific, direct, and understandable information about the students are available to

parents.

8. It evaluates the “whole student”.

9. It enhances the professional skills of teachers through collaboration with other

teachers.

10.It can establish a framework for observing students that is consistent with the
principles of child development.

11.It can contribute to a meaningful curriculum planning and the design of

developmentally appropriate educational inventions.

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Importance of Scoring Rubrics

Scoring rubrics are used when judging the quality of the work of the learners on
the performance assessments. One of the alternative methods of rating the
performance of the students aside from paper-and-pencil test is the use of scoring
rubrics. They are form of scoring guide that used in evaluating the level of performance
of students or products resulting from the performance tasks.

One of the common uses of rubrics is to evaluate the quality of an essay. The
judgment of one evaluator may differ from other evaluators when there is a lack of set of
criteria as a guideline for judgment.

There are two types of Scoring Rubrics, they are holistic rubrics and analytic rubrics.

1. Holistic rubric is a type of rubric that requires the teacher to score an overall process

or product as a whole (Nitko and Mertler, 2001). This means that the evaluator

provides the overall quality of the performance of the students by yielding a single

score to represent a specific category of accomplishment.

Holistic rubric is advisable to use when a teacher wants a fast result of

students performance; a single rating is already enough to define it. However, it

does not provide a detailed feedback in specific criteria.

2. Analytic rubric is a type of rubric that provides information regarding performance in

each components parts of a tasks, making it useful for diagnosing specific strengths

and weaknesses of the learners (Gareis and Grant, 2008).

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 Analytic rubric is very useful when the teacher wants to provide diagnostic

information or feedback for the learner and is more useful for formative assessment

during instruction (Mcmillan, 2001).

Mertler (2001) suggested the template for holistic rubric and analytic rubric for

classroom purposes.

Source: Adopted from Mertler (2001) in his article Designing Scoring Rubric for Your Classroom

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Distinctions Between Authentic Assessment and Traditional Assessment

1. Authentic assessment is personalized, natural and flexible relevant to the students’

level of difficulty, skills, and abilities. Traditional assessment is impersonal and absolute
owing to uniformity of test without regard to the skills and abilities of the students.
2. Authentic assessment is fair because skills and abilities are appropriate to the
learners. Traditional assessment is unfair since learners are forced to accept the
contexts of the tests even if these are inappropriate to them.
3. Authentic assessment gives the students (self) and peer (classmate) the chance to
evaluate their own work and work of their classmates, respectively. In traditional
assessment, only the subject teacher evaluates the performance of the students and
there is tendency of subjectivity.
4. Authentic assessment identifies the strengths and weaknesses of the students’ skills
and abilities. Traditional assessment compares the performance of students to others.
5. Authentic assessment promotes good rapport or bonding between the teacher and
student due to their mutual understanding. Traditional assessment has poor relationship
between teacher and students caused by impersonalized and absolute tests results of
students to others.
6. Authentic assessment develops the students’ responses because they are made to
perform the learning task in a real world situation. Traditional assessment requires the
students to choose the options prepared by the teacher
7. Authentic assessment gives the students freedom to choose evidence of good
performance. In traditional assessment, the teacher prepares the test and students
have to respond on what is asked on the test. This leaves the teacher not being able to
showcase his expertise.
8. Authentic assessment makes use of performance test in real-world situation and
portfolio assessment. Traditional assessment involves paper-and-pencil tests in which
the students are required to choose the correct answer among the options prepared by
the teacher. For instance, alternative response test, multiple choice and matching type.
Steps of Performance Assessment of Process and Product

The steps of performance assessment of process and product are:

1. Identify the Performance Process and Product
2. Choose the Center of Assessment.
3. Choose the Appropriate Degree of Realism
4. Choose the Performance Situation
5. Choose the Appropriate Statistical Tool

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Step 1

In identifying performance process and product, select a project to create a

product good for the health of the people and respond to the socioeconomic
development of the students, and community in particular and to the country in general.
Example: the project is “instant salabat”, this project is good for the health of the people
to combat COVID-19 pandemic because ginger is medicinal. The process to follow in
preparing “instant salabat” step by step needs thorough preparation starting from
washing the ginger, pounding, extracting the juice up to bringing it to a boil until
granules of salabat are formed. The product in this particular activity is “instant salabat”.
This product responds to the socioeconomic development of the students and
community in particular as well as to the country in general.
Step 2

The second step on performance process and product is to choose the center of
assessment. “Instant salabat” as the product is the center of assessment to be
evaluated both as acceptability, salability, profitability, and medicinal content. For
acceptability, organoleptic tests are employed by panelists with the use of “Sensory
Evaluation Sheet” of 9-point Hedonic Scale, ranging from 9 as like extremely to 1,
dislike extremely. For the salability and profitability, dry run on selling the products must
be done by students with the supervision of the teacher. For medicinal content, the
chemist is going to analyze the product and the results must be placed on the “nutrition
facts” label as show window to the consumers.
Step 3

Choosing the appropriate degree of realism is the third step of the performance
process and product. To realize the sustainability of “instant salabat” and respond to the
socioeconomic development of the students and the community in particular and to the
country in general, the students and rural folks are encouraged to plant ginger in school
and at home.
Step 4

The fourth step of performance assessment process and product is to choose the
performance situation. In 2004, Gronlund classified performance situation into: a) paper-
and pencil test, b) identification test, c) structured performance test, d) simulated
performance, and e) work sample.

Step 5

The fifth step of performance assessment process and product is to choose the
appropriate statistical tool to arrive at valid results and interpretation. For instance, the
investigatory project of “Utilization of Milkfish Bones into Polvoron” .

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The specific research problems are as follows:
1. What is the general acceptability of the quality attributes of polvoron with and without
milkfish bones?
2. Is there a significant difference on the general acceptability of the quality attributes of
polvoron with and without milkfish bones?
Appropriate statistical tool of specific problem 1
The appropriate statistical tool of specific problem 1 on “What is the general
acceptability of the quality attributes of polvoron with and without milkfish bones?’ Is the
weighted mean. The formula is as follows:

To substitute formula (2.1), consider the following steps:

Step 1. Multiply the frequency (f) by weight (x) and so on. If there are three weight (x)
and frequency (f), continue multiplying.
Step 2. Get the sum of the product of Step 1.
Step 3. Divide Step 2 by the sum of frequency or total number of cases.
Illustration

For instance, there are 15 panelists who evaluated organoleptically the polvoron
with and without milkfish bones using 9-point Hedonic Scale, 9, like extremely; 8, like
very much; 7,like moderately; 6, like slightly; and so on. To illustrate formula (2.1),
consider the following computation:

Polvoron With Milkfish Bones(X1)

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Interpretation

The mean value of the general acceptability of the quality attributes of polvoron
with milkfish bones is 8.2, like very much, and polvoron without milkfish bones is 6.4,
like slightly. This means that polvoron with milkfish bones is very much acceptable while
polvoron without milkfish bones is lightly acceptable

Appropriate statistical tool for specific problem 2

The appropriate statistical tool of specific problem 2 which states, “Is there a
significant difference on the general acceptability of the quality attributes of polvoron
with and without milkfish bones? Is t-Test: Paired two-way Sample for Means because
the panelists evaluated the paired products of Variable 1, polvoron with milkfish bones
and Variable 2, polvoron without milkfish bones. The formula is as follows:

To substitute formula (2.2), consider the following steps:

Step 1. Look for the difference between variable 1 and variable 2 and write it under D column
Step 2. Sum the D column to get the ∑D.
Step 3. Multiply D column by itself to D2.
Step 4. Sum D2. to get ∑D2
Step 5. Apply formula 2.2

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Illustration
To apply formula (2.2), consider Table 2.1 on the computation of t-Test. Paired Two
Sample of Means.
Table 2.1. Computation of t-Test: Paird Two-Sample for Means

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Interpretation

The computed t-value obtained is 16.837 which is much greater than t-critical of
2.977 at degrees if freedom if 14 (df14 (0.01) = 2.977) at 1 percent level of confidence
which is significant. This means that the general acceptability of the quality attributes of
polvoron with and without milkfish bones really differ from each other because milkfish
bones polvoron is more acceptable than without milkfish bones polvoron.

Comparing Compute and Tabular or Critical t-value

If the computed t-value CV is equal to or greater than the t-tabular (TV) or critical
value, it is significant.

If the computed t-value CV is less than the t-tabular (TV) or critical value, it is
insignificant. Thus,

If CV > TV = Significant

If CV < TV = Insignificant

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I. Learning Assessment

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II. Describe the four features of performance-based assessment by citing some

examples. ( 5 points each) .

II. Enrichment Activity (to be submitted on the next session)

I. In no less than five sentences, differentiate traditional assessment from

authentic assessment by citing an example. (10 points).

II. Computation, Analysis and Interpretation (30 points)

Two students are requested to make “work sample” to be presented during the
Foundation Day. Student A prepares an “Investigatory Project” while student B makes a
“Utility Bag” out of used straws.

1. The title of an investigatory project is “Acceptability of Milkfish Bones Luncheon Meat

and Pork Luncheon Meat.” Milkfish Bones Luncheon Meat is the experimental group

and Pork Luncheon Meat, the control group. The 10 trained panelists evaluated

organoleptically the flavor of the product using 9-point Hedonic Scale. The results are

as follows:

9 – Like Extremely 7 – Like Moderately

8 – Like Very Much 6 – Like Slightly

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End of Module 6

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