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Performance Based Assessment

Performance-based assessment directly observes students performing predetermined tasks to assess skills, knowledge application, and work habits. It provides more realistic and complex tasks than traditional tests. Scoring performance-based assessments requires more time and judgment as tasks can have multiple solutions or approaches. While traditional tests indirectly measure learning, performance-based assessment directly measures mastery of skills, cognition, affect, and psychomotor domains through products, processes, and demonstrations of abilities.

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Jean Guevarra
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141 views

Performance Based Assessment

Performance-based assessment directly observes students performing predetermined tasks to assess skills, knowledge application, and work habits. It provides more realistic and complex tasks than traditional tests. Scoring performance-based assessments requires more time and judgment as tasks can have multiple solutions or approaches. While traditional tests indirectly measure learning, performance-based assessment directly measures mastery of skills, cognition, affect, and psychomotor domains through products, processes, and demonstrations of abilities.

Uploaded by

Jean Guevarra
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Performance-based Assessment

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


of students based on predetermined performance criteria( as cited by Gabuyo. It is an alternative
form for assessing the performance of students that represents a seat of strategies for the
application of knowledge, skills and work habits through the performance tasks that are
meaningful and engaging to them ( Hibbard). Performance-based also provides the teacher the
information on how the students understand and apply knowledge and it allows the teacher to
integrate performance assessment in the instructional process to provide additional learning
activities for the students in the classroom.

FEATURES OF PERFORMANCE-BASED ASSESSMENT

According to Gronlund, there are features of performance-based that differ from other types of
assessment.

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 rel world situation.

2. Greater complexity of tasks


The tasks are difficult to understand and analyse because they are less structured
problems that encourage 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 of designing tasks, the comprehensive nature of the
tasks, and the increased time needed to evaluate the results.

4. Greater use of judgement 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.
These must be taken into consideration because of the complexity of the tasks, originality
of the responses, and in some cases, the variety of possible solutions that need a greater
use of judgement in scoring.

DIFFERENCE BETWEEN TRADITIONAL ASSESSMENT AND PERFORMANCE-BASED


ASSESSMENT

Traditional assessment or paper-and-pencil test measures learning indirectly. When measuring


factual knowledge and solving well-structured mathematical problems, paper-and-pencil is better
to use. In this case the teacher asks questions which indicate skills that have been learned or
mastered.
Performance-based assessment is a direct measure of leaning competence. This indicates that
cognitive complex outcomes, affective, and psychomotor skills have been mastered.

Domains of Performance-based Assessment

The following shows the domains and examples where performance-based assessment is
applicable.

A. Communication Skills
1. Writing an essay
2. Delivering a speech
B. Psychomotor Skills
1. Holding a pencil properly
2. Following a procedure when dissecting a frog in the laboratory class
3. Focusing a microscope
C. Athletic Skills
1. Shooting three points in a basketball game
2. Pitching a strike ball in a baseball game
3. Diving
D. Concept Acquisition
1. Skills in acquiring, organizing, and using information
E. Affective Skills
1. Mental and behavioural habits and recognition skills
2. Sharing sports equipment
3. Obeying traffic rules and regulation

TYPES OF PERFORMANCE-BASED ASSESSMENT

According to Gronlund, Linn, and Miller

1. Restricted-response Performance Task


A performance task that is highly structured with a limited scope. The instructions of the
task are more focused and the limitations are always indicated.
Example: Write a one-page summary of the story

2. Extended-response performance Task


A type of performance task that is less structured and broader in scope.
Example: students conducting a thesis and then presenting and defending their findings in
front of a panel of judges; or writing and rewriting a poem after being criticized by a
teacher.

FOCUS OF PERFORMANCE-BASED ASSESSMENT

Performance-based assessment can assess the students’ process, product, or both ( process and
product) depending on the learning outcomes. It also involves “ doing” instead of just “ knowing
an activity or task. The teacher assesses the effectiveness of the process or procedure and the
product or output used in carrying out the instruction. The problem is when to use the process
and the product.

According to Gronlund, use the process when


1. There is no product
2. The process is orderly and directly observable
3. Correct procedures/ steps are crucial to later success
4. Analysis of procedural steps can help in knowing
5. Learning is at early age

According to Gronlund, use the product when:


1. Different procedures result in equally good product
2. Procedures not available for observation
3. The procedure have been mastered already
4. Products have qualities that can be identified and judged

FOUR TYPES OF ACCOMPLISHMENTS OF THE LEARNERS USING PERFORMANCE –


BASED ASSESSMENT

ACCOMPLISHMENTS EXAMPLES
Products Poems, essays, charts,graphs, exhibits,
drawings, maps etc
Complex cognitive process Skills in acquiring, organizing and using
information
Observable performance Physical movements such as dance,
gymnastics, typing, oral presentation, focusing
microscope in laboratory classes, following
sets of procedures( dissecting a frog) bisecting
angles, following cooking procedure
Habits of mind and social skills Mental and behavioural habits such as
persistence and cooperation during group
work, recognition skills

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