MIDTERM NOTES
Chapter 3 - Nature of Performance-Based Assessment
1. Meaning and In this assessment, the emphasis is on the
Characteristics
of PBA student’s ability to perform tasks by producing
their authentic ways with their knowledge and
skills.
Meaning and Characteristics
Performance - Based Assessment is one which the teacher
observes and makes judgment about the student's
demonstration of a skill of competence in creating a problem
constructing response, or making a presentation.
is an alternative form of assessment that takes away
from the traditional paper and pencil tests.
is a process of the creative aspect of the students in
bringing out what they know and what they can do
through different performance task
PBA is an alternative form of assessment that
makes away from traditional paper-and-pencil
test (Ferman, 2005). It involves students
producing a project, whether it is an oral,
Some performance
assessment proponents written, individual, or group performance. The
contend that genuine students engaged in creating a final project that
performance
assessments must exhibits understanding of concepts they have
possess at least three learned.
features (Popham,
2011):
Students can acquire and apply knowledge,
skills, and work habits through the different
performance tasks which are meaningful and
engaging to the students.
Types of activities that best exemplified PBA
includes writing a research report, solving and
conducting experiments and investigations,
demonstration, speech skits, role playing,
constructing and implementing seminar plan,
and creating video presentation.
Multiple evaluation criteria. The
student’s performance must be judged
using more than one evaluation.
Pre-specified quality standards. Each of
the evaluative criteria on which a
student’s performance is to be judged is
clearly explicated in advance of judging
the quality of the student’s performance.
Judgmental appraisal. Unlike the scoring
of selected-response test in which
electronic computers and scanning
machines can, once programmed, carry on
without the need of humankind, genuine
performance assessments depend on
human judgments to determine how
acceptable a student’s performance really
is.
2. Types of Solving a problem. Critical thinking and problem solving are
Performance important skills that need to be sharpened and developed by the
Tasks learners. Teachers may include activities and make sense of complex
authentic problems or issues to be solved by the students. This helps
the students become independent thinkers and learners for life, and
help them meet the challenge of the 21st century.
Completing an inquiry. An inquiry is one in which the students are
asked to collect data in order to developed their understanding about
a topic or issue. Examples of inquiries include science investigation,
research based activities, survey and interviews or independent
studies. Students determine what data are needed and under what
conditions that data should be collected, present data and developed
conclusions.
Determining a position. This task require students to make decision
or clarify a position. Case analysis and issue related activities or
debate are some examples of this tasks.
Demonstration tasks. This tasks shows how the students use
knowledge and skills to complete well-defined complex tasks.
Students explain or describe how something works or how to do
something when they perform these tasks. Examples are
demonstrating steps or procedures of cooking, explaining earthquake
safety procedures and demonstrating how to set up microscope for
viewing slides. The focus of demonstration tasks is accuracy in
clarifying the steps of process as well as careful reasoning concerning
the rationale for each step of the process.
Developing Exhibits. Exhibits are visual presentations or displays that
need little or no explanation from the creators. An exhibit is offered
to explain, demonstrate or show something. Classroom applications
include exhibit of best works, pictures or paintings, projects, or even
portfolios.
Presentation Task. This is a work or task performed in front of an
audience. Storytelling, singing and dancing, musical play or theatrical
acting are some presentations which demonstrate presentation tasks.
Capstone Performances. These are tasks that occur at the end of a
program that study and enable students to show knowledge and skills
in the context that matches the world of practicing professionals.
These tasks include research paper, practice thinking,;
3. Strengths and o Performance assessment clearly identifies and clarifies
Limitations learning targets. Authentic performance tasks such as real
world challenges and situations can closely match with the
various complex learning targets. This offers a direct way to
assess what the students know and can do within the variety
of realistic content.
o Performance assessment allows students to exhibit their
own skills, talents, and expertise. This assesses the ability “to
do” of the students.
o Performance assessment advocates constructivist principles
of learning. Students are more engage in active learning and
give more opportunities to demonstrate their learning in
different ways in complex tasks. Students use their previous
knowledge to build a new knowledge structures and to be
actively involved in exploration and inquiry through different
tasks.
o Performance assessment uses a variety of approaches to
student evaluation. This offers students variety of way of
expressing their learning and increases the validity of
student’s evaluation. Teachers may share criteria of
assessment before the actual evaluation so that the student’s
can use this criteria as well.
o Performance assessment allows the teachers to explore the
main goal and processes of teaching and learning processes.
Teachers may reflect and revisit learning targets, curriculum
and instructional practices, and standards as they utilize PBA.
They may use a variety of teaching strategies and techniques ,
and explore how students will use the instructional material
and resources gives to them.
Development of high quality performance assessment is a tedious
process.
Performance assessment requires considerable amount of time to
administer.
Performance assessment takes a great deal of time to score.
Performance task score may have lower reliability.
Performance task completion may be discouraging to less able
students.
Though
performance
assessments offer
several advantages over
traditional objective
assessment procedures,
they have some distinct
limitations as well.
