Unit 2-PERFORMANCE ASSESSMENT

WHAT AND WHY

OF PERFORMANCE

ASSESSMENT

Report of:
Janlloyd T. Sulgan
Eliazar Dungganon
Bonna Mae Garmeles
BTVTED 3-A

Submitted to:

Mary Ann Magbanua

1. Meaning and nature

 In Assessment of Learning I, we have learned that there are different kinds of

knowledge and skill that student can acquire in school, particularly in the classroom.

Some of these skills are memorization of concepts, vocabulary, date of historical

events, multiplication tables, and grammar. These knowledge and skills can be

assessed using a paper-and-pencil test or any objective type of test. However, there

are skills that cannot be assessed by objective test, such as complex cognitive

learning outcomes that involved personal judgment of the evaluator decision-

making, and critical thinking skills.

Meaning and characteristics

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

actual performance of students based on a predetermined performance criteria. It is

an alternative form of assessing the performance of students that represents a set

of strategies for the application of knowledge, skills and work habits through the

performance of tasks that are meaningful and engaging to them.

Performance-Based Assessment (PBA) is an alternative form of assessment

that moves away from traditional paper-and-pencil tests (Ferman, 2005). It involves

students producing a project, whether it is an oral, written, individual or group

performance. The students are engaged in creating a final project that exhibits

understanding of concepts they have learned.

Types of activities that exemplified performance-based assessments include

writing a research report, solving and conducting experiments and investigations,

return demonstration, speech, skit, role playing, constructing and implementing

seminar plan creating video presentation.

A. Purpose of Performance Assessment

This assessment measures how well students apply their knowledge, skills,

and abilities to authentic problems. The key feature is that it requires the student to

produce something, such as a report, experiment, or performance, which is scored

against specific criteria.

 A performance task is any learning activity or assessment that asks students

to perform to demonstrate their knowledge, understanding and proficiency.

Performance tasks yield a tangible product and/or performance that serve as

evidence of learning.

B. Types of Performance Tasks

There are two types of performance-based assessment according to

Gronlund, Linn, and Miller (2009): restricted-response performance task and

extended-response performance task.

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. Examples of restricted-response performance tasks are: writing a

one-page summary of the class outreach program; demonstrating how to set

up cooking utensils; delivering a two-minute campaign speech; and

constructing a bar graph of the scores of 50 students in a quiz in Statistics.

2. Extended-response Performance task

A type of performance task that is less structured and broader in scope.

Examples of extended-response performance tasks are: students conducting

a thesis and then presenting and defending their findings in front of a panel

of judges; writing and rewriting a poem after being criticized by a teacher.

Some extended-response performance tasks combine all the three types of

performance tasks such as problem solving, communication skills, and

psychomotor skills that results to a product such as (Gronlund, Linn, and

Miller, 2009):

Types of Task Complex Learning Outcomes

Restricted-response performance Ability to:

task  Construct a graph

 Read a story aloud

 Type an application letter

  Use engineering instruments

Extended-response performance Ability to:

task  Write a thesis

 Create a regression model

 Repair a Television

 Organize ideas

 Make an oral presentation

about research

 Collect, analyze, and infer

data

Types of Performance Tasks

The main objective of the performance task is to capture all the learning

targets, which shall be aligned to the teaching and learning objectives, activities

and assessment. Thus, the focus of performance-based assessment is the final

output that must be developed or completed. Below are some performance-based

assessment tasks (Musial,2009):

1. Solving a problem. Critical thinking and problem solving are important

skills that need to be sharpened and developed by the learners.

2. Completing an inquiry. An inquiry tasks is one in which the students are

asked to collect data in order to develop their understanding about a topic

or issue.

3. Determining a position. This task requires students to make decision or

clarify a position.

4. Demonstration Task. This task shows how the students use knowledge

and skills to complete well-defined complex tasks.

5. Developing Exhibits. Exhibits are visual presentations or displays that

need little or no explanation from the creators.

 6. Presentation Task. This is a work or task performed in front of an

audience.

7. Capstone Performances. These are tasks that occurs at the end of a

program of study enables students to show knowledge and skills in the

context that matches the world of practicing professionals.

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT - is concerned with the

actual task performance rather than the output or product of an activity. - Process

oriented performance based assessment evaluates the actual task performance.

This assessment aims to know what processes a person undergoes when given a

task.

PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT - product oriented

assessment is a kind of assessment where in the assessor views and scores the final

product made and not on the actual performance of making that product. Product

assessment focuses on evaluating the result or outcome of a process.

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” about an activity or task. The teacher assesses the

effectiveness of the problem is when to use 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 (1998), use the process when:

1. There is no product

2. The process is orderly and directly observable;

3. Correct procedure/steps are crucial to later success;

4. Analysis of procedural steps can help in improving the product; and

5. Learning is at the early stage.

According to Gronlund (1998I, Use the product when:

 1. Different procedures result in an equally good product;

2. Procedures not available for observation;

3. The procedures have been mastered already and;

4. Products have qualities that can be identified and judged.

Four types of accomplishment of the learners using performance-based assessment

Accomplishment Examples

Products Poems, essays, charts, graphs, exhibits,

drawings, maps, etc.

Complex cognitive processes Skills in acquiring, organizing, and using

information

Observable performance Physical movements such as dance,

gymnastics, typing, oral presentation following

cooking procedures

Habit of the mind and social skills Mental and behavioral habits such as

persistence and cooperation during group

work, recognition skills

2. Principles of Performance assessment

A. Accountability

The first principle the NMBA framework outline is that assessors are accountable to

the public and profession to ensure learners are suitable for registration; learners

who have not demonstrated competence should not be recommended for

registration (NMBA, 2015).

To ensure accountability is maintained, assessors must ensure the assessment

process is transparent, valid and reliable. Assessors are the gatekeepers for the

profession.

B. Performance-Based Assessment
The second principle is that learner assessment should be performance-based,

undertaken in a context that reflects the demands of a practice situation (NMBA,

2015). This requires global assessment, where the learner’s performance across

knowledge, skills, values and attitudes are all assessed in a contextually meaningful

manner.

C. Evidence-Based Assessment

The third principle outlined is the concept of evidence-based assessment. This

principle outlines the requirement that assessing competence requires an

accumulation of data and quality evidence about the performance of the

learner over a period of time and in a range of clinically-related contexts (NMBA,

2015).

D. Validity and Reliability in Assessment

The fourth principle focuses on the need for validity and reliability of assessments.

In the context of the learner assessment framework, validity refers to the extent to

which the assessment meets the intended outcomes. Therefore, to ensure validity,

the assessment must consider the learner’s knowledge, skills, values and attitudes

in a context which most reflects practice, measured against the professional (NMBA)

standards of practice.

E. Participation and Collaboration

The final principle highlights the role of participation and collaboration between the

assessor and the learner as an essential part of the assessment process, for

example through progress interviews.

It is during such interviews that assessors collect more data, reflect on the data that

has been gathered, reinterpret the data on the basis of student and other novel

inputs, and validate their decision. This requires high levels

of communication, reflection and reinterpretation of performance by both the

assessor and student (NMBA, 2015).

Source
https://pdfcoffee.com/process-oriented-performance-based-assessmentpdf-pdf-
free.html
https://www.ausmed.com/cpd/articles/principles-of-learner-assessment