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Performance Based Assessment

This document discusses different types of performance-based assessments that can be used to measure student learning. Performance-based assessments require students to actively participate in meaningful tasks and activities rather than passive testing. Examples mentioned include creating a newspaper, debates, student portfolios, presentations, dramatic performances, projects, and exhibits/fairs where students publicly display their work. The benefits of performance-based assessments are that they show authentic learning and require students to apply their knowledge at a deeper level.

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Awatif Auni
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295 views7 pages

Performance Based Assessment

This document discusses different types of performance-based assessments that can be used to measure student learning. Performance-based assessments require students to actively participate in meaningful tasks and activities rather than passive testing. Examples mentioned include creating a newspaper, debates, student portfolios, presentations, dramatic performances, projects, and exhibits/fairs where students publicly display their work. The benefits of performance-based assessments are that they show authentic learning and require students to apply their knowledge at a deeper level.

Uploaded by

Awatif Auni
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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ALYA

PERFORMANCE BASED ASSESSMENT FARRALISA


AUNI
PERFORMANCE BASED
Performance-based learning is when students participate in performing tasks or
activities that are meaningful and engaging. The purpose of this kind of learning is to
help students acquire and apply knowledge, practice skills, and develop independent
and collaborative work habits.
This form of learning is measured through a performance-based assessment, which is
open-ended and without a single, correct answer. The performance-based assessment
should be something that shows authentic learning such as the creation of a
newspaper or class debate. The benefit of these types of performance-based
assessments is that when the students are more actively involved in the learning
process, they will absorb and understand the material at a much deeper level.
PORTFOLIOS
Student portfolios can include items that students
have created and/or collected over a specific period
of time.
Another example is when students create a
portfolio of their written work that shows how they
have progressed from the beginning to the end of
class.
Reflections may be included in student portfolios in
which students may make note of their growth based
on the materials in the portfolio.
PRESENTATIONS
One easy way to have students complete a performance-based activity is to have
them do a presentation or report of some kind. This could be done by students, which
takes time, or in collaborative groups.
The basis for the presentation may be one of the following:
-Providing Information
-Teaching a Skill
-Reporting Progress
-Persuading Others
PERFORMANCES
Dramatic performances are one kind of
collaborative activities that can be used as a
performance-based assessment. Students can
create, perform, and/or provide a critical response.
Examples include dance, recital, dramatic enactment.
There may be prose or poetry interpretation.
Developing the criteria and the rubric and sharing
these with students before evaluating a dramatic
performance is critical before assessing student
effort.
PROJECTS
Projects may require students to apply their knowledge and skills while completing
the assigned task, using creativity, critical thinking, analysis, and synthesis.
EXHIBITS AND FAIRS
Teachers can expand the idea of performance-
based activities by creating exhibits or fairs for
students to display their work. Examples include
things like history fairs to art exhibitions. Students
work on a product or item that will be publicly
exhibited.
Exhibitions show in-depth learning and may
include feedback from viewers.
In some cases, students might be required to explain
or 'defend' their work to those attending the
exhibition.

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