PERFORMANCE-

BASED
ASSESSMENT
(Chapter 2)
Assessment of Learning II
 Terms in contrast to
selected response
items

Performance Authentic
Assessment Assessment
Alternative Assessment
 Product
The actual creation of
students that can be
viewed or touched by the
teachers.
 Performance-Based
Assessment
A direct and systematic observation of
the actual performance based on a
predetermined performance criteria.
Alternative form of assessing the
performance of the student.
 Features of
Performance-Based Assessment

Greater Realism of the tasks.

Greater Complexity of the tasks.
Greater time needed for assessment.
Greater use of judgment in scoring.
 Traditional Assessment
the paper-and-pencil test measures
learning indirectly.
Performance-Based
Assessment
is a direct measure of learning or
competence.
Domains of
Performance-Based
Assessment
A.Communication skills
B.Psychomotor skills
C.Athletic skills
D.Concept acquisition
E.Affective skills
Types of Performance-Based
Assessment
Restricted-response Performance Task
A performance task that is highly structured with
a limited scope.

Examples: writing a one-page summary of the

class outreach program
Complex Learning
Outcomes
Ability to:
construct a graph
read a story aloud
type an application letter
use engineering instruments
 Extended-Response Performance Task
A type of performance task that is less
structured and broader in scope.

Examples: Students conducting a thesis and

then presenting and defending their findings in
front of a panel of judges; rewriting a poem
after being criticized by a teacher.
 Complex
Learning Outcomes
Ability to:
write a thesis
create a regression model
repair a television
organize ideas
make an oral presentation about research
collect, analyze, and infer data
Focus of Performance-Based
Assessment
According to Gronlund, use the process when:
There is no product;
The process is orderly and directly observable;
Correct procedures/steps are crucial to later
success;
Analysis of procedural steps can help in improving
the product; and
Learning is at the early stage
According to Gronlund, use the product
when:
Different procedures result in an equally
good product;
Procedures not available for observation;
The procedures have been mastered
already; and
Products have qualities that can be
identified and judged.
Four Types of Accomplishments of
the Learners using Performance-
Based Assessment
1. PRODUCTS
Ex: poems, essays, charts, graphs, exhibits,
drawings, map, etc.
2. COMPLEX COGNITIVE PROCESSES
Ex: skills in acquiring, organizing, and using
information.
3.OBSERVABLE
PERFORMANCE
Ex: physical movements such as
dance, gymnastics, typing, oral
presentation, focusing in
laboratory class, following
cooking procedures
4.HABIT OF THE MIND AND SOCIAL
SKILLS
Ex: mental and behavioral habits such as
persistence and cooperation during group
work, recognition skills
ADVANTAGES OF
PERFORMANCE
BASED
ASSESSMENT
1.Assesses complex
learning outcomes.
2.Assesses the process as
well as the product.
3. Communicates
instructional goals related
to real world context.
4. Assesses progress as well
as the performance.
5. Involves the students
in the assessment
process.
6. Recognizes that
students can express.
7. Specific, direct, and
understandable information
are available to the parent
of the students.
8. Evaluates the “whole
student”.
9. Enhances the
professional skills of the
teachers.
10. Can establish a
framework for observing
the students.
11. Can contribute to a
meaningful curriculum
planning and design of
educational
inventions.
LIMITATIONS
OF
PERFORMANCE
BASED
ASSESSMENT
1. Constructing - Time
consuming
2. Scoring – Questionable
3. Measurement –
Limited scope
DEVELOPING
PERFORMANCE
BASED
ASSESSMENT
 STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT…

P S
T E
S
1. Define the
purpose of
assessment.
2. Determine the
skills. Learning
outcomes, and
taxonomy level.
3. Design and
develop activity of
performance task.
PERFORMANCE TASK?
Student’s Action
 SUGGESTIONS FOR
CONSTRUCTING PERFORMANCE
TASK…
 A. FOCUS
B. SELECT
C. MINIMIZE
D. PROVIDE
E. CONSTRUCT
F. COMMUNICATE
GUIDELINES FOR GOOD
PERFORMANCE TASK…

WHAT?
 CONGRUENT
TO PURPOSE
OF
ASSESSMENT
ELICITS
REFLECTS
BEHAVIOR(S)
INTENDED
AT THE
LEARNING
LEVEL(S)
OUTCOMES
STATED IN LE
DIRECTIONS
SHOULD BE
INCLUDED
HAS
IMPORTANT
OUTCOMES AUTHENTIC
THAT ARE
ASSESSED

SHOULD GIVE
ENOUGH
INFORMATION
1. Constructing - Time
consuming
2. Scoring – Questionable
3. Measurement –
Limited scope
4. Define the
performance
criteria.
 TYPES OF
PERFORMANCE
CRITERIA
A. Impact of the performance.
B. Work quality and craftsmanship.
C. Adequacy of method and behavior.
D. Validity of content.
E. Sophistication of knowledge
employed.
 GUIDELINES FOR
JUDGING CRITERIA…

WHAT?
CRITERIA ARE PRESENT TO EACH
OUTCOME ASSESSED

SUFFICIENTLY DESCRIBED WHAT

IS NECESSARY TO OBSERVE

SHARED WITH STUDENTS WHEN

APPROPRIATE
5. Create the
Scoring Rubrics.
 SCORING RUBRICS
Are used when judging the
quality of the work of the learners
One of the alternative methods
in rating the performance
…descriptive scoring schemes… -
Moskal, 2000
… a rating system… - Airasian, 2000
TYPES
OF
RUBRICS
HOLISTIC RUBRIC – to
score an overall product or
process
ANALYTIC RUBRIC –
provides information
regarding performance in
each component parts of a task
PERFORMANCE BASED
ASSESSMENT is…

“DOING”
INSTEAD OF
“KNOWING”
Uses of
Rubrics
•Rubrics are powerful tools for both
teaching and assessment.
•Rubrics are useful in that they help
students become more thoughtful judges
of the quality of their own and others’
work.
•Rubrics reduce the amount of time
teachers spend evaluating student’s work.
•Teachers appreciate rubrics
because their “accordion” nature
allows them to accommodate
heterogeneous classes.
•Rubrics are easy to use and
explain.
Advantages of
using rubrics
•Allow consistency and objectivity in
scoring across the given criteria;
•Clarify the criteria in more specific
terms;
•Students can identify the basis on
how they are to be evaluated;
•Allow the students to assess their own
performance, products, or works;
•Teachers can use a small amount of time to
evaluate the performance of the students;
•Students can evaluate their own
performance and the performance of their
classmates;
• Provide specific feedbacks on the performance
of the students, especially analytic scoring;
• Serve as standards when preparing the
tasks/activities against its measure and
progress is documented; and
• Provide students feedback about their
strengths and weaknesses according to their
performance.
Development of
Scoring Rubrics
•Be sure the criteria focus on
important aspects of the performance.
•Match the type of rating with the
purpose of the assessment.
•The descriptions of the criteria should
be directly observable.
•The criteria should be written so
that students, parents and others
understand them.
•The characteristics and traits used
in the scale should be clearly and
specifically defined.
•Take appropriate steps to
minimize scoring error.
•The scoring system needs to
be feasible.
 Template for Holistic Rubrics
Score Descriptions

5 Demonstrate complete understanding of the problem. All

requirements of task are included in response

4 Demonstrates considerable understanding of the problem.

All requirements of task are included.

3 Demonstrates partial understanding of the problem. Most

requirements of task are included.

2 Demonstrates little understanding of the problem. Many

requirements of task are missing.

1 Demonstrates no understanding f the problem.

0 No response/task not attempted.

 Template for Analytic Rubrics
Beginning Developing Accomplished Exemplary SCORE
1 2 3 4

Criteria 1 Description reflecting Description reflecting Description reflecting Description

beginning level of movement toward achievement of reflecting highest
performance mastery level of mastery level of level of
performance performance
performance

Criteria 2 Description reflecting Description reflecting Description reflecting Description

beginning level of movement toward achievement of reflecting highest
performance mastery level of mastery level of level of
performance performance
performance

Criteria 3 Description reflecting Description reflecting Description reflecting Description

beginning level of movement toward achievement of reflecting highest
performance mastery level of mastery level of level of
performance performance
performance

Criteria 4 Description reflecting Description reflecting Description reflecting Description

beginning level of movement toward achievement of reflecting highest
performance mastery level of mastery level of level of
performance performance
performance
 Analytic Rubric for Persuasive Essay
Criteria 4 3 2 1
Make a claim I make a claim and explain I make a claim but do not I make a claim but it is I do not make a claim.
why it is controversial. explain why it is buried, confused, or
controversial. unclear.

Give reasons in support I give clear and accurate I give reasons in support of I give 1 or 2 reasons which I do not give convincing
of the claim reasons in support of the the claim, but overlook do not support the claim reasons in support of
claim. important reasons. well, and/or irrelevant or the claim.
confusing reasons.

Consider reasons I thoroughly discuss I discuss reasons against I acknowledge that there I do not give reasons
against the claim reasons against the claim claim, but leave out are reasons against the against the claim.
and explain why the claim important reasons and/or claim, but do not explain
is valid anyway. do not explain why the them.
claim still stands.

Relate the claim to I discuss how democratic I discuss how democratic I say that democracy and I do not mention
democracy principles and democracy principles and democracy democratic principles are democratic principles or
can be used both in can be used to support the relevant, but do not clearly democracy.
support of and against the claim. explain how or why.
claim
 Rubric for
Research Proposal
Stage
 Evaluator’s
Criteria Points
assessment

I. Presentation and Organization 20

II. Research Problem 20

III. Originality and Creativity 20

IV. Research Methodology 20

V. Contribution of the Discipline 20

Total 100
Description Range Interpretation
High Merit 90-100 The research is considered meritorious and is
recommended for implementation/conduct.

Medium Merit 80-89 The research is most likely to be recommended to

implementation subject to minor revision and
improvement.

Low Merit 75-79 The research is recommended for major revision

and improvement.

No Merit Below The research is not recommended for

75 implementation/conduct.
 Resources for
Rubrics on the Web
 1.

1.“Performance Assessment-Scoring”
(http://www.pgcps.pg.k12.md.us/~elc/
scoringtasks.html)

2. “Scoring Rubrics: What, When, &

How?”
(http://pareonline.net/getvn.asp?
v=7&n=3)
 3. “RubiStar Rubric
Generator”
(http://rubistar.4teachers.org/)

4. “Rubrics from the Staff Room

for Ontario Teachers”
(http://www.quadro.net/-ecoxon/
Reporting/rubrics.htm)
 5. “Teacher Rubric Market”
(
http://www.teach-nology.com/we
b
tools/rubrics/)
 Types of Scoring
Instruments for Performance
Assessments
1. CHECKLIST
an observation instrument
that defines performance whether
it is certain or uncertain, or
present or not present.
2. NARRATIVE/ANECDOTAL
a continuous description of
student behavior as it occurs,
recorded without judgement or
interpretation.
3. Rating Scale
checklist that allows an
evaluator to record
information on a scale,
noting the finer distinction
like the presence or absence
of a behavior.
4. Memory Approach
an approach where the
teacher observes the students
when performing the tasks
without taking any notes.
5. Assess the performance
to assess the
performance of the
students, the evaluator can
use the different types of
approach to give
feedbacks.
 6. Specify the Constraint
in Testing
direct form of assessment in
which real world conditions and
constraint play a very important role
in demonstrating the competencies
desired from the students.
 Errors in
Performance-Based
Assessment
Possible Errors Committed using
Performance-based

•Personal Bias
•Generosity error
•Severity Error
•Halo affect
 Generosity Error
committed when a
teacher overrates the
performance of the
students or favors the high
performing students in the
class
Severity Error
when the teacher
favors the low
performing students
in the class.
Halo Effect
committed when
judging individual
characteristics in terms
of general impression
(Gronlund,1998).
CONCLUSIO There are many ways in determining the
N excellent performance and not-so-good
performance or product as a result of
work students. We need greater time for
assessment and greater use of judgment
in scoring. Through the use of
assessment tools, the teacher can
manage his time in administering
questions and evaluating the work or
performance of students whether it
emphasize overall judgment or giving
feedbacks to students in different aspects
of performance because students can
also be able to evaluate and assess of
their own work as well as other’s work.
 These assessment procedures can be done when teacher
sets a clear expectation, clear guidelines regarding the
behaviors of student’s performance that is directly observed
and avoiding errors to achieve objectivity and consistency in
scoring.
Performance-based assessment assessed students’
performance task that represents application of their own
knowledge, different skills and surpass the standard that the
teacher expect from their performance.
Through guidelines and scoring instruments, it will be
recorded from objective observations which make it increase
meaningfulness and reliability of the result and improve
performance assessment.
THANK YOU
Group 6