PERFORMANCE-BASED

ASSESSMENT
By: Marjorie D. Balbuena
MEANING AND CHARACTERISTICS:

• Performance-Based Assessment is one in

which the teacher observes and makes a
judgment about the student’s demonstration
of a skill or competency in creating a
product, constructing a response, or making
a presentation
EXAMPLES:
• Writing a research report
• Solving and conducting experiments and investigations
• Return demonstration
• Speech
• Skit
• Role playing
• Constructing and implementing seminar plan
• Creating video presentation
• It is stipulated in the DepEd Order No. 7,
s.2012 that the highest level of assessment
focuses on the performances (product) which
the students are expected to produce
through authentic performance tasks. The
assessment at this level should answer the
question, “What product(s) or
performance(s) do we want students to
produce as evidence of their learning or
understanding?” or “How do we want them
to provide evidence that they can transfer
their learning to real life situations?”
 3 Features of Genuine
Performance Assessment
•Multiple evaluation criteria

•Pre-specified quality standards

•Judgmental appraisal
TYPES OF PERFORMANCE TASKS

• Solving a problem • Developing exhibits

• Completing an inquiry • Presentation task
• Determining a • Capstone
position performances
• Demonstration task
 STRENGTHS
• Performance assessment clearly identifies and clarifies learning
targets.
• Performance assessment allows students to exhibit their own skills,
talents, and expertise.
• Performance assessment advocates constructivist principle of
learning.
• Performance assessment uses a variety of approaches to student
evaluation.
• Performance assessment allows the teachers to explore the main
goal and processes of teaching and learning process.
 LIMITATIONS
• Development of high quality performance assessment is a
tedious process.
• Performance assessment requires a 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.
Designing Meaningful
Performance-Based
Assessment
4 STEPS IN DEVELOPING A MEANINGFUL
PERFORMANCE-BASED ASSESSMENT

1.Defining the Purpose of Assessment

2.Identifying Performance Tasks
3.Developing Scoring Schemes
4.Rating the Performance
1. Defining the Purpose of
Assessment
DETERMINING COMPETENCIES
• What important cognitive skills or attributes do I want my
students to develop?
• What social and affective skills or attributes do I want my
students to develop?
• What metacognitive skills do I want my students to develop?
• What types of problems do I want my students to be able to
solve?
• What concepts and principles do I want my students to be
able to apply?
Four Types of Learning Targets used in
Performance Assessment
• Deep Understanding
• Reasoning
• Skills
• Products
 Process and Product-oriented
performance-Based Assessment
Process-Oriented Performance-Based
Assessment
• is a performance-based assessment which
focusses on assessing the process.
EXAMPLE:
Standards for Designing a Learning Tasks
(Process Oriented)
• Identify an activity that would highlight the
competencies to be evaluated, e.g. reciting a poem,
writing an essay, manipulating the microscope etc.

• Identify an activity that would entail more or less the

same sets of competencies. If an activity would result in
too many possible competencies, then the teacher
would have difficulty assessing the student’s
competency on the task.
 Standards for Designing a Learning
Tasks (Process Oriented)
• Finding a task that would be interesting and
enjoyable for the students. Tasks such as writing an
essay are often boring and cumbersome for the
students.
Product-Oriented Assessment
• is a performance-based assessment which
focusses on assessing the result or product.
EXAMPLE:
 Standards for Designing a Learning Tasks
(Product Oriented)
• Complexity. The level of complexity of the project needs to
be within the range of ability of the students. Projects that
are too simple tend to be uninteresting for the students
while project that are too complicated will most likely
frustrate them.
• Appeal. The project or activity must be appealing to the
students. It should be interesting enough so that students
are encouraged to pursue the task to completion. It should
lead to self-discovery of information by the students.
 Standards for Designing a Learning Tasks
(Product Oriented)
• Creativity. The project needs to encourage students to
exercise creativity and divergent thinking. Given the same set
of materials and project inputs, how does on best present the
project? It should lead the students into exploring the various
possible ways of presenting the final outputs.
• Goal-Based. Finally, the teacher must bear in mind that the
project is produced in order to attain a learning objective.
Thus, projects are assigned to students not just for the sake
of producing something but for the purpose of reinforcing
learning.
2. Identifying Performance Tasks
 Identifying Performance
Tasks
• Ranges of tasks • Scoring and
• Parts to be structured communication of
• Elements implied in the results
learning targets • Students backgrounds
• Achievement
dimensions
 Task Description
• Content and skill • Help allowed
targets to be • Resource needed
assessed • Teacher role
• Description of the • Administrative
student activities process
• Group or individual • Scoring procedures
 Suggestions for Constructing
Performance Tasks
• Focus on learning outcomes require complex cognitive
skills and student performances.
• Select or develop tasks that represent both the
content and the skills that are central to important
learning outcomes
• Minimize the difference of task performance on skills
that are irrelevant to the intended purpose of the
assessment task.
 Suggestions for Constructing
Performance Tasks
• Provide the necessary scaffolding for students to be
able to understand the task and what is expected.
• Construct task directions so that the student’s task is
clearly indicated.
• Clearly communicate performance expectations in
terms of the criteria by which the performances will
be judge.
EXAMPLE:
Checklist for Writing Performance
Tasks
Are the essential content and Is the nature of the task
skills targets integrated? clear?
Are multiple targets Is the task challenging and
included? stimulating?
Is the task authentic? Are criteria for scoring
Is the task teachable? included?
Is the task feasible? Are constraints for
Are multiple solutions and completing the task included?
path possible?
3. Developing Scoring
Rubrics
 3 Important Features of a
Rubric:
• Evaluative Criteria
• Descriptions of qualitative differences for
evaluating criteria
• An indication of whether a holistic or
analytic scoring approach is to be used.
Parts of a Rubric:
•Task Description
•Scale
•Dimensions
•Description of the Dimensions
4. Rating the Performance
Rating the Performance
• The main objective of rating the performance is
to be objective and consistent.

• If there are some important instructional

decision to be made, additional raters must be
considered in order to make scoring more fair.
Common errors to be avoided:
•Personal Bias
oGenerosity Error
oSeverity Error
oCentral tendency effort
• Halo Effect