GROUP 2 LECTURE NOTES

CHAPTER 3: NATURE OF PERFORMANCE-BASED ASSESSMENT

(GARCIA, Anne Gwyneth P.)

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 (McMillan, 2007)

The focus of this assessment is on the students' capacity to carry out tasks by creating
their own original work using their knowledge and skills.

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

away from traditional paper-and-pencil tests (Ferman, 2005). It requires the completion
of a project by the students, whether it be an oral, written, individual, or group performance.
The students are working on a final project that demonstrates their comprehension of the
principles they have learnt.

Types of activities that best exemplified performance-based assessments include:

● Writing a Research report
● Solving Problems
● Conducting Experiments and Investigations
● Speech, Skit, Roleplaying
● Creating Video Presentations
● Portfolios

The assessment at this level should answer the questions:

● What product(s) or performance(s) do we want students to produce as evidence
of their learning or understanding?
● How do we want them to provide evidence that they can transfer their learning to
real life situations?

Process-oriented assessments provide insights on the students' critical thinking, logic and
reasoning skills. These will lead them to independent learning and set goals for future
use.

Some performance assessment proponents contend that genuine performance

assessments must possess at least three features (Popham, 2011):

Multiple evaluation criteria. The student's performance must be judged using more than
one evaluation criterion.
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 tests 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.

Characteristics:
● Complex
● Authentic
● Process/product-oriented
● Open-ended
● Time-bound

Normally, students are presented with an open-ended question that may produce several
different correct answers (Chun, 2010; McTighe, 2015).

(CHUA, Trisha)

TYPES OF PERFORMANCE TASKS

What is a Performance Task?

A performance task is any learning activity or assessment that asks students to perform
to demonstrate their knowledge, understanding, and proficiency. The performance task's
main goal is to capture all the learning objectives that must be in line with the teaching
and learning objectives, activities, and assessment. Below are some performance-based
assessment tasks (Musial, 2009):

1. Solving a Problem
• The ability to think critically and solve problems are two essential traits that
students should hone and develop. Teachers might incorporate activities and
explain complex real-world challenges or issues for the learners to solve.
o Example would be Case Studies: Case studies typically contain real
events and frequently take the form of a problem-based inquiry
approach; in other words, students are given a complex real-world
scenario and asked to come up with a solution.

2. Completing an Inquiry
• When students are given an inquiry task, they are expected to gather
information in order to deepen their grasp of a subject or problem. Science
investigations, research-based activities, surveys, interviews, and independent
studies are a few examples of inquiries.
o Ex. Cause and effect of Civil War, relationship between sunlight and
plant growth, and graphing the performance of a set of stocks over time.
 3. Determining a Position
• This task requires students to make a decision or clarify a position.
• Focus on an urgent issue that is not fully understood.
o Ex. Debate, determining what to do during a crisis, argument for
controversial topics and other issue related activities.

4. Demonstration Task
• This task allows students to explain or describe how something works or
how to do something.
o Ex. demonstrating how to set up a microscope, explaining earthquake
safety procedures, demonstrating CPR, demonstrating steps or
procedures of cooking, etc.

5. Developing Exhibits
• Exhibits are visual presentations or displays that need little or no
explanation from the creators.
• Designing bulletin boards, posters of food pyramids, paintings or sets of
drawings, projects, or portfolios.

6. Presentation Tasks
• This is a work or task performed in front of an audience.
o Ex. Acting out a story, playing an instrument, giving an oral book review,
storytelling, performing a musical play, theatrical acting, singing, or
dancing.

7. Capstone Performances
• These tasks, which take place towards the end of a program of study, give
students the chance to demonstrate their knowledge and skills in a setting
like that of working professionals. A capstone task evaluates a student's
core knowledge. This ensures that they are in line with the objectives and
intended outcomes of a study program.
o Ex. Internships or on-the-job training and practice teaching.

(DELA TORRE, Joanne Mariz)

STRENGTHS

1. Performance assessment clearly identifies and clarifies learning targets.

● Real-world problems and circumstances can closely resemble the different
complex learning objectives in authentic performance tasks.
 2. Performance assessment allows students to exhibit their own skills, talents,
and expertise.
● The integration of the student's abilities, knowledge, and skills is
demonstrated through the tasks, which also present difficulties and chances
for them to showcase their best work.

3. Performance assessment advocates constructivist principle of learning.

● Students are more actively involved in their education and given more
chances to demonstrate their learning in intricate activities.

4. Performance assessment uses a variety of approaches to student evaluation.

● This gives students a choice of ways to communicate what they have
learned and improves the reliability of student evaluations.

5. Performance assessment allows the teachers to explore the main goal and
process of teaching and learning process.
● As educators use performance-based evaluations, teachers may halt and
review learning objectives, curriculum, teaching strategies, and standards.

LIMITATIONS

1. Development of high-quality performance assessment is a tedious process.

● Performance evaluation requires thoughtful planning and execution.
Instructors must ensure that the assignments given to pupils are real and
correspond to the intended results.

2. Performance assessment requires a considerable amount of time to

administer.
● Most authentic tasks take a number of days to complete.

3. Performance assessment takes a great deal of time to score.

● You can anticipate spending more time on scoring the more complicated
the procedure and performance.

4. Performance task score may have lower reliability.

● Scoring is based on the teachers' own scoring proficiency when there are
complex tasks, several right answers, and a quick rate of performance.

5. Performance task completion may be discouraging to less able students.

● Some underprivileged students give up. Although they have some
knowledge of the learning target, the task may prevent them from finishing
it because they are unable to use their information effectively and efficiently.
CHAPTER 4: DESIGNING MEANINGFUL PERFORMANCE-BASED ASSESSMENT

Steps in developing Performance-based Assessment.

1. Defining the Purpose of Assessment
2. Identifying Performance Task
3. Developing Scoring Scheme
4. Rating the performance

(FERRERIA, Georgie M.)

DEFINING THE PURPOSE OF ASSESSMENT

Defining the purpose of assessment and target of assessment provides information on

what students need to be performed in a task given. By identifying the purpose teachers
are able to easily identify the weaknesses and strengths of the students' performance.
Here are the basic questions which teachers ask in determining the possible learning
competencies to be considered:

FIVE QUESTIONS TO CONSIDER IN DETERMINING COMPETENCIES

1. What important cognitive skills or attributes do I want my students to develop?
2. What social or affective skills or attributes do I want my students to develop?
3. What metacognitive skills do I want my students to develop?
4. What types of problems do I want my students to be able to solve?
5. What concepts and principles do I want my student to be able to apply?

FOUR TYPES OF LEARNING TARGETS USED IN PERFORMANCE ASSESSMENT

1. DEEP UNDERSTANDING
• This focuses on the use of knowledge and skills.
• To have deep understanding is to be able to put the pieces together and to use
such understanding to do things.

2. REASONING
• Demonstrate skills and construct product.
• Reasoning is the action of thinking about something in a logical, sensible way.

3. SKILLS
• The ability to use one's knowledge effectively and readily in execution or
performance.
• Demonstrate communication, presentation and psychomotor skills.

4. PRODUCT
• Completed works such as term papers and other assignments in which
students used their knowledge and skills.
• A product is a tangible creation, which shows a student's ability to apply their
learned knowledge or skill.
(DELA CRUZ, Angelica T.)

PROCESS AND PRODUCT-ORIENTED PERFORMANCE- BASED ASSESSMENT

((,-,
Performance-based Assessment
● It is an assessment that require students to apply the knowledge and skills.
● Presents students hands on tasks or other performance-based activities that
students must complete individually or in small groups.
● Prompt students to use higher order thinking skills such as analysis, synthesis, and
evaluation.

Two Types of Performance-based Assessment

● Process Oriented Performance based Assessment
● Product Oriented Performance based Assessment

Process Oriented Performance based Assessment

● Is concerned with the actual task performance rather than the output or product
of the activity.
● It assesses and observes the procedures and experiences of the students in
achieving the learning outcomes.
● Some examples are research, cooking, baking, fixing a car, mathematical
operations, constructing a table of specifications, etc.

Product-oriented Performance based assessment

● Is a kind of assessment wherein the assessor views and scores the final product
made and not the actual performance of making the product.
● It is concerned with the product alone, not the performance.
● Focus on evaluating the result of a process. such examples are essays, stories,
poems, drawings, maps, laboratory reports, etc.

Learning Competencies of Process and Product Oriented Performance based

Assessment
• Learning competencies are defined as a group of knowledge, skills, and attitudes
needed to achieve certain tasks. This competency should be transferable,
observable, and accessible to students.

Process-oriented learning competencies

● Are stated in directly observable behaviors of the students.
● Focus on the behaviors that demonstrate a specific task or activity.

Example of Process-Oriented learning competencies

Task: Recite a Poem by Ridyard Kipling, " If"
Learning competency: the activity aims to enable the students to recite a poem entitled
" If" by Rudyard Kipling. Specifically
 1. Recite the poem from memory without referring to notes.
2. Use appropriate hand and body gestures in delivering the piece.
3. Maintain eye contact with the audience while reciting the poem.
4. Create the ambience of the poem through appropriate rising and falling intonation.
5. Pronounce the word clearly and with proper diction.

Product oriented Learning Competencies

● Learning competencies for product knowledge are measured according to the level
of expertise manifested by the product.
● Evidence-based
● 3 levels of expertise

Novice Level:
• Does the final product or project contain additional parts and functions on top of
the minimum requirements?
• In this level, student is capable of performing the expected skill at the minimum
capacity level.

Skilled Level:
• Does the final project contain additional products and functions on top of the
minimum requirement?
• In this level, students are capable of performing the expected skill well.

Expert level:
• Does the final product or project must contain the bare minimum parts and
functions, have additional features on top of the minimum, and be aesthetically
pleasing.?
• It means the students are capable of performing the expected skills with flying
colors.

Identifying P{performance Tasks

Standards in designing a task.

1. Task should be meaningful and must let the students be personally involved in
doing tasks.
2. It should specify the learning targets and the instructions in completing the tasks.
3. It should address these kinds of questions to better come up with a performance
task. (Nitko,2011)
a. What ranges of the tasks do the learning targets imply?
b. Which parts of the tasks should be structured and to what degree?
c. Does each task require students to perform all the important elements
implied by the learning targets?
d. Do the tasks allow me to assess the achievements dimensions I need to
assess?
e. What must I tell students about the task and its scoring to communicate to
them what they need to perform?
 f. Will students of different ethnic and social backgrounds interpret the task
appropriately?

4. It should include the following description (Mcmillan, 2007)

• Content and skill targets to be assessed.
• Description of student activities
• Group or individual
• Help allowed.
• Resource needed.
• Teacher role
• Administrative process
• Scoring procedure

(HASSAN, Norlyn D.)

Suggestions for Constructing Performance Tasks

Linn (1995) suggested ways to improve the development of tasks:

1. Focus on the learning outcomes that require complex cognitive skills and
student performances.
● Performance tasks should be designed to assess learning outcomes that
require complex cognitive skills, such as problem-solving, critical thinking,
and decision-making.

2. Select or develop tasks that represent both the content and the skills that
are central to important learning outcomes.
● Performance tasks should be aligned with the intended learning outcomes
and should assess both content knowledge and the cognitive skills required
to apply that knowledge.

3. Minimize the difference of tasks performance on skills that are irrelevant to

the intended purpose of the assessment task.
● Performance tasks should be designed to minimize the impact of irrelevant
skills on student performance.
● This can be achieved by ensuring that the task focuses on the specific skills
and knowledge that are essential for the intended learning outcomes.

4. Provide the necessary scaffolding for students to be able to understand the

task and what is expected.
● Performance tasks should be designed to provide students with the
necessary scaffolding to understand the task and what is expected of them.
● This can include providing clear instructions and examples of what is
expected.
 5. Construct tasks directions so that the student’s task is clearly indicated.
● Performance tasks should be designed so that students understand what
they are supposed to do and what is expected of them.
● This can be achieved by providing clear and concise task directions that are
easy to follow.

6. Clearly communicate performance expectations in terms of the criteria by

which the performances will be judged.
● Performance tasks should be designed to clearly communicate
performance expectations to students.
● This can be achieved by developing rubrics that clearly define the criteria
for evaluating student performance on the task.

Example of Process-Oriented performance task on Problem-Solving and Decision-

Making:
Scenario: You and a group of classmates have been assigned a project to create a new
product to sell in your school store. Your goal is to create a product that is unique,
affordable, and appealing to your target market.
Task: Create a group proposal outlining your plan to develop and market the new product.
Your proposal should include the following:
● Analysis of the problem
● Possible solutions
● Decision-making process
● Implementation plan
● Reflection

Assessment:
The assessment of this performance task would be based on a rubric that evaluates the
following criteria:
● Analysis of the problem: Was the analysis thorough and based on relevant data?
Were all needs and wants of the target market identified?
● Possible solutions: Were at least three possible product ideas proposed? Was the
feasibility of each idea evaluated, including costs, materials, and production time?
● Decision-making process: Was a clear decision-making process described? Was
the chosen product idea justified with valid reasoning?
● Implementation plan: Was an implementation plan provided that included a
timeline, details on how to produce the product, and a marketing strategy? Was
the plan feasible and realistic?
● Reflection: Was a reflection included that identified what was learned from the
experience? Were specific ways to improve problem-solving and decision-making
skills discussed?

Checklist for writing a good performance task:

● Are essential content and skills targets integrated?
● Are multiple targets included?
● Is the task authentic?
 ● Is the task teachable?
● Is the task feasible?
● Are multiple solutions and paths possible?
● Is the nature of the clear?
● Are criteria for scoring included?
McMillan (2007)

(DIAZ, Desiree Ann I.)

Developing Scoring Schemes

Developing scoring schemes is a process of creating a set of rules and criteria for
assigning scores or ratings to individuals or entities based on certain characteristics or
performance indicators. This process is used in a variety of contexts, such as in academic
grading, performance evaluations, and credit scoring.

Rubrics as an Assessment Tool

Rubrics nowadays have been widely used as assessment tools in various disciplines,
most especially in the field of education. Different authorities defined rubrics, viz:

● Set of rules specifying the criteria used to find out what the students know and are
able to do so. (Musial, 2009)
● Scoring tool that lays out specific expectations for assignment (Levy, 2005)
● A scoring guide that uses criteria to differentiate between levels of student
proficiency. (McMillan, 2007)
● Descriptive scoring schemes that are developed by teachers or evaluators to guide
the analysis of products or processes of students' effort (Brookhart, 1999).
● The scoring procedures for judging students' responses to performance tests
(Popham, 2011)

Three important features of Rubrics

● Evaluative criteria. These are the factors to be used in determining the quality of
a students' response.

● Descriptions of qualitative differences for evaluating criteria. For each

evaluative criterion, a description must be supplied so qualitative distinctions in
students' responses can be made using the criterion.

● An indication of whether a holistic or analytic scoring approach is to be used.

The rubric must indicate whether the evaluative criteria are to be applied
collectively in a form of holistic scoring or on a criterion-by-criterion basis in the
form of analytic scoring.
 In the development and scoring of rubrics, Nitko (2011) suggested some questions
which the teacher should address:
● What important criteria and learning targets do I need to assess?
● What are the levels of development (achievement) for each of these criteria and
learning targets?
● Should I use a holistic or an analytic scoring rubric?
● Do I need to use a rating scale or a checklist as my scoring scheme?
● Should my students be involved in rating their own performance?
● How can I make my scoring efficient and less time-consuming?
● What do I need to record as the result of my assessments?
● What are some useful methods of recording students' responses to performance
tasks?

Types of Rubrics

The structure of the rubrics changes when measuring different learning targets. Generally,
rubrics can be classified into two major types: analytic and holistic rubrics.

Analytic Rubric
It requires the teacher to list and identify the major knowledge and skills which are
critical in the development of process or product tasks. It identifies specific and detailed
criteria prior to assessment. Teachers can assess easily the specific concept,
understanding, skills or product with a separate component. Each criterion for this kind of
rubric receives a separate score, thus, providing better diagnostic information and
feedback for the students as a form of formative assessment.

Analytic Rubric for Oral Presentation: An Interpretative Reading

Category 4 3 2 1

Characterization Voice, facial Voice, facial Voice, facial Voice, facial

expressions expressions expressions expressions and
and body and body and body body language
language language often language rarely contribute to
clearly contribute to sometimes the selected
contribute to the selected contribute to character.
the selected character. the selected
character. character.

Preparedness Student is Student seems The student is Student does not

completely pretty prepared somewhat seem at all
prepared and but might have prepared, but it prepared to
has obviously needed a is clear that present.
rehearsed. couple more rehearsal was
rehearsals. lacking.
Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles or
and distinctly and distinctly and distinctly cannot be
all (100-95%) all (100-95%) most (94-85%) understood or
the time and the time but of the time and mispronounces
mispronounces mispronounces or more than one
no words. one word. mispronounces word.
no more than
words.

Volume Volume is loud Volume is loud Volume is loud Volume is often too
enough to be enough to be enough to be soft to be heard by
heard by all heard by all heard by all all audience
audience audience audience members.
members at members at members at
least 90% of least 90% of least 80% of
the time. the time. the time.

Holistic Rubric
It requires the teacher to make a judgment about the overall quality of each
student's response. Each category of the scale contains several criteria which shall be
given a single score that gives an overall rating. This provides a reasonable summary of
rating in which traits are efficiently combined, scored quickly and with only one score,
thus, limiting the precision of assessment of the results and providing little specific
information about the performance of the students and what needs for further
improvement.

Holistic Rubric for Oral Report

5 Excellent: The students clearly describe the question studied and provide
strong reasons for its importance. Specific information is given to support the
conclusions that are drawn and described. The delivery is engaging and
sentence structure is consistently correct. Eye contact is made and sustained
throughout the presentation. There is strong evidence of preparation,
organization and enthusiasm for the topic. The visual aid is used to make the
presentation more effective. Questions from the audience are clearly
answered with specific and appropriate information.

4 Very Good: The student described the question studied and provided reasons
for its importance. An adequate amount of information is given to support the
conclusions that are drawn and described. The delivery and sentence
structure are generally correct. There is evidence of preparation, organization
and enthusiasm for the topic. The visual aid is mentioned and used. Questions
from the audience are answered clearly.

3 Good: The student describes the question studied and conclusions are stated,
but supporting information is not as strong as a 4 or 5. The delivery and
 sentence structure are generally correct. There is some indication of
preparation and organization. The visual aid is mentioned. Questions from the
audience are answered.

2 Limited: The student states the question studied, but fails to fully describe it.
No conclusions are given to answer the question. The delivery and sentence
structure is understandable, but with some errors. Evidence of preparation and
organization is lacking. The visual aid may or may not be mentioned.
Questions from the audience are answered with only the most basic response.

1 Poor: The students make a presentation without stating the question or its
importance. The topic is unclear and no adequate conclusions are stated. The
delivery is difficult to follow. There is no indication of preparation or
organization. Questions from the audience receive only the most basic, or no
response.

0 No oral presentation is attempted.