Nature of Performance-

based Assessment

Presenter: Bigcas, Christian Andrew B.

 Objectives:
At the end of the lesson
 Performance-based Assessment
• Students carry out activities or produce product in
demonstrating their metacognitive knowledge, understanding
and skills.
• Judgement and observation of teachers about student’s
demonstration of a skill or competency in creating a product,
constructing a response, or making a presentation (MacMillan,
2007).
• Producing authentic work with their knowledge and skills.
 Performance-based Assessment
• Alternative form of taking away traditional paper-and-pencil test.
• Involves producing of projects such as oral, written, individual or
group performance.
• Engage in creating a final project that exhibits understanding of
concepts they have learned.
• Hands-on experiences.
 Types of activities that exemplified P-BA
includes:
• Writing a research report.
• Solving and conducting experiments and investigations.
• Return demonstration.
• Speech
• Skit/Role playing
• Constructing and implementing seminar plan or creating video
presentation.
 DepEd Order no. 7, s. 2012
• The highest level of assessment focuses on performance
(product) which the students are expected to produce through
authentic performance task.
• Answers the question “What product/s or performance/s do we
want them 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?”
 Performance-based Assessment
• Linn(1995) stated that performance assessments of teachers to evaluate
both the effectiveness of the process or procedure used (e.g. approach to
data collection, manipulation of instruments) and the product resulting
from performance of a task (e.g. completed report of results, completed
art work). provide basis.
• Problem formulation, the organization of ideas, the integration of
multiple types of evidence, and originality are all important aspects of
performance that may not be adequately assessed by paper-and-pencil
tests.
 Performance products are outputs produced by the students that
provide concrete examples of their knowledge and understanding of the
subject matter. These performances allow them to demonstrate the
application of what they have learned with their schemata as well.
Students may also engage in some tasks which are useful not only within
the four walls of the school such as doing field work, demonstrating rules
and guidelines, and engaging into extension services. 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 one
without the need of humankind, genuine performance assessments depend on
human judgments to determine how acceptable a student’s performance really is.
 Performance Tasks
The main objective of performance task is to capture all the
learning target which shall be aligned to the teaching and learning
objectives, activities, and assessments.
It can be in form of problem-solving, demonstration, task and
other authentic experiences that would influence the thinking
processes, skills, and products required from performance task.
 Types of Performance Tasks
1. Solving a problem. Critical thinking and problem-solving.
2. Completing an inquiry. Collecting of data.
3. Determining a position. Make decision and clarify a position.
4. Demonstration task. Use knowledge and skills to complete well-defined
complex task.
5. Developing exhibits. Visual presentations.
6. Presentation task. Task perform in front of audience.
7. Capstone Performances. Practicing professionals.
 Strengths
1. Performance assessment clearly identifies and
clarifies learning targets.
Authentic performance tasks such as real world
challenges and situations can closely match with the
various complex learning targets. This offers a direct way
to assess what the students know and can do within the
variety of realistic contexts.
2. Performance assessment allows students to exhibit their own
skills, talents, and expertise.
Tasks show integration of the student’s skills, knowledge and
abilities, provide challenge and opportunities to exhibit their best
creation. This also assesses the ability “to do” of the students.
3. Performance assessment advocates constructivist principle of
learning.
Students are more engaged in active learning and give more
opportunities to demonstrate their learning in different ways in
complex tasks. Students use their previous knowledge to build a
new knowledge structures and be actively involved in exploration
and inquiry through different tasks.
4. Performance assessment uses a variety of approaches to student
evaluation.
This offers students a variety of way of expressing their learning and
increases the validity of student’s evaluation. Teachers may share
criteria of assessment before the actual evaluation so that students can
use this criteria as well.
5. Performance assessment allows the teachers to explore the main goal
and processes of teaching and learning process.
Teachers may reflect and revisit learning targets, curriculum and
instructional practices, and standards as they utilize performance-based
assessment. They may use a variety of teaching strategies and techniques,
and explore how students will use the instructional material and resources
given to them.
 LIMITATIONS
1. Development of high quality performance assessment is a
tedious process.
Performance assessment needs careful planning and
implementation. It is very time consuming to construct good
tasks. Teachers have to make sure that the performance tasks
expected from the students are authentic and match the outcome
to be assessed and not with other qualities that are not part of
the outcomes to be assessed. Quality scoring rubrics are difficult
to create as well.
2. Performance assessment requires a considerable amount of time
to administer.
Paper-and-pencil takes 15 to 20 minutes per tasks to complete
depending on the number of items. Most authentic tasks take a
number of days to complete. Most of the time, performance
assessment is administered to small groups of students unlike
traditional testing which is simultaneously administered to an
entire class.
3. Performance assessment takes a great deal of time to score.
The more complete the process and performance, the more time you
can expect to spend on scoring, To reduce the scoring time, crafting a
high quality rubrics is recommended.
4. Performance task score may have lower reliability.
This resulted to inconsistency of scoring by teachers who interpret
observation quite differently. With complex task multiple correct
answers, and fast-paced performances, scoring depends on teacher own
scoring competence.
5. Performance task completion may be discouraging to less able
students.
Some tasks that require students to sustain their interest for a longer
time may discourage disadvantaged students. They may have partíal
knowledge of the learning target but may fail to complete the task
because it does not allow them to utilize this partial knowledge
effectively and efficiently.
 Summary of strengths and weaknesses of
Performance assessment
STRENGTHS WEAKNESSES
Integrates assessment with Reliability may be difficult to
instruction. establish.
Learning occurs during assessment. Measurement error due to subjective
nature of the scoring may be
Provides opportunities for formative signíficant.
assessment.
• Inconsistent student performance
• Tends to be more authentic than across time may result in inaccurate
other types of assessments. conclusions.
More engaging; active involvement of Few samples of student
students.
achievement
Provides additional way for students to
show what they know and can do Requires considerable teacher
time to prepare and student
Emphasis on reasoning skills.
time to complete.
Forces teachers to establish specific • Difficult to plan for amount
criteria to identify successful
of time needed.
performance.
Encourages student self-assessment.
• Limited ability to generalize
to a larger domain of
Emphasis on application of knowledge. knowledge.
• Encourages re-examination of
instructional goals and the purpose of
schooling.
Quiz.
Identify the following:
1. It is stipulated in this D.O. that the highest level of assessment
focuses on performance.
2. It is one assessment in which the teacher observes and makes
judgement about the students' demonstration.
3. It is a type of performance task that develops the critical thinking
and problem solving of a student.
4. It is a type of performance task that enable students to show
knowledge and skills in the context that matches the world of
practicing professionals.
5. Type of performance task that are using visual presentation or
displays that need a little explanation or no explanation from the
creator.
6 and 7. Give 1 strength and limitation of P-BA.
8-10. True or False
8. P-BA involves written tests such as quizzes,
quarterly examination, or summative tests.
9. Genuine performance assessment must possess at
least 3 features.
10. P-BA needs only little amount of time to
administer.
Answer key:
1.DepEd Order no. 7, series of 2012
2. P-BA
3. Solving a problem
4. Capstone performances
5. Developing exhibits
8. False
9. True
10. False
That’s all and
thank you!!!🥺