Designing Meaningful

Performance- Based
Assessment
 CHAPTER INTENDED
LEARNING OUTCOMES

At the end of the chapter, you should be able to

develop a portfolio of performance- based assessment
tools that measures learners competencies of a given
subject
 Defining the purpose of
assessment
Steps in developing a Identifying performance task.
meaningful performance
based assessment both Developing scoring schemes.
process and product:
R ating the performance.
1. Defining the purposes of
assesssment
Five quest ions t o consider in det ermining compet encies

FIVE QUESTION EXAMPLES

What important cognitive skills or attributes do I want
my students to develop
What social and effective skills or attributes do I want
my student to develop
What metacognitive skills do I want my students to
develop?
What types of problem do I want my students to be
able to solve?
What concepts and principle do I want my students to
be able to apply?
• Communicate effectively in writing, employ
algebra to solve real-life problems
• Work independently, appreciate individual
differences
• Reflect on the writing process, self-monitor
progress while working on an independent
project
• Perform research, predict consequences
• Understand cause-and-effect relationships, use
principles of ecology and conservastion
4
1.1 FourTypes of Learning Targets Used
in Performance Assessment
In defining the purpose of assessment,
learning target must be carefully identified and taken
in consideration. P erformance assessment primarily
use four types of learning targets w hich are:

 DEEP UNDER S T A NDING

 R EA S ONING
 S KILLS
 P R ODUCT S
 • DEEP UNDERSTANDING
 This idea is to involve students meaningfully in hands-on activities for
extended periods of time so that their understanding is rich and more
extensive than w hat can be attained by more conventional instruction
and traditional paper-and-pencil assessment.
 Includes mastery of facts and information, typically through recall.

Examples:
 recognizes and describes patterns of human behavior.
 understanding long- term physiological benefits of regular
participants in physical activity.
 Know s that energy can be transformed betw een various forms.

Cont ent St andard Key W ords

 Explain, understand, describe, identify, tell, name, list, define,
match, choose, recall, recognize, select, know
Types of Learning Targets

• REASONING
 Students use w hat they know to reason and solve problem
 Includes problem solving, critical thinking, syntheses comparing,
higher order thinking skills and judgement

Example:
 A nalyses firness assessment to set personal fitness
goals, strategies w ays to reach goals, evaluates
activities.
 Examines data/results and propose meaningful
interpretation

Cont ent St andard Key W ords

 Evaluate, judge, discriminate, modify, organize,
formulate, hypothesize
Types of Learning Targets

• SKILLS
 Students use their know ledge and reasoning top act
skillfully
 Involves something that a students must demonstrate in
a w ay other than answ ering question
Psychomot or Skills

Examples:
 Measures length in metric US units
 R eads aloud w ith fluency and expression
 Dribbles to keep the ball aw ay from an opponent
 Participants in civic discussion w ith aim of solving current problems
 Uses simple equipment and tools to gather data

Cont ent St andard Key W ords

 Observe, focus attention, listen, perform, do, question, conduct,
w ork, read,, speak, assemble, operate, use, demonstrate, measure,
investigate, model, collect, dramatize, explore
Types of Learning Targets

• PRODUCTS
 Students use their know ledge, reasoning, and skills to create a
concrete product
 Includes a sample of students w ork (i.e. paper, report, artw ork,
or order project)
 that demonstrate the ability know ledge, understanding

Example:
 Constructs bar graphs
 Develops a personal health- related fitness plan
 Constructs physical models of familiar objects
 Creates a scripted scene based on improvised w ork

Cont ent St andard Key W ords

 Design, produce, create, develop, make, w rite, draw , represent, display,
model, construct
 1.2 Process and Product-
Oriented Performance-
Based Assessment

PROCESS-ORIENTED PERFORMANCE-BASED
ASSESSMENT
Is concerned w ith the actual task performance rather than the
output or product of an activity.
LEARNING COMPETENCIES
T he learning objectives in process- oriented performance based assessment are stated
in direct observable behaviors of the students.
Competencies are defined as groups or cluster of skills and abilities needed for a
10
particular task.
 EXAMPLE OF PROCESS-ORIENTED
TASK:
Recite a peom by Edgar A llan P oe, “T he R aven”

OBJECTIVES:
T he activity aims to enable the students to recite a poem entitled “
T he R aven” by Edgar A llan P oe.

Specifically:

1. R ecite the poem from memory w ithout referring notes;

2. Use appropriate hand and body gestures in delivering the piece;
3. Maitain eye contact w ith the audience w hile reciting the poem;
4. Create the ambience of the poem through appropriate rising and falling intonation;
5. P ronounce the w ords clearly and w ith proper diction.
Product-Oriented Performance-Based
Assessment
 P roduct- oriented assessment is a kind of assessment w here in
the assessor view s and scores the final product made and not
on the actual performance of making that product

LEARNING COMPETENCES
 T he learning competencies associated w ith product or
outputs are linked w ith an assessment w ith three levels
of performance manifested by the product, namely;
- Novice or beginner’s level
- S killed level
- Expert level

12
 Creating A Book Cover
Taken From Digital Camera
“be able to:
Performace Task: Creating A Book Cover
Compet encies: The Students should
1. generate appropriate shots for book cover using digital
cameras;
2. use a page lay-out softw are (MS Publisher) or presentation
softw are (MS Pow erpoint):
3. Create size estimation of image, shapes, and textbook in terms
of importance, emphasis and visual hierarchy; and
4. Demonstrate skills in information design principles such as
clarity, balance, relevance, contrast, alignment, repetition and
proximity. 13
 Identifying
Performance Task
 2.1 suggestions for contructing
performance tasks

Focyus on learning outcomes S elect or develop tasks that

that require complex
cognative skills and students Minimize the difference of task
performances. performances on skills that are
irrelevant to the intended purposes of
the assessment
represent both the content and the
skills that are central to important
learning outcomes

P rovide the necessary scaffolding

for students to be able to
understand the tasks and w hat is
expected
Clearly communicate performance
expectations in terms of the criteria
by w hich the performances w ill be
judged.
Construct task ditrection
so that the strudents
task is clearly indicated
 Example of Process-Oriented Performance
Task

 Problem- S olving and Decision- Making Performance T ask

Key Competencies:
1. Uses reading skills and strategies to comprehend and
interpret w hat is read.
2. Demonstrate competence in speaking and listening as tools
for learning.
3. Conctruct complex’sentences.
 Developing
Scoring Scheme
There are different useful w ays to record the
assessment of students performnace. V ariefy of tools
can be used for assessment depending on the nature
of the performance it calls for
3.1 Rubrics as an assessment tool
 Different authorities defined rubrics:

 S et of rules specifying the criteria used to find out w hat the student know and are able to
do so. (Musical, 2009)
 S coring tool that lays out specific expectation for assignment (levy, 2005)
 A scoring guide that uses criteriato differentaite betw een levels of student proficiency.
(McMillan, 2007)
 Descriptive scoring schemes that are developed by teachers or evaluators to guide the
analysis of product or processes of student effort (B rookhart. 1999).
 T he scoring procedures for judging students responses to performance test (popham.
2011)
 3.1
 A rubric that used to score students response to a performance assessment has, at minimum,
three important features:

1. Evaluate criteria
these are the factors to be used in determining the quality of 3 students response

2. Descriptiopns of differences for evaluating criteria.

F012 each evaluate criterion, a description must be supplied so qualitative distinction
in students responses can be made using the criterion.

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

The rubric must indicate whether the evaluate 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.
(Popham, 2011)
 Rubrics
 Rubrics are used also to communicate
how teachers evaluate the essence of
w hat is being assessed

 R ubrics not only improve scoring

consistancy, they also improve validity by
clarofying the standard ofb achievement
the teacher w ill use in evaluating
 Nitko (2011) suggested some
questions which the teacher should
address:

 W hat important criteria and  S hould I use a holistic  S hould I my students be  W hat do I need to
learning targets do I need to or an analytic scoring invloved in rating their record as the result of
asses?. rubric ow n performance? my assessment?

 W hat are the levels of developing  Do I need to use a  H ow can I make my  W hat are some useful
(achievement) for each of these rating scale or a scoring efficient and less methods of recording
criteria and learning targets? chechlist as my scoring time- consuming? studnets responses to
scheme? performance tasks?
 3.2 types of Rubrics
 Analyric R ubric
“
it require the teacher to list and identify the major
know ledge amd skills w hich are critical in the development of
process or product tasks.

 H olistic R ubric
it require the teacher to make a judgment about the
overall quality to each students response. Each category of the
scale contains several criteria w hich shall be given a single score
that gives an overall rating

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Rubric
Development
Stevens and levi s introduction to
R ubrics (2005) enumerated the
steps in developing rubric. B asically,
rubrics are composed of task
description, scale, description of
dimensions.
 Task Descript ion
involves the performances of the students. T asks
can be taken from assignment, presentation and other
classroom activities. Usually, task descriptions are being set
in defining tasks.
 Scale
describes how w ell or poorly any given task has
been performed and determine to w hat degree the students
has met a certain criterion generally, it is used to describe the
level of performance, below are some commonly used labels
compiled by huba and freed (2000.)
 Descript ion og t he dimensions
dimensions should contain description of the level
of performance as standard of excellence accompanied w ith
example. T hus allow s both the teachers and the students to
identify the level of expectation and w hat dimension must be
given an emphasis.
4. Rating the Performance
This is the final in performance-based
assessment, determining the learning outcomes of the
students. The main objective of rating the performance is
to be objective and consistent. Be sure also that the
scoring system is feasible as well in most of the
classroom situations, the teacher is both the observer and
the rater. If there are some important instructional
decision to be made, additional raters must be considered
in order to make scoring more fair.
 4. Rating the Performance

Some common errors in rating should be

avoided;

 Personal  Generosity Severity error Halo effect

bias and
error
halo effect
THANK YOU SO MUCH