2.

Types of Performance Tasks

The main objective of the performance task is to capture
all the learning targets which shall be aligned to the
teaching and learning objectives, activities and
assessment. Thus, the focus of performance-based
assessment is the final output that must be developed or
completed.
 2.1 SOLVING A PROBLEM

Critical thinking and problem solving are important skills

that need to be sharpened and developed by the learners.
Teachers may include activities and make sense of complex
authentic problems or issues to be solved by the students.
 2.2 COMPLETING AN INQUIRY

An inquiry tasks is one in which the students are

asked to collect data in order to develop their
understanding about a topic or issue.
 2.3 DETERMINING A POSITION

This task requires students to make decision or clarify a

position. Case analysis and issue related activities or debate
are some examples of this task.
 2.4 DEMONSTRATION TASK

This task shows how the students use knowledge and skills
to complete well-defined complex tasks. Students explain or
describe how something works or how to do something
when they perform these tasks.
 2.5 DEVELOPING EXHIBITS

Exhibits are visual presentations or displays that need little or

no explanation from the creators. An exhibit is offered to
explain, demonstrate or show something. Classroom
applications include exhibit of best works, pictures or paintings,
projects or even portfolios.
 2.6 PRESENTATION TASK

This is a work or task performed in front of an audience.

Storytelling, singing and dancing, musical play or theatrical
acting are some presentations which demonstrate
presentations tasks.
 2.7 CAPSTONE PERFORMANCES

These are tasks that occur at the end of a program of study

and enable students to show knowledge skills in the context
that matches the world of practicing professionals.
 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 presentation
(McMillan,2007)
Performance-Based Assessment (PBA)
• is an alternative form of assessment that moves away
from traditional paper-and-pencil tests (Ferman,
2005).

Performance-Based Assessment process the creative aspect of

the students in bringing out what they know and what they
can do through different performance tasks such as exhibits,
projects and work samples.
Types of activities that best exemplified performance-
based assessments include 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.
 It is stipulated in the DepEd Order No. 7, s. 2012
that the highest level of assessment focuses on the
performance (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?”
Some performance assessment proponents contend that genuine performance
assessments must possess at least three features (Proham, 2011):
Multiple Evaluation The students performance must be
judged using more than one evaluation
Criteria criterion.
Each of the evaluative criteria on which a
Pre-specified Quality student’s performance is to be judged is
clearly explicated in advance of judging the
Standards quality of the student’s performance.

Unlike the scoring of selected-response tests

Judgmental Appraisal
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.
 3. STRENGTHS AND LIMITATIONS

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.
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.
5. Performance Assessment allows
the teachers to explore the main
goal and process of teaching and
learning process.
-Teachers may reflect and
revisit learning targets,
curriculum and instructional
practices, and standards as
they utilize performance-
based assessment.
 B. LIMITATIONS OF PERFORMANCE
ASSESSMENT
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.
2. Performance Assessment Requires a Considerable amount
of time to Administer.
-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 the complex 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.

5. Performance task competition 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 partial 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.
 STRENGTHS WEAKNESSES

Integrates assessment with instruction. Reliability may be difficult to establish.

Learning occurs during assessment. Measurement error due to subjective

nature of the scoring may be significant.
Provides opportunities for formative
assessment. Inconsistent student performance across
time may result in inaccurate
Tends to be more authentic than other conclusions.
types of assessments.
Few samples of student achievement.
More engaging; active involvement of
students. Requires considerable teacher time to
prepare and student time to complete.
Provides additional way for students to
show that they know and can do.
Emphasis on reasoning skills.
Forces teachers to establish specific
criteria to identify successful
performance.
Difficult to plan for amount of time
needed.
Limited ability to generalize to a larger
domain of knowledge

Encourages student self-assessment.

Emphasis on application of
knowledge.

Encourages re-examination of
instructional goals and the purpose
of schooling