2. What are the types of performance assessment? Give an example.

There are three types of performance-based assessment from which to choose:

products, performances, or process-oriented assessments (McTighe & Ferrara, 1998).
1. A product refers to something produced by students providing concrete examples of
the application of knowledge. Examples can include brochures, reports, web pages and
audio or video clips. These are generally done outside of the classroom and based on
specific assignments.
2. Performances allow students to show how they can apply knowledge and skills under
the direct observation of the teacher. These are generally done in the classroom since
they involve teacher observation at the time of performance. Much of the work may be
prepared outside the classroom but the students “perform” in a situation where the
teacher or others may observe the fruits of their preparation. Performances may also be
based on in-class preparation. They include oral reports, skits and role-plays,
demonstrations, and debates (McTighe & Ferrara, 1998).
3. Process-oriented assessments provide insight into student thinking, reasoning, and
motivation. They can provide diagnostic information on how when students are asked to
reflect on their learning and set goals to improve it. Examples are think-alouds, self/peer
assessment checklists or surveys, learning logs, and individual or pair conferences
(McTighe & Ferrara, 1998).

3. Characteristics of a Good Performance Assessment

1. Student Perform, create, construct, produce or do something.
2. Students explain, justify and defend
3. Students use reasoning skills
4. Using engaging ideas of importance and substance
5. Typically, no single correct answer
6. Requires sustained works
7. Use clear criteria and rubric for scoring

4. What are the general guidelines in designing performance assessment?

 What are the outcomes to assessed?
 What are the capabilities/skills implicit or explicit in the expected outcome
(problem-solving? Decision-making, critical thinking communication skills?
 What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?
 Are the specific performance task aligned with the outcomes and skills
interesting, engaging, challenging and measurable?
  Are the performance task authentic and representative of real-world scenarios?
 What criteria should be included to rate students’ performance level?
 What are the specific performance indicators for each criterion?

5. How do you Conduct Performance Assessment?

 Define the Purpose of performance or product-based assessment.
 Choose the activity/output that you will assess.
 Define the criteria: content criteria, process criteria, quality criteria, and impact
criteria
 Create the performance rubric
 Assess student’s performance/product.