Chapter 2

Performance Based
Assessment

Cornito, Christel Joy

Cabondocan, Jasmin Mae
Bugarso, Cherrie Ann
Cabacaba, Ronabyl
Dagampat, Angielyn
Decena, Roselyn Joy
Carañagan, Irlin

BEED III-1
REFFERENCES:
https://www.edutopia.org/blog/
performance-based-assesssment
https://www.uopeople.edu/blog/
what-is-performance-based-
assessment-pba/
https://pals.srri.com/guide/featu
res.html
Introduction Learning Objectives:
There are In this lesson, learners
variety of ways to are expected to
test a student’s challenge themselves to
knowledge. achieve 95% mastery of
Exams, quizzes, the following learning
recitation, and outcomes;
assessments
works well but a. define what is
these would give performance-based-
or cause text assessment;
anxiety to some b. appreciate the
learners and fail different features of
to showcase how PBA; and
a student solve a c. Recite the meanings
problem, shape, of each type of
or enhance their assessments.
skills, and have
the chance to share their hidden talents.
So, for this reason PBA (Performance
Based Assessment) may be able to offer
better insight as to how much a student
or learner understands.
PBA as defined by Authorities
In general, a performance-based
assessment measures student’s ability
to apply the skills and knowledge
learned from a unit or units of study.
Typically, the task challenges students to
use their higher-order-thinking skills or
the HOTS to create a product or
complete process. (chun, 2010)
Features of PBA
1. Clear targets:
- Provide clear descriptions of
specific achievement
expectations to be assessed.
- Assure that evaluations
understand and remain aware of
what they are assessing.
2. Focused Purpose:
- Clarify the intended uses of the
assessment result.
- Specify whose information
needs the assessment will
meet teachers, curriculum
developers, and policymakers.
3. Proper Method:
- Use an assessment method
that is suited to the
assessment goals (such as
essays, direct communication,
selected response, or
extended investigations).

4. Sound Sampling:
- Provide a representative
sample of all the questions that
can be asked.
- Produce results of maximum
quality at minimum cost in
time and effort.

5. Accurate assessments free of bias

and distortion:
- Present sources of inference
and error that may have
affected the development and
implementation of the
assessment.
TYPES OF ASSESSMENT

1. Traditional and Authentic

Traditional Assessment
- A traditional test (TT) asks a
student to select or give a
response. Examples are
written documents such as
quizzes or exams.

Authentic Assessment
- An Authentic Assessment (AA)
asks them to perform a task.
Examples are performance of
the skills or demonstrating use
of a particular knowledge
through simulations and role
plays, and portfolios.
2. Formative and Summative
Formative Assessment
- Formative assessments are
quizzes and tests that evaluate
how someone is learning
material throughout a course.
Summative Assessment
- Summative assessments are
quizzes and tests that evaluate
how much someone has
learned throughout a course.
3. Norm and Criterion-Referenced
Norm-Referenced Assessment
- Noun-referenced test make
comparisons between
individuals. Examples of noun-
reference test include the IQ
test, SAT (Scholastic
Assessment Test), and test that
are graded on a curve.
Criterion-Referenced Assessment
- Criterion-referenced test
measure a test taker’s
performance compared to a
specific set of standard or
criteria.

Example:
Saying that a runner came in a
third place is norm-referenced because
we are comparing her to the other
runners in the race. But, if we look at her
time in the race, that’s criterion
referenced. Saying she finished the race
in 58:42 is an objective measure that is
not comparison to others.
4. Contextualized and Decontextualized
Contextualized Assessment
- A Contextualized Assessment
is a type of assessment where
the literacy or numeracy
content is relevant to your
learners because it relates to
the context that you teach. For
example, the context might be
a trade such as painting,
horticulture, or hairdressing.
Decontextualized Assessment
- Refers to assessment topics or
materials that are devoid of
background information or
associations that may activate
a person’s existing
understanding and prior
experiences.
5. Analytic and Holistic
Analytic Assessment
- Specific approach in the
assessment of learning
outcomes. Students are given
feedback on how well they are
doing. For example, your
feedback or comments on the
task that your students
performed.
Holistic Assessment
- Global Approach in the
assessment of a student-
learning outcome. The
assessor must develop
complex mental responses to a
student’s work. The assessor
provides a grade and supports
it with valid justification for
assigning the grade.
SUMMARY:
• Performance based assessment is
defined as a medium to assess and
to measure learners’ ability to
apply the skills and knowledge
learned from a unit.
• There are five features of PBA
(Performance Based Assessment);
clear targets, focused purpose,
proper method, sound sampling,
and accurate assessments free of
bias and distortion.
• The five types of assessment are
traditional and authentic
assessment, formative and
summative assessment, norm and
criterion-referenced assessment,
contextualized and
decontextualized assessment, and
the last is analytic and holistic
assessment.