Unit 1: Performance Assessment

Leader: Avenido, Althea Marie

Assistant Leader: Ano-os, Niña Jane
Members:
Amodia, Kimberly
Anoc, May Ann
Aparre, Mariella
Arceo, Shareen
Armecin, Jasmine

Subtopic 1.1: What is Performance-based Assessment or PBA?

● It is a direct and systematic observation of the actual performance of students based on a
predetermined performance criteria (Zimmaro, 2003).
- This observation is not random; it adheres to a precise structure and set of criteria
established by the instructor or assessment provider. These criteria define the
specific knowledge, skills, and attitudes anticipated from students at various
levels of achievement.
● It is a set of strategies for the acquisition and application of knowledge, skills, and work
habits through the performance of tasks that are meaningful and engaging to students.
- The performance-based assessment process allows students to express their
knowledge and abilities through a variety of performance tasks such as
demonstration, projects, and hands-on experiment that enable students to be more
critically motivated and involved. This focuses on teacher observing or assessing
the student's capacity to construct a response, make their own authentic product,
or conduct a presentation in order to demonstrate their understanding and skills.
This is also an alternative to the traditional assessment that only answer the
questions, “Do you know it?”, “Can you recall what you have learned?”
Performance on the other hand, answers the questions, “How well can you use
what you know?”, “How well can you perform what you’ve learned?” This goes
 beyond accumulating knowledge and instead, learners need to experience what
they have learned in order to understand it.

Qualities of Performance-based Assessment

1. Greater realism of the tasks
● This means that the students must apply the knowledge and skills by demonstrating a task
that shows application in a real world situation.
- Using real-world application of the skill helps students bridge the gap between
what they learn in class and how they apply it in real life. Performance-based
assessments provide the students with activities that are similar to real-world
scenarios rather than distinct questions or issues. The emphasis changes from just
retaining facts or memorizing procedures to using such knowledge and abilities in
a practical setting. Students demonstrate their learning by doing rather than
simply knowing.
2. Greater complexity of the tasks
● The tasks are difficult to understand and analyze because they are less structured
problems that encourage the students to perform with originality and thinking skills.
- Complex tasks ooffer open-ended solutions, allowing students to approach them
in unique ways and demonstrate their creativity and individuality. When tasks are
complex and require diverse strategies, the assessment becomes more reliable,
meaning it consistently measures what it sets out to measure and becomes more
relevant and meaningful to the learners.
3. Greater time needed for assessment.
● This needs longer time to assess the performance of the students because of the difficulty
of designing the tasks, the comprehensive nature of the tasks, and the increased time
needed to evaluate the results.
- Performance-based assessments, unlike traditional assessments, frequently
include more complex and multidimensional tasks. They need a more in-depth
understanding and application of knowledge, and take longer to complete than
simple multiple-choice questions.
4. Greater use of judgment in scoring
 ● The evaluator should consider the set of judging criteria associated with the performance
assessment.
- Performance-based assessment is more than just meeting a set of criteria. It entails
evaluating complex performances using expertise, critical thinking, and fairness,
taking into account a variety of elements and the distinct attributes that each
student brings to the task. This adds to a better understanding of student learning
and prepares students for the complexities of the real world.

Subtopic 1.2: Similarities and Differences of Between Traditional Assessment and

Performance-based Assessment

Performance-based Assessment
● Assessment is a necessary element in any educational setting and it significantly impacts
the lives of students and teachers. Performance based assessments are part of a robust
assessment system.
● Is one in which the teacher observes and makes judgment about the student's
demonstration of a skill or competency in creating a product, constructing a response, or
making a presentation (McMillan, 2007) .Is an alternative form of assessment that moves
away from traditional paper-and-pencil tests (Ferman, 2005).
● It processes 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.

Traditional Assessment
● often means referring to formal tests that check students’ ability to recollect and
reproduce the content studied during a course (Coombe et al, 2012).
● the focus of traditional assessment is directed to the product of the assessment rather than
the learning process
Difference between traditional and performance based assessment
Traditional assessment or paper and pencil test measure learning indirectly. When measuring
factual knowledge and solving well-structured mathematical problems paper and pencil tests are
better to use. In this case, the teacher asks questions which indicate skills that have been learned
or mastered. Usually paper and pencil tests. assess low level thinking skills, or beyond recall
levels. Whereas, performance-based assessment is a direct measure of leaming or competence.
This indicates that cognitive complex outcomes, affective, and psychomotor skills have been
mastered. The teacher or evaluator provides feedback immediately on how the students
performed to carry out their performance task
In short, while traditional assessment is concerned with measuring content and quantity of
content according to guidelines, performance-based assessment is concerned with expressing the
quality of that content.

Performance-based assessments and traditional assessments both have the goal of evaluating a
student's knowledge and skills. However, there are some similarities between the two:

● Both assessments measure student learning: Whether it's a traditional written exam
or a performance-based assessment, both aim to evaluate how much a student has
learned.
● Both assessments require preparation: Students need to prepare for both types of
assessments by studying the relevant materials and practicing their skills.
● Both assessments can be used for grading: Both types of assessments can be used to
assign grades to students based on their performance.
● Both assessments can provide feedback: Teachers can use both types of
assessments to provide students with feedback on their strengths and weaknesses,
which can help them improve their learning.

● Both assessments can inform instruction: Teachers can use both types of
assessments to inform their instruction by identifying areas where students need
more support or where they have already mastered the material.
Subtopic 1.3: Types of Performance-based Assessment
There are two types of performance-based assessment according to Gronlund, Linn, and Miller
(2009): restricted-response performance task and extended-response performance task.
1. Restricted-response Performance Task
- A performance task that is highly structured with a limited scope.
- The instructions of the task are more focused and the limitations are always indicated.

Examples of restricted-response performance task are:

● writing a one-page summary of the class outreach program

● demonstrating how to set up cooking utensils
● delivering a two-minute campaign speech
● and constructing a bar graph of the scores of 50 students in a quiz in Statistics.

Complex learning Outcome of Restricted-response Performance Task

Ability to:

● construct a graph
● read a story aloud
● type an application letter
● use engineering instruments

Advantages of Restricted-response Performance Task

- It is very easy to relate to a particular learning outcome or learning objective.

- Administration is easy and the output is easier to judge or evaluate, especially the
responses of the students.

Disadvantage of Restricted-response Performance Task

- It prevents the students from demonstrating their abilities and skills with comprehensive,
poorly structured problems in the real world.
2. Extended-response Performance Task
- A type of performance task that is less structured and broader in scope.
 - An extended response performance task typically refers to an assessment or assignment
that requires students or individuals to provide detailed, thorough, and well-supported
responses to a specific prompt or question. These tasks are designed to assess a person's
ability to analyze information, think critically, and communicate effectively.
- In educational settings, extended response tasks are commonly used in various subjects,
including language arts, social studies, and science, to assess students' analytical and
communication skills. In other words they serve as a valuable tool for evaluating higher-
order thinking abilities and application of knowledge.

Examples of extended-response performance task are:

● Students conducting a thesis and then presenting and defending their findings in
front of a panel of judges;
● Rewriting a poem after being criticized by the teacher

Complex Learning Outcomes

Ability to:

- Write a thesis
- Create a regression model
- Repair a television
- Organize ideas
- Make an oral presentation about research
- Collect, analyze and infer data

ADVANTAGES

➢ Critical Thinking Assessment

➢ Deep Understanding
➢ Application of Knowledge
➢ Individualized Assessment
➢ Communication Skills
➢ Preparation for Higher Education and Careers
DISADVANTAGES:

➢ Time-Consuming
➢ Subjectivity in Grading
➢ Limited Coverage
➢ Bias and Cultural Sensitivity
➢ Difficulty in Standardization
➢ Stress and Anxiety
➢ Resource Intensity
➢ Advantages and Disadvantages of Performance-Based Assessment

Subtopic 1.4: Advantages of Performance-Based Assessments

There are many reasons teachers should incorporate performance-based assessments in class.
This type of assessment has many advantages:
● Direct observation of student ability:
- Performance-based assessments allow educators to directly observe and evaluate
a student's abilities in real-world or authentic contexts. Instead of relying solely
on indirect measures like exams or tests, teachers can witness students applying
their knowledge and skills in practical situations. This provides a more accurate
and holistic understanding of the student's abilities.
● Active student engagement:
- Performance-based assessments often involve hands-on tasks, projects, or
activities that require students to actively engage with the subject matter. This
active involvement can lead to a deeper understanding of the material as students
are not just memorizing facts but applying them in meaningful ways. It promotes
a more dynamic and participatory learning experience.
● Student choice:
- Performance-based assessments often offer students the flexibility to choose how
they will demonstrate their understanding or skills. This element of choice
empowers students to play to their strengths, cater to their learning styles, and
pursue topics of personal interest. Providing students with options can enhance
motivation and engagement in the assessment process.
 ● Flexibility:
- Performance-based assessments are often more flexible in terms of timing, format,
and delivery compared to traditional assessments. Educators can design
assessments that accommodate different learning paces and styles. This flexibility
can be particularly beneficial for students with diverse learning needs, allowing
them to showcase their abilities in ways that suit their individual strengths.
● Authentic assessment of ability:
- Performance-based assessments aim to replicate real-world scenarios, providing a
more authentic measure of a student's abilities. By engaging in tasks that mimic
challenges they might encounter outside the classroom, students demonstrate not
only their academic knowledge but also their problem-solving, critical thinking,
and practical skills. This type of assessment better prepares students for future
endeavors and professional situations.

In summary, performance-based assessments offer a more dynamic and authentic way of

evaluating students by emphasizing direct observation, active engagement, student choice,
flexibility, and authentic assessment of their abilities in real-world contexts.

Disadvantages of Performance-Based Assessments

While performance assessments are important in creating a holistic look at a student’s overall
performance, these assessments can’t necessarily be used in the same way as standardized
assessments. As with any assessment tool, there are disadvantages of performance-based
assessment.
Performance assessments often rely on a specific skill set of the student, such as creativity,
flexibility or a willingness to engage in public speaking. Performance-based assessments have
disadvantages for students who may not feel overly creative or willing to present their
knowledge in front of a large group.

Other disadvantages of performance-based assessments include:

● Can be very time-consuming:
 - Performance-based assessments often require more time to administer and
evaluate compared to traditional assessments. This is because they involve
observing and evaluating a student's actual performance or application of skills,
which may take longer than assessing their knowledge through a written exam.
● Can possibly be costly:
- Implementing performance-based assessments may involve additional costs. This
could include expenses related to materials, resources, and personnel required for
the assessment process. For example, conducting hands-on experiments, practical
demonstrations, or real-world projects might require specialized equipment or
facilities.
● Relies heavily on student initiative and drive:
- Performance-based assessments place a significant responsibility on students to
take initiative and demonstrate their skills actively. If a student lacks motivation
or initiative, their performance may not accurately reflect their true capabilities.
This dependence on student motivation can be a limitation, especially for students
who may struggle with self-directed learning.
● Relies heavily on specific skill sets of students:
- The effectiveness of performance-based assessments is often contingent on the
alignment between the assessment tasks and the specific skills being evaluated. If
the assessment is designed to measure skills that some students may not possess
or have not developed, it may not provide a fair representation of their overall
abilities.
● Results can be subjective:
- Assessments that involve subjective judgment, such as grading the quality of a
performance or project, can be prone to bias. Different evaluators may have
varying interpretations of performance, leading to inconsistent grading.
Subjectivity can introduce an element of unfairness and lack of reliability in the
assessment results.

As a result, while performance-based assessments offer valuable insights into practical skills and
real-world application of knowledge, they come with certain drawbacks, including time and cost
considerations, reliance on student motivation and specific skill sets, and the potential for
subjective evaluation. These factors should be carefully considered when choosing or designing
assessment methods in educational settings.

Subtopic 1.5: What is Grasp Model ?

GRASPS is a model for demonstrating performance of understanding using authentic
assessments. It is one of many performance of understanding models, but is ideally suited to the
kind of project-based inquiries we do in design. GRASPS represent a framework for organizing,
delivering, and assessing a project-based assessment. The assessment associated with the inquiry
is structured around the following expectations and goals. GRASPS is a model advocated for by
Grant Wiggins and Jay McTighe to guide teachers in designing authentic performance-based
assessment. It’s a form of assessment that engages learners to employ their thinking skills and
demonstrate application of essential knowledge, conceptual understanding, and skills acquired
throughout a unit of learning. Wiggins defined authentic assessment as “…Engaging and worthy
problems or questions of importance, in which students must use knowledge to fashion
performances effectively and creatively. The tasks are either replica of or analogous to the kinds
of problems faced by adult citizens and consumers or professionals in the field.” (1993, qtd. by
Jon Mueller).

To help educators construct authentic assessment, Wiggins and McTighe’s came up with
GRASPS model. GRASPS is an acronym for teachers to:

1. G - Goal: The goal signifies the purpose of the task. What are the students expected to achieve
through their performance?
2. R - Role: The role defines the part that students will play in the task. Who are the students in
the context of the task? What is their role in the scenario?
3. A - Audience: The audience refers to the individuals or groups who will be the recipients or
viewers of the task's product or performance. Who are they presenting to or who is their work
intended for?
4. S - Situation: The situation provides the context or the scenario in which the task takes place.
What are the circumstances surrounding the task?
5. P - Product, Performance, and Purpose: This refers to the actual output or performance that
is expected from the students. What are they expected to produce or perform? The purpose
explains why students are doing the task.
6. S - Standards and Criteria for Success: The standards and criteria for success outline what
successful performance looks like. How will the performance be evaluated and what criteria will
be used to measure success?

From a teacher's perspective, the GRASPS model aids in:

1. Developing authentic learning experiences:
2. Clearer presentation of the purpose and content of a project-based inquiry:
3. Clarifying the roles, perspectives, and responsibilities of students:
4. Communicating the expectations of the inquiry:
5. Guiding the selection of learning experiences, content, and skills necessary for
success:

Subtopic 1.6: Developing Performance-based Assessment

What is Developing Performance Based Assessment?

Developing a performance-based assessment involves creating an evaluation or measurement
tool that assesses a person's ability to perform specific tasks or demonstrate skills in a real-world
context. Unlike traditional assessments that often rely on multiple-choice questions or
standardized tests, performance-based assessments focus on observing and evaluating actual
performance.

These are the steps in developing a performance-based assessment:

1) Define Objectives
- Clearly outline the objectives and skills you want to assess. Identify the real-world tasks
or activities that demonstrate mastery of these skills.You need to define the learning
outcomes and objectives that you need to observe with the assessments. These should
align with the curriculum or guidelines of the educational facility. For example, if you're
teaching chemistry at a high school, you may want to observe if students have understood
 the different elements of the periodic table and if they can recognize chemical
compounds. By setting those goals, you can see the required skills for the lessons and
assess them accordingly.

2) Create Task Descriptions

- Develop detailed task descriptions that clearly explain what the individual needs to do.
Tasks should be authentic, reflecting the skills and knowledge relevant to the real
world.When creating tasks for the assessments, you should ensure they are authentic and
relevant to the curriculum and learning goals. They should be clear and designed to allow
students to apply their knowledge in realistic situations. The provided instructions should
be precise to avoid confusion and ensure the process runs smoothly. The students will be
more likely to understand the requirements and assessment criteria and thus perform
better. Also, don't forget to include rubrics, a type of scoring guide, to outline the criteria
of the assessment, as well as performance indicators and descriptions of different levels
of performance. This way, there will be transparency, and students will know the results
are objective.

3) Rubric Development
- Create a rubric that outlines the criteria for assessing performance. The rubric should
include specific indicators for different levels of proficiency, providing a clear framework
for evaluation.

ANALYTIC RUBRIC- a tool for grading that has a variety of subsections and levels of quality,
analytic rubrics usually use a grid format to communicate grading requirements.
HOLISTIC RUBRIC- A simple guide for giving feedback, usually with a scale of 1 to 4 or 1 to 5
and only one description per level, holistic rubrics can assess skills and behaviors."

4) Pilot Testing
- Before implementing the assessment, conduct pilot testing to identify any issues with the
tasks, instructions, or rubric. This helps refine the assessment for better reliability and
validity.

5) Implement the Assessment

- Administer the assessment to individuals or groups. Ensure that the conditions are similar
to real-world situations to maximize authenticity.

6) Collect Data and Analyze Results

 - Use the rubric to evaluate performance and analyze the results. Identify areas of strength
and areas that may need improvement. Once everyone has taken their assessment, it's
time to analyze the results. To do that, you should first review each student's overall work
throughout the course and then check their performance in the assessment. Do the
assessments' results show the students have achieved their learning goals? Have they
understood the key points of a concept? If you begin scoring with those factors in mind,
then the outcome will be more objective and consistent.

7) Provide Feedback
- Offer constructive feedback to individuals based on their performance. Highlight
strengths and suggest ways to enhance skills.

Performance-based assessments are valuable for evaluating complex skills, critical thinking, and
the ability to apply knowledge in practical situations. They offer a more authentic and holistic
measure of an individual's capabilities compared to traditional forms of assessment.
 References

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