ASSESSMENT OF LEARNING II

Chapter 3
Nature of Performance-Based Assessment
Objectives:
To give an introduction to performance assessment
To discuss the nature, principles, types, advantages
and limitations of performance-bases assessment
Section Intended Learning
Outcome
Apply the principles in constructing and
interpreting performance-based
assessment.
Chapter Intended Learning
Outcome
Able to analyze the nature and the essential
characteristics of performance-based
assessment.
Performance-Based Assessment
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)
Performance-Based Assessment
It 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
Performance-Based Assessment
Types of activities that best exemplified this assessment are:
• writing a research report
• solving and conducting experiments and investigations
• return demonstration
• speech
• skit role playing
• constructing and implementing seminar plan
• creating video presentation
Performance-Based Assessment
Assessment of this level should answer the questions:

“What product(s) or performance(s) do we want students

to produce as evidence of their learning or
understanding?”

“How do we want them to provide evidence that they can

transfer their learning to real life situations?”
Performance-Based Assessment
It provides a basis of teachers to evaluate both the
effectiveness of the process or procedures used and
the product resulting from performance of a task
(Linn, 1995)
Three features of performance-based
assessment:
1. Multiple evaluation criteria. The student’s performance must be
judged using more than one evaluation criterion.
2. Pre-specified quality standards. Each of the evaluative criteria on
which a student’s performance is to be judged is clearly explicated in advance
of judging the quality of the student’s performance.
3. Judgmental appraisal. Unlike the scoring of selected-response tests in
which electronic computers and scanning machines can, once programmed,
carry on without the need of humankind, genuine performance assessment
depends on human judgments to determine how acceptable a student’s
performance really is.
Performance Tasks
 the main objective is to capture all the learning
targets which shall be aligned to the teaching and
learning objectives, activities and assessment
 the focus is the final output that must be developed
or completed
Three features of performance-based
assessment:
1. Multiple evaluation criteria. The student’s performance must be
judged using more than one evaluation criterion.
2. Pre-specified quality standards. Each of the evaluative criteria on
which a student’s performance is to be judged is clearly explicated in advance
of judging the quality of the student’s performance.
3. Judgmental appraisal. Unlike the scoring of selected-response tests in
which electronic computers and scanning machines can, once programmed,
carry on without the need of humankind, genuine performance assessment
depends on human judgments to determine how acceptable a student’s
performance really is.
Types of Performance-based
Assessment Tasks:
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.
This helps the students become independent thinks and learners for life,
and help them meet the challenges of the 21st century.
 Types of Performance-based
Assessment Tasks:
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 issues.
Students determine what data are needed and under what conditions that
data should be collected, present data and develop conclusions.
Examples: science investigation interviews
survey independent studies
research based activities
 Types of Performance-based
Assessment Tasks:
3. Determining a position.
This task requires students to make decision or clarify a position
Examples:
case analysis
issue related activities
debate
 Types of Performance-based
Assessment Tasks:
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.
Examples:
demonstrating steps or procedures of cooking
explaining the earthquake safety procedures
demonstrating how to set up microscope for viewing slides
 Types of Performance-based
Assessment Tasks:
5. Developing exhibits.
Exhibits are visual presentations or displays that need little or
no explanation from creators.
An exhibit is offered to explain, demonstrate or shows something
Examples:
exhibit of best works projects
pictures or paint works portfolio
 Types of Performance-based
Assessment Tasks:
6. Presentation Task.
It is a work or task performed in front of an audience
Examples:
storytelling theatrical acting
singing musical play
dancing
 Types of Performance-based
Assessment Tasks:
7. Capstone performance.
Task that occur at the end of a program of study and enable
students to show knowledge and skills in the context that matches the
world of practicing professionals.
Examples:
research papers practice teaching
internship on-the-job training
Benefits of different types of performance
tasks to teacher:
• Decide what and when materials should be used
• Specifies the instructions for performance
• Describes the kinds of outcomes towards which students
should work
• Tells the students that they are being assessed
• Gives students opportunities to prepare themselves for the
assessment
Strengths and Limitations
Advantages of performance assessment over other
assessments:
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.This offers a direct way to assess
what the students know and can do within the variety of
realistic contexts.
 Advantages of performance assessment over
other assessments:
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.
 Advantages of performance assessment over
other assessments:
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.
 Advantages of performance assessment over
other assessments:
4. Performance assessment uses a variety of
approaches to student evaluation.
This offers a variety of way of expressing their learning
and increases the validity of student’s evaluation.Teachers
may share criteria of assessment before the actual evaluation
so that students can use this criteria as well.
Advantages of performance assessment over
other assessments:
5. Performance assessment allows the teachers to
explore the main goal and processes of teaching
and learning process.
Teachers may reflect and revisit learning targets,
curriculum and instructional practices, and standards as they
utilize performance-based assessment.They may use a variety of
teaching strategies and techniques, and explore how students will
use the instructional material and resources given to them.
Limitations of performance assessment
over other assessments:
1. Development of high quality performance
assessment is a tedious process.
 needs careful planning and implementation
 very time consuming to construct a good tasks
 quality scoring rubrics are difficult to create
 teachers have to make sure that the performance tasks
expected from the students are authentic and match the
outcome to be assessed and not within other qualities that are
not part of the outcomes to be assessed
Limitations of performance assessment
over other assessments:
2. Performance assessment requires a
considerable amount of time to administer.
 paper-and-pencil takes 15 to 20 minutes per tasks to complete
depending on the number of items
 administered to small group of students unlike traditional
testing which is simultaneously administered to an entire class
Limitations of performance assessment
over other assessments:
3. Performance assessment takes a great deal of
time to score.
The more 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.
Limitations of performance assessment
over other assessments:
4. Performance task score may have lower
reliability
 inconsistency of scoring by teachers who interpret
observation quite differently
Limitations of performance assessment
over other assessments:
5. Performance task completion may be
discoursing 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.
Summary of Strengths and Weaknesses
STRENGTHS
Integrates assessment with instruction.
Learning occurs during assessment.
Provides opportunities for formative assessment.
Tends to be more authentic than other types of
assessments.
More engaging, active involvement of students.
Provides additional way for students to show what
they know and can do.
WEAKNESSES
Reliability may be difficult to establish.
Measurement error due to subjective nature of the
scoring may be significant.
Inconsistent student performance across time may
result in inaccurate conclusions.
Few samples of student achievement.
Requires considerable teacher time to prepare and
student time to complete.
Difficult to plant for amount of time needed
Summary of Strengths and Weaknesses
STRENGTHS WEAKNESSES
Emphasis on reasoning skills. Limited ability to generalize to a larger domain of
knowledge.
Forces teachers to establish specific criteria to
identify successful performance.
Encourages student self-assessment.

Emphasis on application of knowledge.

Encourages re-examination of instructional goals

and the purpose of schooling.