Professional Documents
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Performance Based Assessment
Performance Based Assessment
Assessment
Performance-based Assessment
Hogan (2007) pointed out the different terms in contrast to
selected response items as performance-based assessment,
sometimes referred to as authentic assessment or alternative
assessment.
Performance-based assessment is a direct and systematic
observation of the actual performance of students based on
predetermined performance criteria (Zimmaro, 2003 as cited
by Gabuyo, 2012).
It is an alternative form of assessing the performance of
students that represents a set of strategies for the application
of knowledge, skills and work habits through the performance
of tasks that are meaningful and engaging to them (Hibbard,
1996).
According to Brualdi (1998), in her article
Implementing Performance Assessment in the
Classroom, performance-based assessment provides
the teacher the information on how the students
understand and apply knowledge and it allows the
teacher to integrate performance assessment in the
instructional process to provide additional learning
activities for the students in the classroom.
A performance-based assessment is open-ended and
without a single, correct answer. The performance-
based assessment should be something that shows
authentic learning.
KINDS OF PERFORMANCE-BASED
ASSESSMENT
Examples:
1) oral presentations, speeches, or spoken words poems
2) video documentaries, multimedia presentations, audio recording or
podcasts
3) music, drama, dance, performances, works of art, illustration
4) print or online publications
5) essay, poems, short stories
6) digital photography
7) scientific experiments
8) sculpture
9) portfolios
10) presentations or slide shows
Developing Exhibits and Fairs
Advantages
1. It assesses complex learning outcomes not measured by
paper-and-pencil test.
2. It assesses the process as well as the product.
3. It communicates instructional goals that relate to real
world context.
4. It assesses the progress as well as the performance.
5. It involves the students in the process of assessing their
own growth.
1.It recognizes that students can express what they know and
can do in different ways.
2.Specific, direct, and understandable information about the
students are available to parents.
3.It evaluates the “whole student”.
4.It enhances the professional skills of teachers through
collaboration with other teachers.
5.It can establish a framework for observing students that is
consistent with the principles of child development.
6.It can contribute to a meaningful curriculum planning and the
design of developmentally appropriate educational inventions.
Limitations:
1. Constructing performance assessment is time consuming.
2. Scoring is often questionable because it is not reliable, most especially
if the scoring guide or rubrics are not properly prepared.
3. It measures only a limited scope of learning objectives.
References:
https://ncver.edu.au/research-and-statistics/publications/all-publications/the-authentic
-performance-based-assessment-of-problem-solving
https://www.prodigygame.com/blog/inquiry-based-learning-definition-benifits-strategie
s/
https://www.hpu.edu/about-us/student-success/capstone-symposium/capstone-experie
nce.html
https://www.unco.edu/cebs/teacher-education/undergraduate-programs/classroom_ma
nagement.aspx
https://www.edglossary.org/demonstration-of-learning/
Kelly, 2018 from https://www.thoughtco.com/for-educators/