UNIVERSITY OF SOUTHERN MINDANAO

PALMA Cluster Campuses

Product-Oriented
Performance-Based
Assessment
 Topic Outline
• Nature of Performance Assessment
• Product-oriented Learning Competencies
• Task Designing
• Scoring Criteria
• Rubrics
• Source of Error in Scoring Student
Performance
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 Nature of Performance Assessment
• A performance assessment involves a student’s
demonstration of a skill or competency in
creating a product, constructing a response, or
making a presentation (Lane, 2010)
• The term performance is shorthand for
performance-based or performance-and-product.
• The idea is that students use their knowledge
and skills to construct something.
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 Nature of performance-based Assessment
• The emphasis is on the students’ ability to
perform tasks by producing their own work
with their knowledge and skills. In some
cases, this is a presentation, such as singing,
playing the piano, or performing gymnastics.
In other cases, this ability is expressed
through a product, such as a completed
paper, project, or videos.
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 Nature of Performance –Based Assessment
• The term performance assessment is now so
popular (again actually, it was quite the rage a
couples decades ago), test publishers and
some educators have come to use it as a label
for constructed-response, interpretive
exercises, and essay items. It’s as though there
is an ideal for what a performance assessment
should look like, and many variations in
practice. Insert Running Title 6
 Nature of Performance-Based Assessment
• Other terms, such as alternative assessment and
authentic assessment, are sometimes used
interchangeably with performance assessment,
but they actually mean something different.
• An alternative assessment is any method that
differs from conventional paper-and-pencil tests,
most particularly objective tests.
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 Nature of Performance-Based Assessment
• Authentic assessment involves the direct
examination of a student’s ability to use knowledge
to perform a task that is like what is encountered in
real life or in the real world. Authenticity is judged in
the nature of the task completed and in the context
of the task (e.g., in the options available,
constraints, and access to resources). Authentic
classroom assessment is excellent for motivating
students— it gets them engaged and requires
application thinking skills. Insert Running Title 8
The literature stresses eight additional characteristics:
1. A performance-based task
2. A cognitively complex task
3. A defense of an answer or product
4. Formative
5. Includes collaboration with others
6. Known scoring criteria
7. Use of multiple indicators for scoring
8. A mastery, criterion-referenced orientation
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 Limitations
• The limitations of using performance assessment lie in
three areas: reliability/ precision, sampling, and time.
• Unfortunately, performance assessments are subject to
considerable measurement error, which lowers
reliability/precision. Like essay items, the major source of
measurement error with performance assessments is with
scoring. Because scoring requires professional judgment,
usually Strengths and Limitations of Performance by only
one person, there will be variations and error due to bias
and other factors, similar to what affects evaluating essay
answers. Insert Running Title 10
• Inconsistent student performance also contributes to error. Student
performance at one time may differ noticeably from what the student
would demonstrate at another time (this might occur, for example, if on
the day of the performance the student is ill).
• The third major limitation of performance assessment concerns time.
First, it is very time consuming for teachers to construct good tasks,
develop scoring criteria and rubrics, administer the task, observe students,
and then apply the rubrics to score the performance or product.
Second, it is difficult, in a timely fashion, to interact with all students and
give them meaningful feedback as they learn and make decisions.
Finally, it is difficult to estimate the amount of time students will need to
complete performance assessments, especially if the task is one you
haven’t used previously and if students are unaccustomed to the format
and/or expectations.
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 Strengths and Weaknesses of Performance
Assessments
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.
• Emphasis on reasoning skills.
• Forces teachers to establish specific criteria to
identify successful performance.
• Encourages student self-assessment.
• Emphasis on application of knowledge.
• Encourages reexamination of instructional goals
and the purpose of schooling.
Weaknesses
• Reliability/precision 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 plan for amount of time needed.
• Limited ability to generalize to a larger domain of
knowledge.
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 Product-Oriented Learning Competencies
Performance assessments are primarily used for four types of
learning targets— deep understanding, reasoning, skills, and
products.
• Deep understanding- the idea is to involve students meaningfully in
hands-on activities for extended periods of time so that their
understanding is richer and more extensive than what can be
attained by more conventional instruction and traditional paper-and-
pencil assessment.
- focuses on the use of knowledge and skills.
• Reasoning skills is used as they demonstrate skills and construct
products. They use cognitive processes such as analysis, synthesis,
critical thinking, inference, prediction, generalizing, and hypothesis
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 Product-Oriented Learning Competencies
• Skills- students are required to demonstrate communication, presentation,
and/or psychomotor skills.
- Communication Skills- involve students performance of reading, writing,
speaking and listening skills.
- For reading, targets can be divided into process—what students do
before, during, and after reading—and product—what students get from reading.
- Reading targets for elementary students progress from targets such as
phonemic awareness skills (e.g., decoding ,phonological awareness, blending), to
skills needed for comprehension and understanding ( such as discrimination,
contextual cues, inference, blending, sequencing, and identifying main ideas).
- For writing skills- targets are related to a student’s grade level. The
emphasis for young students is on their ability to construct letters and copy words
and simple sentences legibly. For writing complete essay or papers, elaborate
delineation of skills have been develop. Insert Running Title 14
Below are the following writing targets that are important
dimension of writing:
• Purpose clarity of purpose; awareness of audience and task;
clarity of ideas
• Organization- unity and coherence
• Details-appropriateness of details to purpose and support for
main points of writer’s response
• Voice/tone- personal investment and expression
• Usage, mechanics, and grammar- correct usage (tense formation,
agreement, word choice), mechanics( spelling, capitalization,
punctuation), grammar, and sentence construction. Insert Running Title 15
• Oral communication Skills- targets can be generalized to many
situations or focused on a specific type of presentation, such as
giving a speech, singing a song, speaking a foreign language, or
competing in a debate.
• When the emphasis is on general oral communication skills, the
targets typically center on the following three general categories
(Rusell & Airaian, 2012 :
 Physical Expression- eye contact, posture, facial expressions,
gestures, and body movement.
 Vocal expression – articulation, clarity, vocal variation, loudness, pace,
and rate.
 Verbal expression- repetition, organization, summarizations, reasoning,
completeness of ideas and thoughts, selection of appropriateInsert
words
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• Psychomotor skills- there are two steps in identifying
psychomotor skills learning targets.
• The first step is to describe clearly the physical actions that are
required. These may be developmentally appropriate skills or skills
that are needed for specific tasks help.
• The second step is to identify the level at which the skill is to be
performed. One effective way to do this is to use an existing
classification of the psychomotor domain. This system is
hierarchical. At one level there is guided response, which
essentially involves imitating a behavior or following directions. At
higher levels students show more adaptability and origination, a
greater ability to show new actions and make adjustments asInsert Running Title 17
needed.
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• Products are completed works, such as term papers,
projects, and other assignments in which students use their
knowledge and skills. For years, students have done papers,
reports, and projects. What makes these products different
when used for performance assessment is that they are
more engaging and authentic, and they are scored more
systematically with clear criteria and standards.
• As a learning target, each product needs to be clearly
described in some detail so that there is no
misunderstanding about what students are required to do.
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 Task Designing
•The first is to identify the performance task
in which students will be engaged; the
second is to develop descriptions of the
task and the context in which the
performance is to be conducted; the third is
to write the specific question, prompt, or
problem the students will receive.
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 Step 1: Identify the Performance Tasks

• The performance task is what students are required to

do in the performance assessment, either individually or
in groups. The tasks can vary by subject and by level of
complexity. With regard to level of complexity, it is useful
to distinguish two types: restricted and extended.
• Restricted- and Extended-Type Performance Tasks.
Restricted-type tasks target a narrowly defined skill and
require relatively brief responses. The task is structured
and specific. These tasks may look similar to short essay
questions and interpretive exercises that have open-
ended items. Insert Running Title 22
• Extended-type tasks are more complex, elaborate,
and time consuming. Extended-type tasks often
include collaborative work with small groups of
students. The assignment usually requires that
students use a variety of sources of information
(e.g., observations, library, interviews).
Judgments will need to be made about which
information is most relevant. Products are
typically developed over several days or even
weeks, with opportunities for revision. Insert Running Title 23
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 Step 2: Prepare the Task Description
• The performance task needs to be specified so
that it meets the criteria for good performance
assessment and is clear to students. This is
accomplished by preparing a task description.
The purpose of the task description is to
provide a blueprint or listing of specifications to
ensure that essential criteria are met, that the
task is reasonable, and that it will elicit desired
student performance. Insert Running Title 25
 Step 3: Prepare the Performance Task Question or Prompt

• The actual question, problem, or prompt that

you give to students will be based on the task
description. It needs to be stated so that it
clearly identifies what the final outcome or
product is, outlines what students are allowed
and encouraged to do, and explains the criteria
that will be used to judge the product.
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 1. The Performance Task Should Integrate the Most Essential Aspects of
the Content Being Assessed with the Most Essential Skills.
2. The Task Should Be Authentic.
a. Is realistic.
b. Requires judgment and innovation.
c. Asks the student to “do” the subject.
d. Replicates or simulates the contexts in which adults are “tested” in
the workplace, in civic life, and in personal life.
e. Assesses the student’s ability to efficiently and effectively use a
repertoire of knowledge and skill to negotiate a complex task.
f. Allows appropriate opportunities to rehearse, practice, consult
resources, and get feedback on and refine performances and products.
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 3. Structure the Task to Assess Multiple Learning
Targets.
4. Structure the Task So That You Can Help Students Succeed.
5. Think Through What Students Will Do to Be Sure That the
Task Is Feasible.
6. The Task Should Allow for Multiple Solutions.
7. The Task Should Be Clear.
8. The Task Should Be Challenging and Stimulating to
Students.
9. Include Explicitly Stated Scoring Criteria.
10.Include Constraints for Completing the Task
• Time, Reference material, Other people, Equipment, Scoring criteria.
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 Scoring Criteria
Performance criteria (or scoring criteria or simply
criteria) are what you look for in student responses
to evaluate their progress toward meeting the
learning target. In other words, performance
criteria are the dimensions or traits in products or
performance that are used to illustrate and define
understanding, reasoning, and proficiency. Explicitly
defined performance criteria help to make what is a
subjective process clear, consistent, and defensible.
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 Scoring and Evaluating
The second essential part of evaluating performance assessments is
to have a well developed, clear approach to scoring and evaluating
the extent to which different levels of the criteria are demonstrated.
Checklists- is a simple listing of the criteria or dimension, and you
will simply check whether or not each criterion was met or each
dimension demonstrated. It is a yes/no type of decision. Checklists are
good for evaluating a sequence of steps that are required.
Rating Scales- used to indicate the degree to which a particular
dimension is present, beyond a simple yes/no. It provides a way to
record and communicate qualitatively different levels of performance.
Several types of rating scales are available; we will consider three:
numerical, qualitative, and numerical/quantitative combined. Insert Running Title 30
 Rubrics
- are the most common and most effective way to
score performance assessments (Lane, 2013). A rubric
is a scoring guide that includes a scale that spans
different levels of competency. This scale is used with
the criteria to establish a two-dimensional table, with
the criteria on one side and the scale on the other.
Within the table are descriptions of how teachers
differentiate between different scale points for each
criterion. That is, a rubric uses descriptions of different
levels of quality on each of the criteria. Insert Running Title
•Developing Rubrics are best developed by
combining several different procedures
(Gallavan, 2009; Schwartz & Kenney, 2008). It
is helpful to begin by clarifying how the
discipline defines different levels of
performance. This will give you an idea of the
nature and number of gradations that should
be used.
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• Holistic rubric is one in which each category of the
scale contains several criteria, yielding a single score
that gives an overall impression or rating.
Advantages of using a holistic rubric are its simplicity
and the ability to provide a reasonable summary rating.
The disadvantage of a holistic score is that it reveals
little about what needs to be improved. Thus, for
feedback purposes, holistic scores provide little specific
information about what the student did well and what
needs further improvement. Insert Running Title 34
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• Analytic rubric (or analytic-trait rubric) is one in which
each criterion receives a separate score. If analytic
scoring were used in gymnastics, each criterion such as
flexibility, balance, and position would be scored
separately. This kind of rubric provides much better
diagnostic information and feedback for the learner, and
is more useful for formative assessment. Students are
able to see their strengths and weaknesses more clearly.
They are able to connect their preparation and effort
with each evaluation. However, analytic rubrics take
longer to create and score. Insert Running Title 37
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 Sources of Error in Scoring Student Performances
1. Be Sure the Criteria Focus on Important
Aspects of the Performance
2. Match the Type of Rating with the
Purpose of the Assessment
3. Descriptions of the Criteria Should Be
Directly Observable

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 Sources of Error in Scoring Student Performances
4. Criteria Should Be Written So That Students, Parents,
and Others Understand Them
5. Characteristics and Traits Used in the Scale Should Be
Clearly and Specifically Defined
6. Take Appropriate Steps to Minimize Scoring Error
• Personal bias results in three kinds of errors. Generosity
error occurs when the teacher tends to give higher
scores; severity error results when teachers use the low
end of the scale and underrate students’ performances. A
third type of personal bias is central tendency error, in
which students are rated in the middle.
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The halo effect occurs when the teacher’s
general impression of the student affects
scores given on individual traits or
performances. If the teacher has an overall
favorable impression, he or she may tend to
give ratings that are higher than what is
warranted; a negative impression results in
the opposite. Insert Running Title 42
 7. The Scoring System Needs to Be Feasible.
First, you need to be practical with respect to the amount of time it
takes to develop the scoring criteria and do the scoring. Generally,
five to eight different criteria for a single product are sufficient and
manageable.
• Second, students will be able to focus only on a limited number of
aspects of the performance.
• Third, if holistic descriptions are too complex, it is difficult and
time consuming to keep all the facets in mind.
• Finally, it may be difficult to summarize and synthesize too many
separate dimensions into a brief report or evaluation.
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 Scoring-Instrument Flaws
- The major defect with most scoring instruments
is the lack of descriptive rigor with which the
evaluative criteria to be used are described. Given
this lack of rigor, ambiguity exists in the
interpretations scorers make about what the
scoring criteria mean. This typically leads to a set
of unreliable ratings.
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 Procedural Flaws
- Among common problems with scoring
students’ responses to performance tests, we
usually encounter demands on teachers to rate
too many qualities. Overwhelmed scorers are
scorers rendered ineffectual. Teachers who opt
for a large number of evaluative criteria are
teachers who have made a decisively inept opt.
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 Summary
■ In contrast to paper-and-pencil tests, performance assessment requires
students to construct an original response (performance or product) to a task
that is scored with teacher judgment.
■ Authentic assessment involves a performance task that approximates what
students are likely to have to do in real-world settings.
■ Performance assessment integrates instruction with evaluation of student
achievement and is based on constructivist learning theory. Multiple criteria for
judging successful performance are developed.
■ Effective performance assessment engages students in meaningful activities
that enhance their thinking skills and demonstrate their ability to apply what they
have learned.
■ Limitations of performance assessments include the resources and time needed
to conduct them, bias and unreliability in scoring, and a lack of generalization to 47
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larger domains of knowledge.
 Summary
■ Performance assessment is used most frequently with deep
understanding, reasoning, skill, and product learning targets.
■ Communication skill targets include reading, writing, and speaking.
■ Psychomotor skill targets consist of physical actions—fine motor,
gross motor, complex athletic, and visual, and verbal/auditory.
■ Product targets are completed student works, such as papers,
written reports, and projects.
■ Presentation targets include oral presentations and reports.
■ The performance task defines what students are required to do.

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 Summary
■ Restricted-type tasks target a narrowly defined skill and have a brief response
■ Extended-type tasks target complex tasks and have extensive responses. These
may take several days or even weeks to complete.
■ The task description needs to clearly indicate the target, student activities,
resources needed, teacher role, administrative procedures, and scoring
procedures.
■ Effective tasks have multiple targets that integrate essential content and skills,
are grounded in real-world contexts, rely on teacher help, are feasible, allow for
multiple solutions, are clear, are challenging and stimulating, and include scoring
criteria.
■ Criteria are narrative descriptions of the dimensions used to evaluate the
students.
■ Scoring performance assessment is done with checklists, rating scales, and
rubrics. Insert Running Title 49
 Summary
■ Holistic rubrics contain several dimensions together; analytic
rubrics provide a separate score for each dimension.
■ Complete scoring rubrics include both descriptions and evaluative
labels for different levels of the dimension.
■ Scoring criteria are based on clear definitions of different levels of
proficiency and samples of student work.
■ High-quality scoring criteria focus on important aspects of the
performance, match the type of rating (holistic or analytical) with the
purpose of the assessment, are directly observable, are
understandable, are clearly and specifically defined, minimize error,
and are feasible
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 References
• James-H.-McMillan-Classroom-Assessment_-Principles-and-Practice-
That-Enhance-Student-Learning-and-Motivation.-Pea.pdf

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 Member
• Angel Catahum
• Cyrene Mary Talaman
• Darwen Catanus
• Dennis Dave Lamosao
• Eva Mae Soriano
• Gil Milliones
• Honey Ghemmalyn Abalos

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