Performance Based
Assessment
What is Performance Based
Assessment?
PBA is a form of assessment that requires
students to perform a task rather than an
answer questions from a ready made list.
Also known as:
O Authentic Assessment
O Alternative Assessment
O Active Learning
O Performance Assessment
Introduction
Performance-based assessments
require students to apply knowledge and
skills.
PBA’s can be used as formative or
summative assessments.
Can be labor- and time-intensive.
Can also be quite diverse.
Characteristics of PBA’s
PBA’s present students with hands-on tasks or
other performance-based activities that students
must complete individually or in small groups;
Work is evaluated using pre-established criteria:
A performance task (actual prompt or
activity)
A scoring rubric (scoring guide consisting
of pre-established performance criteria)
Direct observation of student skills and
capabilities (very different from pencil-
and-paper tests)
Characteristics of PBA’s
Performance assessments are:
Based in the “real world” = authentic assessment
Must be linked to instructional objectives/standards
Less abstract than more traditional forms of assessment
Assessments, by themselves, are meaningful learning
activities
Concept of performance assessments is not new
Specific behaviors/capabilities should be observed
Measure complex capabilities/skills that can’t be
measured with pencil-and-paper tests
Must focus on teachable processes
Can judge appropriateness of behavior/understanding
Characteristics of PBA’s
(Continued)
Performance assessments are (continued):
Can be used to judge appropriateness of behavior or
understanding
require products of behaviors that are valuable in
their own right
tasks should encourage student reflection
Can specifically targets procedures used by students
to solve problems
Results in tangible outcome or product
Developing PBA Tasks
Six essential features to keep in mind. PBA’s should:
1) Have a clear purpose that specifies the decision that will be
made resulting from the assessment.
2) Focus be on process, product, or both
3) No simple right or wrong answers; they must be assessed
along some sort of continuum.
4) Focus on degrees (e.g., quality, proficiency, understanding,
etc.).
5) Try to reduce potential subjectivity in scoring.
6) Share scoring information with students early—as a guide
What does the research say
about PBA?
O Students actively construct meaning
of their own understanding.
O Students become more actively
engaged when they have to organize,
structure and apply their knowledge.
What does PBA
look like in the classroom?
O No pencil and paper, O Use of higher order
not multiple choice thinking skills
O Rubrics given prior to O Synthesis of classroom
start instruction
O Open ended response
O Student reflection
exercises/Hands on O Practical/Real life
experiences
O Portfolios –
compilation of required O Extended tasks
tasks and best works
Pros and Cons of PBA
Pros Cons
O More than one correct O Address fewer learning
answer objectives – time
O Creative solutions
intensive
O Found intimidating to
O Engaging
students used to
O Part of learning process memorization
O Can assess students O Less reliable
ability to apply
O Lower ability students
knowledge
sometimes frustrated
O Real life/world tasks
O Can assess thinking
skills
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