PERFORMANCE ASSESSMENT

- It is an activity or set of activities that require students to generate products or

performances that provide direct or indirect evidence of their knowledge, skills, and
abilities in academic content domain.
Types of Performance Assessment
A. Product-Based Assessment
1. Visual products – Examples: charts, illustrations, graphs, murals, collages, video
presentations, art exhibits
2. Kinesthetics products – Examples: diorama, puzzles, games, sculpture, exhibits, dance
recital
3. Written products – Examples: journals, diaries, logs, reports, letters, thesis
4. Verbal products – Examples: audiotapes, debates, lectures, voice recordings
B. Performance-Based Assessments
1. Oral presentations/demonstrations – Examples: paper presentations, poster
presentation, individuals kills demonstrations
2. Dramatic/Creative performance – Examples: dance recital, dramatic enactment, role
play, playing musical instruments, poetry interpretation
3. Public speaking – Examples: debates, mock trial, simulations, interviews
4. Athletic skills demonstration./competition – Examples: playing basketball, baseball,
soccer, volleyball
Performance- based assessment
- is one in which the teacher observes and make judgment about the students’
demonstration of a skill or in creating a product, constructing a response, or making a
presentation (Mc Millan, 2007)
- is an alternative form of assessment that moves away from traditional paper-and-
pencil test (Ferman, 2005)
- provide a basis of teacher to evaluate both the effectiveness of the process or
procedure used and the product resulting from performance of a task (Linn, 1995)
- process the creative aspect of the students in bringing out what they know and what
they can do through different performance tasks
- some performance assessment proponents contend that genuine performance
assessment must possess at least three features (Popham, 2011):
 Multiple evaluation criteria
 Pre-specified quality standards
 Judgment appraisal
Reasons for Using the Performance-based Assessment
 Dissatisfaction of the limited information obtained from selected-response test.
 Influence of cognitive psychology, which demands not only for the learning of
declarative but also procedural knowledge.
 Negative impact of conventional tests, e.g. high stake assessments, teaching to the
test
 It is appropriate in experiential, discovery-based, integrated, and problem-based
learning approaches.
Types of Performance Tasks
1. Solving a problem

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 o critical thinking and problem solving are important that need to be sharpened
and develop by the learners
2. Completing an inquiry
o an inquiry task is one in which the students are asked to collect data in order for
them ti understand about a topic or issue
3. Determining a position
o The task requires students to make decision/clarify a position
4. Demonstration task
o This task shows how the students use knowledge and skills to complete well –
defined complex tasks
5. Developing exhibits
o Exhibits are visual presentations or displays that need little or no explanation
from the creators
6. Presentation tasks
o This a work or task performed in front of an audience
7. Capstone performance
o These are tasks that occur at the end of a program study

Methods of Performance-based Assessment

1. Written-open ended – A written prompt (ready) is provided.
Formats: Essay, open-ended (flexible) test
2. Behavior-based – This utilizes direct observations of behaviour in situations or simulated
contexts.
Formats: structured (organized/planned) or unstructured (free/formless)
3. Interview-based – Examinees respond in one-to-one conference setting with the examiner
to demonstrate mastery of skills.
Formats: structured (organized/planned) or unstructured (free/formless)
4. Product-based – examinees create a work sample or a product utilizing the skills/abilities.
Format: Restricted or extended
5. Portfolio-based – Collections of work samples that are systematically gathered to serve a
given purpose
Division of Performance-based Assessment
1. Process-oriented PBA
 Assessment that gives emphasis to the process inn doing the task
 Assessment has to done during the performance of the task when the student is
doing the steps
 Example: presentation, role play
2. Product-oriented PBA
 Assessment that gives emphasis to the product or overall learning outcome.
 Assessment is done on the basis of the final product.
 Takes higher-order thinking
 Linked with level of expertise manifested by the product
Level 1 – Novice or beginners
Level 2 – Skilled
Level 3 – Expert
Classification of Performance-based Assessment
1. Restricted-response
 Sometimes a question can be a closed-end question but then requires a
justification/explanation of the answer

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  Interpretive exercise but then ask for the explanation of the answer and NOT the
answer itself
2. Extended-response
 It might require students to choose a data from a variety of sources like survey,
observation, etc.
 Process is as important as much as the product (e.g. research work, writing a short
report on a field trip)
Types of Performance-based Assessment
1. Presentation
– one of the beast ways to enhance students skills about providing information, reporting
progress and persuading others
2. Portfolios
- One of the best ways to enhance students decision-making powers because the
students decide about their best works that can be included in their portfolios
- It can also focus on the writing skills of the students
- It also enhanced students reflective skills as they reflect upon their portfolios and upon
their written works that can be included in the portfolios
3. Performance
- A group of students can be given a part from a novel ort play or any situation which
they’ll have to act
4. Debates
- Enhancing various skills a mong students like respecting others point of view or
opinions
- Skills associated include research arguments, reading comprehension, evidence
evaluation, public speaking and civic skills
5. Projects
Characteristics of Performance-based Assessment
 Complex ( multifaceted/complicated)
 Open-ended (flexible)
 Time-bound
 Authentic (realistic)
 Process/product oriented
 Formative in nature
 Students are active part of the assessment process
Three Most Important Components of PBA
1. Rubric
2. Observation
3. Thorough (comprehensive/detailed) feedback
Task Designing for Product-Oriented PBA
1. Complexity – Task should be within then elvel of the pupils/students
2. Appeal – Task should be interesting with should lead to self-discovery of information
3. Creativity – The task should encourage students creativity and divergent thinking
4. Goal-based – The task should eb able to accomplish a purpose or goal
What does PBA measures?

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 In general, a PBA measures students’ ability to apply the skills and knowledge
learned from a unit or units of study. Typically, the task challenges students to use their
higher-order thinking skills to create a product or complete a process (Chua, 2010).

How to Assess a Performance?

1. Identify the competency that has to be demonstrated by the students with or without a
product.
2. Describe the task to be performed by th4e students either individually or as a group.
Seven Criteria in Selecting a Good Performance Assessment Task
a. Generalizability – The likelihood that the students’ performance on
the task will generalize to comparable tasks.
b. Authenticity – The task is similar to what the students might encounter
in the real world as opposed to encountering it only in school.
c. Multi-foci – The task measures multiple instructional outcomes.
d. Teachability – The task allows one to master the skill that one should be
proficient (capable/expert/skilled) in.
e. Feasibility – The task is realistically implementable in relation to its cost,
space, time, and equipment requirements.
f. Scorability – The task can be reliably and accurately evaluated
g. Fairness – The task is fair to all students regardless of their social status or
gender.
3. Develop a scoring rubric reflecting the criteria.
Example: Physical Education – Dance class

Intended Learning Teaching-Learning Performance Assessment

Outcomes Activities Tasks
At the end of the course, the
students should be able to:
1. Perform dance routines and Lecture, class discussion, Culminating dance class
creatively combine variations movement exercises, dance recitals, practical test for each
with rhythm, coordination, demonstration, actual dancing type of dance, reflection
correct footwork technique, with teacher and partners, papers, peer evaluation rating
frame, facial and body collaborative learning
expression.
2. Participate in dance socials Required attendance and Actual dance performance in
and other community fitness participation in school and school or community
advocacy po]projects. community dance programs, reaction/reflection
performances papers

Performance Assessment Tools

1. Rubric
 is a scoring tool that lists the criteria of “what counts” for a piece of work
 evaluation tool that describes quality of work on a gamut (range) from excellent to
poor
 measures student work against real-life criteria and is referred to as a form of
authentic assessment
2. Observation
 an informal assessment technique of watching students to identify strengths and
weaknesses, patterns of behaviour, and cognitive strategies

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  help determine which students need additional support and how to adjust instruction to
encourage more and better learning
3. Anecdotal Notes/Narrative
 used to record specific observations of individual student behaviors, skills and
attitudes as they relate to the outcomes in the program of studies;
 written as the result of ongoing observations during the lessons but may also be
written in response to a product or performance the student has completed; and
 are brief, objective and focused on specific outcomes.
4. Checklist
 presents the extent or degree to which a trait (characteristic/quality) has been
satisfied by one’s work or performance
 the rater checks the trait/s that has/have been observed in one’s performance or
product
5. Rating Scale
 an overall description of the different levels of quality of a work or a performance
 measures the extent or degree to which a trait has been satisfied by one’s work or
performance
 uses 3 or more levels to describe the work or performance although the most
common rating scales have 4 or 5 performance levels.
Prepared by:
mmdaiz@yahoo.com