Issues about performance-based learning and assessment in the Philippine setting.

1. PERFORMANCE-BASED LEARNING &
ASSESSMENT
Mikael Sandino T. Andrey

2. WHAT IS IT?
 Performance
 The execution of an action (Merriam-Webster)
 the action or process of carrying out or
accomplishing an action, task, or function (google)
 Learning
 The activity or process of gaining knowledge or skill
by studying, practicing, being taught, or
experiencing something (Merriam-Webster)
 Assessment
 The act of making a judgment about something
(Merriam-Webster)

3. DEPED’S DEFINITION OF PERFORMANCE
“real-life application of
understanding as
evidenced by the student’s
performance of authentic
tasks” (DepEd Order No. 73, s. 2012)

4. PERFORMANCE-BASED LEARNING & ASSESSMENT
 the act of learning, people obtain content
knowledge, acquire skills, and develop work
habits—and practice the application of all
three to “real world” situations
 represent a set of strategies for the acquisition
and application of knowledge, skills, and work
habits through the performance of tasks that
are meaningful and engaging to students
K. Michael Hibbard, et .al., “Teacher's Guide to Performance-Based Learning and Assessment”
http://www.ascd.org/publications/books/196021/chapters/What_is_Performance-
Based_Learning_and_Assessment,_and_Why_is_it_Important%C2%A2.aspx

5. PERFORMANCE-BASED LEARNING
 Learning in an environment where the student
is expected to be aware of competencies that
are important for them to attain and the extent
to which their learning experiences are
meeting those expectations. Demonstration of
student learning outcomes is also important to
communicate to employers or the general
public to show what students know and are
able to do.
http://www.spcc.edu/about-spcc/learning-college/775-learning-college-language-definitions.
html

6. PERFORMANCE-BASED ASSESSMENT
 Performance-based assessment is an
alternative form of assessment that moves
away from traditional paper and pencil tests.
Performance-based assessment involves
having the students produce a project,
whether it is oral, written or a group
performance. The students are engaged in
creating a final project that exhibits their
understanding of a concept they have
learned.
http://audreymerrell.net/INTASC/INTASC8/Assessment/index.html

7. 2 PARTS OF PERFORMANCE-BASED ASSESSMENT
 The first part is a clearly defined task for the
students to complete. This is called the product
descriptor. The assessments are either product
related, specific to certain content or specific
to a given task.
 The second part is a list of explicit criteria that
are used to assess the students. Generally this
comes in the form of a rubric. The rubrics can
either be analytical, meaning it assesses the
final product in parts, or holistic, meaning that is
assesses the final product as a whole.
http://audreymerrell.net/INTASC/INTASC8/Assessment/index.html

8. TYPES OF PERFORMANCE-BASED ASSESSMENT
 Journals
 Letters
 Oral Reports
 Original Stories
 Oral Interviews
 Skit
 Poetry Recitations
 Portfolios
 Puppet Show
 Art Works/Designs/Drawings

9. Performance-Based Assessment have limitless
strategies that can be used to test a student’s
learning or acquired skills.
It can also be used to assess the student in all the
four Macro-Skills which are Reading, Writing,
Listening and Speaking needed to be
acquired by our learners.
PBA eradicates the connotation of assessment as
a paper and pencil test which is a traditional
method of measuring a student’s learning.

10. SO WHAT ARE THE PROBLEMS?
 Learner Factor
 PBA promotes creativity, but it can also
stimulate students’ creativity in cheating or
copying from a classmate.
 PBA sometimes cannot measure the
individual acquisition of skills by the learners.
 PBA takes so much TIME
 PBA somehow eliminate the feeling that they
are being assessed.
Based from the reporter’s perspective

11. Teacher Factor
 Teachers’ dedication
In making a rubric
In checking the outputs
 Teachers’ orientation
Going out of their comfort zones
(Traditional Assessment) and embracing a
new way of assessment
Proper understanding about what is
Performance-Based

12.  Teachers’ TIME
Checking all the papers and outputs with
different points of view
Handling/carrying out the assessment
Doing other teaching related tasks
 Teachers’ Environment
Availability of resources needed for the
varied PBA tools
Ability to handle students with different
skills

13. “Tell me, I'll forget. Show me, I may
remember. But involve me, and I'll
understand.”
-Chinese Proverb