1. PERFORMANCE-BASED
ASSESSMENT

2. At the end of this module, you are expected to:
1. Define performance-based assessment and the related terms;
2. Describe the nature of performance-based assessment;
3. Describe the methods of scoring essay and performance tasks;
4. List suggestions for preparing performance tasks for
assessment;
5. Identify the necessary skills in assessing process, product and
performance;
6. Develop scoring rubrics to assess process, product, and
performance; and
7. Discuss the steps in developing performance-based assessment.
LEARNING OUTCOMES

3. WHAT IS
PERFORMANCE
-BASED
ASSESSMENT?

4. Performance-based assessment is a
process-based evaluation of student skills
based on how they learn. It fits in with
formative and benchmark assessments and can
also be used as a summative assessment.
Performance-based assessment engages
students, simulates the authentic application of
skills, and provides opportunities for failure
and learning from specific feedback.

5. Performance-based assessment is a
direct and systematic observation of the actual
performance of students on predetermined
performance criteria (zimmaro, 2003). 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).

6. CHARACTERISTICS
OF
PERFORMANCE-
BASED
ASSESSMENT

7. 1. Students create, perform, or
present their work
The first main characteristic
of performance-based assessment is
the goal of this type of assessment.
With “normal” assessments,
students are having their ability to
recall and reason tested. In
performance-based assessment, your
students are creating, performing,
or presenting work that is wholly
their own based on what they’ve
learned.

8. 2. Simulation of real life
skill
The assessment should
be related to how the skills
and knowledge learned in
class can be applied.

9. 3. Products may come in
different forms
The results of a
performance-based assessment
task come in many forms. It
doesn’t have to be a performance,
and it doesn’t have to be written.

10. 4. Time-limited
The time spent on a
performance-based
assessment may be short or
long term. Some projects may
take several weeks or over
the course of a semester.

11. 5. Inside, outside class, or
both
One of performance-based
assessment’s unique qualities is
the ability to be done in any
combination of inside or outside of
class time. Most assessments are
tied to the classroom, but you
have the freedom to encourage
outside work as well. Some work
is done in class (rehearsing) and
some are done outside of class
time (practice, sectionals).

12. 6. May work alone or with
others
Unlike most assessments
which are tests of individual
ability, performance-based
assessments can be structured to
allow for students to work
together as well as alone.

13. 7. Standardized form for scoring
For all the above characteristics,
you are probably thinking: hey! I already
do all of this! That’s awesome! But here is
the most often forgotten part of
performance-based assessments. There
needs to be a clear rubric or set of
expectations for all students. This rubric
(not the only option, but the most
common one) is to give students a clear
idea of what they’re working towards.
And the rubric must allow for a way to
collect at least some individual data on
students (even if they’re working in
groups). Rubrics or expectations may be
generated by you, the teacher, or in
conjunction with the students.

14. WHY USE
PERFORMANCE
ASSESSMENT?

15. 1. Performance assessment looks at higher-
order thinking skills and problem-solving
abilities. Other features like time
management and clear communication are
also tested in these kinds of assessments.
Here are some benefits of performance
assessment over standardized testing:

16. 2. High-stakes standardized testing evaluates
whether students know enough about a
subject. Performance assessments, on the
other hand, measure whether students can
apply the knowledge appropriately in
various contexts.

17. 3. If interim goals are created and applied
correctly, performance assessments allow
students to monitor themselves. This type of
metacognition, particularly in a test
environment, is enormously beneficial to
higher-level student learning.

18. 4. Any instructors who use performance
assessments need to include the standards they
expect and the steps that they must take in
applying the knowledge in the curriculum. This
makes “teaching to the test” a positive teaching
and learning strategy.

19. 5. Performance assessments go hand-in-hand with
modern teaching strategies like active learning
and critical thinking. If a student undertakes
collaboration and discussion in a classroom
context (and in formative assessment), those
learned skills will be more easily applied and
evaluated in summative assessments, and
eventually reflected in students’ performance.

20. FEATURES OF
PERFORMANCE-
BASED
ASSESSMENT

21. 1. Greater realism of tasks
2. Greater complexity of the tasks
3. Greater time needed for assessment
4. Greater use of judgement in scoring
According to Gronlund (1998), there are features
of performance-based assessment that differ from
other types of assessment.

22. DOMAINS OF
PERFORMANCE-
BASED
ASSESSMENT

23. Communication skills
1. Writing an essay
2. Delivering a speech
The following shows the domains and examples where performance-based
assessment is applicable.

24.  PSYCHOMOTOR SKILLS
1. Holding a pencil
properly
2. Following a procedure
when dissecting a frog
in the laboratory class
3. Focusing a microscope
4. Bisecting a line

25.  Athletic skills
1. Shooting three points
in a basketball game.
2. Pitching a strike ball in
baseball game
3. Diving

26. CONCEPT ACQUISITION
1. Skills in acquiring, organizing, and using
information

27. TYPES OF
PERFORMANCE-
BASED
ASSESSMENT

28. There are three types of performance-based
assessment from which to choose: products,
performances, or process-oriented
assessments (McTighe & Ferrara, 1998)

29.  A product refers to something produced
by students providing concrete examples of
the application of knowledge. Examples
can include brochures, reports, web pages
and audio or video clips. These are
generally done outside of the classroom
and based on specific assignments.

30.  Performances allow students to show how they can
apply knowledge and skills under the direct observation
of the teacher. These are generally done in the
classroom since they involve teacher observation at the
time of performance. Much of the work may be prepared
outside the classroom but the students “perform” in a
situation where the teacher or others may observe the
fruits of their preparation. Performances may also be
based on in-class preparation. They include oral reports,
skits and role-plays, demonstrations, and debates
(McTighe & Ferrara, 1998).

31.  Process-oriented assessments provide insight into
student thinking, reasoning, and motivation. They can
provide diagnostic information on how when students
are asked to reflect on their learning and set goals to
improve it. Examples are think-alouds, self/peer
assessment checklists or surveys, learning logs, and
individual or pair conferences (McTighe & Ferrara,
1998)

32. HOW DO
PERFORMANCE
ASSESSMENTS
WORK?

33. The educator sets a task for which there is
more than one route to completion or a complex
problem to tackle with considerable leeway for
interpretation.
Students must reach an answer—but the
answer is not the most important part. Rather, the
journey is the destination. Students must
demonstrate competencies in production,
communication and applying their content
knowledge.

34. The most effective way of measuring this is by
assigning a list of performance tasks, along with an
achievement level for each. This list should be reasonably
comprehensive and scoring for each task should take place on
a scale.
These tasks can reflect industry best practices. For
example, on a computer science performance assessment, a
task could be “Did the candidate effectively document their
code?” That task could be measured on a grade of “not
achieved,” “partly achieved” or “fully achieved.” An art or
video project task could be “Did the student correctly gather
requirements?” Final scores can then be calculated from this
list.

35. WHAT YOU NEED TO
MAKE
PERFORMANCE
ASSESSMENT
SUCCESSFUL?

36. 1. Templates and scoring rubrics
For students, performance assessments are
a balancing act between the open-ended nature
of the project, and the competencies and
mastery they need to demonstrate to meet
learning objectives. You can either share the full
guidelines of how the project will be graded with
your students.

37. 2. Examples/benchmarks: Good (or bad)
Students who have set open-ended tasks for
summative assessment will find previous examples
crucial to success. These examples could be ‘ideal’
versions of work for them to follow. However, they
could also be flawed or low-quality work that can be
used as part of a teaching activity. For example,
students can then try evaluating and discussing in
class what they would improve, why and how in order
to arrive at the correct answer.

38. 3. Help your students prepare and practice
Although many of your students will have
participated in performance assessments in the past,
there will be others to whom the concept is completely
new. Setting milestones, in the form of mini-
performance assessments, in preparation for the final
tally will help them get used to thinking in a new way.
This may help reduce anxiety that might affect their
overall performance.

39. DEVELOPING
PERFORMANCE-
BASED
ASSESSMENT

40. Teachers are reluctant to use performance-based
assessment in the classroom because they do not have
the necessary training to implement such method.
Hence, it is very important to know how to develop
performance-based assessment.

41. 1. Define the purpose of the assessment
2. Determine the skills, learning outcomes, and
taxonomy level.
3. Design and develop activity or performance task
4. Define the performance criteria
5. Creating the scoring rubrics
6. Assess the Performance
7. Specify the Constraints in testing
Steps in Developing Performance-based Assessment

42. PRINCIPLES OF
PERFORMANCE
ASSESSMENT

43. 1. Accountability
2. Performance-based Assessment
3. Evidence-based Assessment
4. Validity and Reliability in Assessment
5. Participation and Collaboration

44. PERFORMANCE
TASK

45. Performance task provides a common means
of assessment. As the term implies, the students will
be asked to do something. The students will not just
answer questions such as those questions asked in
selected-response test format or essay
writing, but they will present their work or create
something.

46. Examples:
 Building a house using popsicle sticks
 Demonstrating the dissection of frog
 Drawing the map of the Philippines
 Writing a poem in iambic form
 Solving math problems
 Writing a sports story
 Translating English paragraph to Filipino
 Demonstrating a modern dance
 Presenting a Mathematics lesson to the
class

47. SUGGESTIONS FOR
CONSTRUCTING
PERFORMANCE
TASK

48. 1. Focus on learning outcomes that require
complex cognitive skills and student
performances.
2. Select or develop tasks that represent
both content and skills that are central to
important learning outcomes
It is very important to develop high quality performance assessment
that effectively measures complex learning outcomes.

49. 3. Minimize the dependence of task
performance on skills that are relevant to
the intended purpose of the assessment
task.
4. Provide the necessary scaffolding for the
students to be able to understand the task
and what is expected from their
performance.

50. 5. Clearly communicate performance
expectations in terms of the scoring
rubrics by which the performance will be
judged.

51. HOW TO DESIGN A
PERFORMANCE
TASK?

52. Step 1: Unpack the performance expectation
 Step 2: Identify a rich and authentic
phenomenon
 Step 3: Develop prompts
 Step 4: Create scoring guides
 Step 5: Pilot, score, and revise

53. DIFFERENTIATING
PERFORMANCE
TASKS FOR DIVERSE
LEARNERS

54. In order to address the range of skills and
needs of students in today’s diverse classrooms,
teachers need to develop and use varied
teaching and assessment strategies.
Differentiated instructions is one such
technique that provides students with different
avenues for acquiring and processing content.

55. Described on the next slides are some techniques for
differentiated instruction methods. Try these
techniques to reach every type of learner.

56. 1. Prior Knowledge Links
This technique taps into students’ prior experiences
and knowledge. Have students interview each other to
learn about their own individual experiences in reference to
a certain topic. You can also address pointed questions to
the entire group, such as:
• Have you ever visited a forest? What was it like? Did you
like it?
• Where does rain come from? Where do puddles go when
they dry up?

57. 2. Paired and Cooperative Learning
Combine students with varying learning abilities,
interests, language proficiencies, or other skill
strengths into groups of two or more to provide peer
support throughout a lesson. You may want to alter the
makeup of working groups according to the activity at
hand, e.g. sometimes heterogeneous grouping is
appropriate, where at other times, same language or
more homogenous groups may work best.

58. 3. Nonlinguistic Representations
Help students learn using modalities other than
the printed word, such as singing, role-playing,
sketching, taking photographs, etc. try teaching a few
words using American sign language and challenge
students to communicate their observation without
words.

59. 4. Realia and Hands-on Learning
Provide students with tangible objects to
illustrate what is being discussed, and get students to
participate through the use or creation of materials to
engage multiple learning modalities. For example,
have students collect leaves and create representations
of animals and insects using the natural shapes they
find.

60. 5. Curricular and Personal Connections
Help students make connections with other
content and discipline areas by relating new concepts
to previously learned ones. This can be accomplished
using group questioning, hands-on realia, or more
formal assessment.

61. For example:
• Have students describe animals or plants that they
have seen with unusual characteristics, and discuss
how these life forms benefit from them.
• Have students make a model of a tree using common
classroom objects, then label all the tree parts they
have learned about.

62. 6. Oral, Reading, and Writing Skills
Encourage students to integrate the three
learning modalities of speaking, reading, and writing.
For example, challenge students to visually depict a
tree’s lifecycle and present their interpretation to the
class.

63. SCORING
RUBRICS

64. Scoring rubrics are descriptive scoring schemes
that are developed by the teachers or other evaluators
to guide the analysis of the products or process of
students’ efforts. It is typically employed when a
judgement of quality is required and maybe used to
evaluate a broad range of projects activities.

65. DIFFERENT
TYPES OF
RUBRICS

66.  Developmental Rubrics
Developmental rubrics are a subset of analytic trait
rubrics. The main distinction between developmental
rubrics and other analytic trait rubrics is that the purpose
of developmental rubrics is not to evaluate an end product
or performance. Instead, developmental rubrics are
designed to answer the question, “to what extent are
students who engage in our programs/services developing
this skill/ability/value/etc.?”
Generally, this type of rubric would be based on a
theory of development.

70.  Checklists
are a distinct type of rubric – where there are
only two performance levels possible. Checklists
tend to be longer than other types of rubrics since
each aspect of performance you are looking for in
students’ work/performances essentially becomes
its own criterion. When you are using a checklist,
every decision is binary (yes/no, present/absent,
pass/fail, etc.). Most rubrics can be converted
rather directly into a checklist.

72.  Holistic Rubric
A student’s performance or output is
evaluated by applying all criteria
simultaneously, thus providing a single score
based on an overall judgment about the
quality of the student’s work.

74.  Analytic Rubric
A student’s work is evaluated by using
each criterion separately, thus providing
specific feedback about a student’s
performance along several dimensions.

77. STEPS IN
DEVELOPING
RUBRICS

78. 1. Identify the
learning outcomes
and performance
task to be
evaluated.
2. Identify the
quality the
attributes or
indicators of the
performance task.
3. Determine
measure criteria.
4. Determine the
benchmarks and
point values.
5. Write the
benchmark or
performance
descriptors for
each criterion.

79. Prepared by:
Adamero, Christelyn
Adarayan, Sherwin
Dula, James
Dulay, Charlie
Gabion, Aprel
Giray, Melanie
Galupo, Luz
Pajaroja, Gino
Vidas, Maricel
Sua, Clarissa mae
Teneripe, Jisan
Boldero, Geny Ann