Performance-Based Assessment (Assessment of Learning 2, Chapter 2))

PERFORMANCE-
BASED
ASSESSMENT
(Chapter 2)
Assessment of Learning II
PERFORMANCE-
BASED
ASSESSMENT

Terms in contrast to
selected response
items
Performance
Assessment
Alternative Assessment
Authentic
Assessment

Product
The actual creation of
students that can be
viewed or touched by the
teachers.

Performance-Based
Assessment
A direct and systematic observation of
the actual performance based on a
predetermined performance criteria.
Alternative form of assessing the
performance of the student.

Features of
Performance-Based Assessment
Greater Realism of the tasks.
Greater Complexity of the tasks.
Greater time needed for assessment.
Greater use of judgment in scoring.

Traditional Assessment
the paper-and-pencil test measures
learning indirectly.
Performance-Based
Assessment
is a direct measure of learning or
competence.

Domains of
Performance-Based
Assessment
A.Communication skills
B.Psychomotor skills
C.Athletic skills
D.Concept acquisition
E.Affective skills

Types of Performance-Based
Assessment
Restricted-response Performance Task
A performance task that is highly structured with
a limited scope.
Examples: writing a one-page summary of the class
outreach program

Complex Learning
Outcomes
Ability to:
construct a graph
read a story aloud
type an application letter
use engineering instruments

Extended-Response Performance Task
A type of performance task that is less
structured and broader in scope.
Examples: Students conducting a thesis and
then presenting and defending their findings
in front of a panel of judges; rewriting a poem
after being criticized by a teacher.

Complex
Learning Outcomes
Ability to:
write a thesis
create a regression model
repair a television
organize ideas
make an oral presentation about research
collect, analyze, and infer data

Focus of Performance-Based
Assessment
According to Gronlund, use the process when:
There is no product;
The process is orderly and directly observable;
Correct procedures/steps are crucial to later
success;
Analysis of procedural steps can help in improving
the product; and
Learning is at the early stage

According to Gronlund, use the product
when:
Different procedures result in an equally
good product;
Procedures not available for observation;
The procedures have been mastered
already; and
Products have qualities that can be
identified and judged.

Four Types of Accomplishments of
the Learners using Performance-
Based Assessment
1. PRODUCTS
Ex: poems, essays, charts, graphs, exhibits,
drawings, map, etc.
2. COMPLEX COGNITIVE PROCESSES
Ex: skills in acquiring, organizing, and using
information.

3.OBSERVABLE
PERFORMANCE
Ex: physical movements such as
dance, gymnastics, typing, oral
presentation, focusing in
laboratory class, following
cooking procedures

4.HABIT OF THE MIND AND SOCIAL
SKILLS
Ex: mental and behavioral habits such as
persistence and cooperation during group
work, recognition skills

ADVANTAGES OF
PERFORMANCE
BASED
ASSESSMENT

1.Assesses complex
learning outcomes.
2.Assesses the process as
well as the product.

3. Communicates
instructional goals related to
real world context.
4. Assesses progress as well as
the performance.

5. Involves the students in
the assessment process.
6. Recognizes that
students can express.

7. Specific, direct, and
understandable
information are available
to the parent of the
students.
8. Evaluates the “whole
student”.

9. Enhances the
professional skills of the
teachers.
10. Can establish a
framework for observing
the students.

11. Can contribute to a
meaningful curriculum
planning and design of
educational
inventions.

LIMITATIONS
OF
PERFORMANCE
BASED
ASSESSMENT

1. Constructing - Time
consuming
2. Scoring – Questionable
3. Measurement –
Limited scope

DEVELOPING
PERFORMANCE
BASED
ASSESSMENT

STEPS IN DEVELOPING
PERFORMANCE-BASED
ASSESSMENT…
S T
PE
S

1. Define the
purpose of
assessment.

2. Determine the
skills. Learning
outcomes, and
taxonomy level.

3. Design and
develop activity of
performance task.

PERFORMANCE TASK?
Student’s Action

SUGGESTIONS FOR
CONSTRUCTING
PERFORMANCE TASK…

A. FOCUS
B. SELECT
C. MINIMIZE
D. PROVIDE
E. CONSTRUCT
F. COMMUNICATE

GUIDELINES FOR GOOD
PERFORMANCE TASK…
WHAT?

Performance-Based Assessment (Assessment of Learning 2, Chapter 2))

4. Define the
performance
criteria.

A. Impact of the performance.
B. Work quality and craftsmanship.
C. Adequacy of method and behavior.
D. Validity of content.
E. Sophistication of knowledge
employed.

GUIDELINES FOR
JUDGING CRITERIA…
WHAT?

CRITERIA ARE PRESENT TO EACH
OUTCOME ASSESSED
SUFFICIENTLY DESCRIBED WHAT
IS NECESSARY TO OBSERVE
SHARED WITH STUDENTS WHEN
APPROPRIATE

5. Create the
Scoring Rubrics.

SCORING RUBRICS
Are used when judging the
quality of the work of the learners
One of the alternative methods
in rating the performance

…descriptive scoring schemes… -
Moskal, 2000
… a rating system… - Airasian, 2000

HOLISTIC RUBRIC – to score
an overall product or process
ANALYTIC RUBRIC – provides
information regarding
performance in each
component parts of a task

PERFORMANCE BASED
ASSESSMENT is…
“DOING”
INSTEAD OF
“KNOWING”

•Rubrics are powerful tools for both
teaching and assessment.
•Rubrics are useful in that they help
students become more thoughtful judges
of the quality of their own and others’
work.
•Rubrics reduce the amount of time
teachers spend evaluating student’s work.

•Teachers appreciate rubrics
because their “accordion” nature
allows them to accommodate
heterogeneous classes.
•Rubrics are easy to use and
explain.

•Allow consistency and objectivity in
scoring across the given criteria;
•Clarify the criteria in more specific
terms;
•Students can identify the basis on
how they are to be evaluated;

•Allow the students to assess their own
performance, products, or works;
•Teachers can use a small amount of time to
evaluate the performance of the students;
•Students can evaluate their own
performance and the performance of their
classmates;

•Provide specific feedbacks on the performance
of the students, especially analytic scoring;
•Serve as standards when preparing the
tasks/activities against its measure and
progress is documented; and
•Provide students feedback about their
strengths and weaknesses according to their
performance.

Development of
Scoring Rubrics

•Be sure the criteria focus on
important aspects of the
performance.
•Match the type of rating with the
purpose of the assessment.
•The descriptions of the criteria
should be directly observable.

•The criteria should be written so
that students, parents and others
understand them.
•The characteristics and traits used
in the scale should be clearly and
specifically defined.

•Take appropriate steps to
minimize scoring error.
•The scoring system needs to
be feasible.

Template for Holistic Rubrics
Score Descriptions
5 Demonstrate complete understanding of the problem. All
requirements of task are included in response
4 Demonstrates considerable understanding of the problem.
All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are included.
2 Demonstrates little understanding of the problem. Many
requirements of task are missing.
1 Demonstrates no understanding f the problem.
0 No response/task not attempted.

Template for Analytic Rubrics
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
SCORE
Criteria 1 Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
achievement of
mastery level of
performance
Description
reflecting highest
level of
performance
beginning level of
performance
movement toward
mastery level of
performance
achievement of
mastery level of
performance
Description
reflecting highest
level of
performance
beginning level of
performance
movement toward
mastery level of
performance
achievement of
mastery level of
performance
Description
reflecting highest
level of
performance
beginning level of
performance
movement toward
mastery level of
achievement of
mastery level of
Description
reflecting highest
level of

Analytic Rubric for Persuasive Essay
Criteria 4 3 2 1
Make a claim I make a claim and explain
why it is controversial.
I make a claim but do not
explain why it is
controversial.
I make a claim but it is
buried, confused, or
unclear.
I do not make a claim.
Give reasons in support
of the claim
I give clear and accurate
reasons in support of the
claim.
I give reasons in support of
the claim, but overlook
important reasons.
I give 1 or 2 reasons which
do not support the claim
well, and/or irrelevant or
confusing reasons.
I do not give convincing
reasons in support of
the claim.
Consider reasons
against the claim
I thoroughly discuss
reasons against the claim
and explain why the claim
is valid anyway.
I discuss reasons against
claim, but leave out
important reasons and/or
do not explain why the
claim still stands.
I acknowledge that there
are reasons against the
claim, but do not explain
them.
I do not give reasons
against the claim.
Relate the claim to
democracy
I discuss how democratic
principles and democracy
can be used both in
support of and against the
claim
I discuss how democratic
principles and democracy
can be used to support the
claim.
I say that democracy and
democratic principles are
relevant, but do not clearly
explain how or why.
I do not mention
democratic principles or
democracy.

Rubric for
Research Proposal
Stage

Criteria Points Evaluator’s
assessment
I. Presentation and Organization 20
II. Research Problem 20
III. Originality and Creativity 20
IV. Research Methodology 20
V. Contribution of the Discipline 20
Total 100

Description Range Interpretation
High Merit 90-100 The research is considered meritorious and is
recommended for implementation/conduct.
Medium Merit 80-89 The research is most likely to be recommended to
implementation subject to minor revision and
improvement.
Low Merit 75-79 The research is recommended for major revision
and improvement.
No Merit Below
75
The research is not recommended for
implementation/conduct.

Resources for
Rubrics on the Web

1.
1.“Performance Assessment-Scoring”
(http://www.pgcps.pg.k12.md.us/~elc/scori
ngtasks.html)
2. “Scoring Rubrics: What, When, &
How?”
(http://pareonline.net/getvn.asp?v=7&n
=3)

3. “RubiStar Rubric
Generator”
(http://rubistar.4teachers.org/
)
4. “Rubrics from the Staff Room
for Ontario Teachers”
(http://www.quadro.net/-
ecoxon/Reporting/rubrics.htm)

5. “Teacher Rubric Market”
(http://www.teach-
nology.com/web tools/rubrics/)

Types of Scoring
Instruments for Performance
Assessments

1. CHECKLIST
an observation instrument
that defines performance
whether it is certain or
uncertain, or present or not
present.

2. NARRATIVE/ANECDOTAL
a continuous description of
student behavior as it occurs,
recorded without judgement or
interpretation.

3. Rating Scale
checklist that allows an
evaluator to record
information on a scale,
noting the finer distinction
like the presence or absence
of a behavior.

4. Memory Approach
an approach where the
teacher observes the students
when performing the tasks
without taking any notes.

5. Assess the performance
to assess the
performance of the
students, the evaluator can
use the different types of
approach to give
feedbacks.

6. Specify the Constraint
in Testing
direct form of assessment in
which real world conditions and
constraint play a very important role
in demonstrating the competencies
desired from the students.

Errors in
Performance-Based
Assessment

Possible Errors Committed using
Performance-based
•Personal Bias
•Generosity error
•Severity Error
•Halo affect

Generosity Error
committed when a
teacher overrates the
performance of the
students or favors the high
performing students in the
class

Severity Error
when the teacher
favors the low
performing students
in the class.

Halo Effect
committed when
judging individual
characteristics in terms
of general impression
(Gronlund,1998).

CONCLUSION There are many ways in determining
the excellent performance and not-so-
good performance or product as a result
of work students. We need greater time
for assessment and greater use of
judgment in scoring. Through the use of
assessment tools, the teacher can
manage his time in administering
questions and evaluating the work or
performance of students whether it
emphasize overall judgment or giving
feedbacks to students in different
aspects of performance because students
can also be able to evaluate and assess of
their own work as well as other’s work.

These assessment procedures can be done when teacher
sets a clear expectation, clear guidelines regarding the
behaviors of student’s performance that is directly observed
and avoiding errors to achieve objectivity and consistency in
scoring.
Performance-based assessment assessed students’
performance task that represents application of their own
knowledge, different skills and surpass the standard that the
teacher expect from their performance.
Through guidelines and scoring instruments, it will be
recorded from objective observations which make it increase
meaningfulness and reliability of the result and improve
performance assessment.

Performance-Based Assessment (Assessment of Learning 2, Chapter 2))

Performance-Based Assessment (Assessment of Learning 2, Chapter 2))

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