UNIT 2 | PERFORMANCE ASSESSMENT
I. Introduction………………………………………………………….….3
II. Objectives………………………………………………………………..3
III. Contents
A. What and why of performance assessment……………………...4-9
1. Meaning and nature…………………………………………...…5
- Purpose of performance assessment
- Types of performance tasks……………………………….....5-7
• Process-based
• Products-based
2. Principles of performance assessment…………………...…...8-9
B. Developing Performance Task…………………………………10-15
1. Designing performance tasks…………………………………..11
2. Goal, Role, Audience, Situation, Products, Standards
(GRASPS) model: A guide to developing authentic
performance tasks………………………………………………12
3. Differentiating performance tasks for diverse learners…..12-13
4. Scoring Rubrics……………………………………………...13-15
- Types
- Components
- Development
- Interpretation and utilization
IV. Conclusion……………………………………………………………...16
V. References……………………………………………………………...17
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INTRODUCTION
Conventionally, teachers assess students' learning based on their outputs or products from
traditional assessment. However, it is critical to evaluate not only these competencies but also the
procedures that the students go through to arrive at these outcomes or outputs. It is feasible to
explain why the students' works are as they are by assessing the methods they used to arrive at the
final product.
The role of assessment in teaching happens to be a hot issue in education today. This has
led to an increasing interest in "performance-based education". Performance-based education
poses various challenges for teachers to design task-oriented instruction. In every instance,
performance-based assessment has encouraged the use of a variety of alternative ways of
evaluating student progress as compared to more traditional methods of measurement.
This unit will be dealing with the nature of performance-based assessment. Also, this will
discuss the methods and model for developing performance tasks such as the designing of
performance tasks, the GRASPS model, differentiating performance tasks for diverse learners and
types, components, development, interpretation, and utilization of scoring rubrics.
OBJECTIVES
At the end of the lesson, students are expected to:
a. Explain the nature of performance-based assessment;
b. Design and develop performance tasks using the Goal, Roles, Audience, Situation, Products,
Standards (GRASPS) model; and
c. Determine the appropriate utilization of the scoring rubrics.
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1. MEANING AND NATURE
Performance Assessment is one in which the teacher observes and makes a judgment
about the student’s demonstration of a skill or competency in creating a product, constructing a
response, or making a presentation (McMillan, 2007). In this assessment, the emphasis is on the
student's ability to perform tasks by producing authentic work with their knowledge and skills.
Types of activities that best exemplified performance-based assessments include writing
a research report, solving and conducting experiments and investigations, return demonstrations,
speech, skits, role-playing, constructing and implementing seminar plans, or creating a video
presentation.
Some performance assessment proponents contend that genuine performance assessments
must possess at least three features (Popham, 2011):
• Multiple evaluation criteria. The student's performance must be judged using more than one
evaluation criterion.
• Pre-specified quality standards. Each of the evaluation criteria on which a student's
performance is to be judged is explicated in advance of judging the quality of the student's
performance.
• Judgmental appraisal. Unlike the scoring of selected-response tests in which electronic
computers and scanning machines can once program, and carry on without the need of
humankind, genuine performance assessments depend on human judgments to determine
how acceptable a student's performance is.
All educational institutions expect students to demonstrate different skills in various
learning areas and are most often subjected to classroom performance assessments. The
performance involves engaging ideas of importance and substance that students can explain,
justify, and defend. Lastly, the performance should be grounded in real-world contexts which
call for the authenticity of the performance.
Types of Performance Tasks
A. Process-based
Information about outcomes is of high importance; where students end up’ matters greatly.
But to improve outcomes, we need to know about student experience along the way about the
curricula, teaching, and kind of student effort that led to particular outcomes.
Assessment can help us understand which students learn best under what conditions: with
such knowledge comes the capacity to improve the whole of their learning process-oriented
performance-based assessment is concerned with the actual task.
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1. Learning Competencies
The objective starts with a general statement of what is expected of the student from the
task and then breaks down the general objective into easily observable behaviors from the task. A
competency is said to be more complex when it consists of two or more skills.
Task: Recite a Poem by Edgar Allan Poe. “The Raven”
Objectives: To enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe.
Specifically:
a. Recite the poem from memory without referring to notes;
b. Use appropriate hand and body gestures in delivering the piece;
c. Maintain eye contact with the audience while reciting the poem;
d. Create an ambiance of the poem through appropriate rising and falling intonation;
e. Pronounce the words with proper direction.
2. Task Designing
Learning tasks need to be carefully planned. In particular, the teacher must ensure that the
particular learning process observed contributes to the overall understanding of the subject course.
3. Scoring Rubrics
A rubric is a scoring scale used to assess student performance along a task-specific set of
criteria. Authentic assessments typically are criterion-referenced measures, that is, a student's
aptitude for a task is determined by matching the student’s performance against a set of criteria to
determine the degree to which the student’s performance meets the criteria for the task.
A rubric is a scoring scale used to assess student performance along a task-specific set of
criteria.
a. Analytic Rubric. Articulates levels of performance for each criterion so the teacher can assess
student performance on each criterion.
b. Holistic Rubric. Does not list separate levels of performance for each criterion.
B. Product-based
Performance-based assessment is a process of gathering information about students'
learning through the actual demonstration of essential and observable skills and the creation of
products that are grounded in real-world contexts and constraints. It is an assessment that is open
to many possible answers and judged using multiple criteria or standards of excellence that are
pre-specified and public.
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1. Learning Competencies
Learning competencies associated with products or outputs are linked with an assessment
with three levels of performance manifested by the product, name:
• Novice or beginner’s level
• Skilled level
• Expert level
`But there are also ways to state product-oriented learning competencies. For instance, we
can define these learning competencies for products or outputs in the way:
• Level 1: Does the finished product or project illustrates the minimum expected parts or
functions? (NOVICE)
• Level 2: Does the finished product or project contains additional parts and functions on top
of the minimum requirements which tend to enhance the final output? (SKILLED)
• Level 3: Does the finished product contains the basic minimum parts and functions, have the
additional features on top of the minimum, and is aesthetically pleasing? (EXPERT)
2. Task Designing
• Complexity. The level of complexity of the project needs to be within the range of the ability
of the students.
• Appeal. The project or activity must be appealing to the students.
• Creativity. The project needs to encourage students to exercise creativity and divergent
thinking.
• Goal-Based. The teacher must bear in mind that the project is produced to attain a learning
objective.
3. Scoring Rubric
Scoring Rubrics are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products or processes of students’ efforts (Brookhart, 1999).
The criteria for scoring rubrics are statements that identify "what counts" in the final output.
The following are the most often used major criteria for product assessment:
• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics
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2. PRINCIPLES OF PERFORMANCE ASSESSMENT
Principle 1: Assessment should be valid.
Validity ensures that assessment tasks and associated criteria effectively measure student
attainment of the intended learning outcomes at the appropriate level.
Validity Evidence:
• Evidence-based on the content. This form of evidence is used to demonstrate that the content
of the test (e.g., items, tasks, questions, wording, etc.) is related to the learning that it was
intended to measure.
• Evidence-based on response processes. This form of evidence is used to demonstrate that
the assessment requires participants to engage in specific behavior deemed necessary to
complete a task.
• Evidence-based on internal structure. This evidence demonstrates how the relationships
between scores on individual test items align with the construct (s) being measured.
• Evidence-based concerning other variables. This form of evidence demonstrates that a score
measuring a defined construct relates to other scores measuring the same construct (or
"convergent").
• Evidence-based on consequences of testing. This form of evidence describes the extent to
which the consequences of the use of the score are congruent with the proposed uses of
assessment.
Principle 2: Assessment should be reliable and content.
There is a need for assessment to be reliable and this requires clear and consistent processes
for the setting, marking, grading, and moderation of assignments.
Principle 3: Assessment information should be explicit, accessible, and transparent.
Clear, accurate, consistent, and timely information on assessment tasks and procedures
should be made available to students, staff, and other external assessors or examiners.
Principle 4: Assessment should be inclusive and equitable.
As far as possible without compromising academic standards, inclusive and equitable
assessment should ensure that tasks and procedures do not disadvantage any group or individual.
Principle 5: Assessment should be an integral part of program design and should relate
directly to the program aims and learning outcomes.
Assessment tasks should primarily reflect the nature of the discipline or subject but should
also ensure that students have the opportunity to develop a range of generic skills and capabilities.
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Principle 6: The amount of assessed work should be manageable.
The scheduling of assignments and the amount of assessed work required should provide
a reliable and valid profile of achievement without overloading staff or students.
Principle 7: Formative and Summative assessment should be included in each program.
Formative and Summative should be incorporated into programs to ensure that the
purposes of assessment are adequately addressed. Many programs may also wish to include
diagnostic assessments.
Principle 8: Timely feedback that promotes learning and facilities improvement should be
an integral part of the assessment process.
Students are entitled to feedback on submitted formative assessment tasks, and on
summative tasks, where appropriate. The nature, extent, and timing of feedback for each
assessment task should be made clear to students in advance.
Principle 9: Staff development policy and strategy should include assessment.
All those involved in the assessment of students must be competent to undertake their roles
and responsibilities.
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1. DESIGNING PERFORMANCE TASK
Performance Tasks enable teachers to gather evidence not just about what a student
knows, but also about what he or she can do with that knowledge (Darling-Hammond and
Adamson 2010). Rather than asking students to recall facts, performance tasks measure whether a
student can apply his or her knowledge to make sense of a new phenomenon or design a solution
to a new problem.
A performance task is an example of an assessment that fits within a balanced assessment
system. Teachers need to determine the purpose of the performance task. Wherein Is the
performance task going to plan, support, monitor learning, or verify learning?
Teachers need to determine the type of assessment the performance task is going to be: Is
the performance task going to be a formative, benchmark, or summative assessment?
Once that is decided, then teachers can design the performance task. A performance task
presents students with a complex, real-world challenge in which the scenario, role, process, and
product are authentic; students must then demonstrate that they have the skills and knowledge to
complete the task.
Use the following criteria to design performance tasks:
• Integrate knowledge and skills across multiple content standards or strands within a content
area.
• Measure capacities such as depth of understanding, research skills, complex analysis, and
identification/providing of relevant evidence.
• Require student-initiated planning, management of information and ideas, and interaction
with other materials.
• Require the production of extended responses, such as oral presentations, exhibitions, and
other scorable products, including more extended written responses, which might be revised
and edited.
• Reflect on a real-world task and/or scenario-based problem.
• Allow for multiple approaches
• Represent content that is relevant and meaningful to students
• Allow for demonstration of important knowledge and skills, including those that address
21st-century skills such as critically analyzing and synthesizing information presented in a
variety of formats, media, etc.
• Require scoring that focuses on the essence of the task
• Be feasible for the school/classroom environment.
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2. GOAL, ROLE, AUDIENCE, SITUATIONS, PRODUCTS, STANDARDS (GRASPS)
MODEL: A GUIDE TO DEVELOPING AUTHENTIC PERFORMANCE TASKS
Grant Wiggins and Jay McTighe recommend using the GRASPS approach to assist
instructors in creating authentic performance-based assessments. It’s a type of evaluation in which
students are encouraged to use their critical thinking abilities and to show how they have applied
the fundamental knowledge, conceptual understanding, and skills they have learned throughout a
unit of study.
The abbreviation GRASPS is used by educators to:
• Goal: Identify the challenge, issue, or issue that needs to be resolved.
• Role: Give pupils a role they might play in a well-known real-life scenario;
• Audience: Determine the intended audience for whom students are solving the problem or
producing a product.
• Situation: Construct the scenario or elucidate the situation’s background;
• Product/Performance and Purpose: Clearly describe the WHAT and WHY of the products
or performance’s development;
• Standards & Criteria for Success: Explain to pupils how the target audience will evaluate
their work.
Benefits of GRASPS for Teachers and Students
• Develop authentic learning experiences.
• Clearer presentation of the purpose and content of a project-based inquiry.
• Clarify the roles, perspectives, and responsibilities of students.
• Communicate the expectations of the inquiry.
• Guide the selection of learning experiences, content, and skills necessary for success.
3. DIFFERENTIATING PERFORMANCE TASKS FOR DIVERSE LEARNERS
Differentiation is an instructional strategy used at all levels of K-12 education to meet the
needs of students with diverse abilities. Though widely used, questions still exist for teachers about
how they can differentiate efficiently and effectively in their classrooms. Incorporating Project
Based Learning (PBL) through performance tasks is an effective strategy that teachers can use that
create opportunities to differentiate the learning experience.
Differentiating content is a way of helping every student learn and grapple with essential
standards at the appropriate level of rigor. While all students may work with similar concepts and
themes throughout a unit of study, in a differentiated classroom the depth to which students explore
a concept and the level of rigor associated with their application of that concept may differ.
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Performance tasks help teachers easily differentiate the way students demonstrate and
apply their learning because they provide a variety of product options. Though all students must
show evidence of learning, differentiation in this area means that it does not have to be delivered
in the same medium. Differentiating by-product involves giving students options and potential
choices for the culminating work they create to demonstrate understanding and application of
important learning outcomes.
Designing various performance tasks apt for specific groups of learners provides more
opportunities for students effectively demonstrate what they have learned, and also guides teachers
on how they can differentiate, modify and improve instruction.
Differentiated performance tasks can be done by designing and providing various
assessment methods and activities that are appropriate for each type of student such they can
effectively learn and demonstrate what they have learned. Differentiated assessments can be done
by providing them with various options and opportunities to show their learning and proficiency.
From a list of Zach Burrus, Dave Messer, and Judith Dodge, here are some ways of differentiating
assessments:
• Designing tiered activities
• Scaffolding struggling learners
• Challenging advanced learners with more mid-stimulating activities
• Adjusting questions
• Compacting
• Flexible grouping
• Flexible assignments and tasks based on students’ learning styles
• Learning contracts
4. SCORING RUBRICS
What are Scoring Rubrics?
A scoring rubric is an efficient tool that allows you to objectively measure student
performance on an assessment activity. Rubrics may vary in complexity, but generally do the
following: Focus on measuring very specific stated learning outcomes. Use a range to rate
performance.
What is the purpose of Scoring Rubrics?
Rubrics are multidimensional sets of scoring guidelines that can be used to provide
consistency in evaluating student work. They spell out scoring criteria so that multiple teachers,
using the same rubric for a student's essay, for example, would arrive at the same score or grade
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TYPES OF SCORING RUBRICS
There are two types of rubrics and of methods for evaluating students’ efforts: holistic and
analytic rubrics.
1. A holistic Rubric is a single criteria rubric (one-dimensional) used to assess participants'
overall achievement on an activity or item based on predefined achievement levels.
Advantages of Holistic Rubrics:
• Emphasis on what the learner can demonstrate, rather than what s/he cannot do.
• Saves time by minimizing the number of decisions raters make.
• Can be applied consistently by trained raters increasing reliability.
Disadvantages of Holistic Rubrics:
• Does not provide specific feedback for improvement.
• When student work is at varying levels spanning the criteria points it can be difficult to select
the single best description.
• Criteria cannot be weighted.
2. An analytic Rubric is a two-dimensional rubric with levels of achievement as columns and
assessment criteria as rows.
Advantages of Analytic Rubrics
• Provide useful feedback on areas of strength and weakness.
• Criterion can be weighted to reflect the relative importance of each dimension.
Disadvantages of Analytic Rubrics
• Takes more time to create and use than a holistic rubric.
• Unless each point for each criterion is well-defined raters may not arrive at the same score
PARTS/ COMPONENTS OF SCORING RUBRICS
1. Title-indicates what this rubric is about
2. Description-It states in detail what tasks the students are required to produce or perform
3. Criteria/Components are defined as the plural form of criterion, the standard by which
something is judged or assessed. A rubric is an explicit set of criteria used for assessing a
particular type of work or performance and provides more details than a single grade or mark
4. Scale and Scoring can help to evaluate the quality of the behavior of one student or many
students. It also measures the degree to which a student exhibits a specified behavior.
5. Performance Descriptor-are explicit descriptions of the performance and show how the
score is derived and what is expected of the students. Descriptors spell out each level
(gradation) of performance for each criterion and describe what performance at a particular
level looks like.
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DEVELOPMENTS 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 errors,
• The scoring system needs to be feasible.
INTERPRETATION AND UTILIZATION
• It assesses and articulates specific components and expectations for an assignment.
• Interpretation of scoring rubrics
• An efficient tool that allows you to objectively measure student performance on an
assessment activity.
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CONCLUSION
In conclusion, product-based performance assessment is a type of assessment that
emphasizes learner achievement and evaluates the output or result of a process. In this assessment,
the highlights are on the students’ ability to perform tasks by producing their authentic work with
their knowledge and skills. Performance-based assessment is an alternative form of assessment
that moves away from traditional paper-and-pencil tests. It involves students producing a project,
whether it is an oral, written, individual or group performance. The students are engaged in creating
a final project that exhibits understanding of concepts they have learned.
In constructing quality and meaningful authentic tasks, the acronym GRASPS which
means Goal, Role, Audience, Situation, Products and Standards model is a great help for educators.
Performance products are student outputs that offer specific illustrations of their knowledge and
comprehension of the subject matter.
Performance-based assessment that use process-based and product-based scoring rubrics
can be beneficial for both teachers and students. It is deeply concern to the outcome or the
performance of the learner. By setting the standards using scoring rubrics, we can attain the
optimum learning experience.
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REFERENCES
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Brookhart, S. M. (1999). The Art and Science of Classic Assessment: The Missing Part of
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Chicago Public Schools (1999). Rubric Bank. [Available online at:
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Danielson, C. (1997). Collection of Performance Tasks and Rubrics: Middle School Mathematics.
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De Guzman-santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation,
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Hammond, A. (2021, September 24). GRASPS — Design education — Aidan Hammond.
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Libaton, H. (n.d.). Differentiated Performance task for Diverse Learners (educational
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YouTube. https://www.youtube.com/watch?v=enT8waDs74&abchannel= HannahLibaton
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