Performance-based Assessment Assessment of Learning 2

Module 2 (Week 2)
Performance-based Assessment

INTRODUCTION

In Assessment of Learning I we have learned that there are different kinds of knowledge and skills that students
can acquire in school. This involves understanding the concepts first before carrying out such knowledge and skills which
can be best assessed using the performance-based assessment.
These knowledge and skills can be assessed using the paper-and-pencil test or any objective type of test.
However, there are skills that cannot be assessed by objective test, such as complex cognitive learning outcomes that
involve personal judgment of the evaluator, decision-making, and critical thinking skills. These skills are best evaluated
using the performance-based assessment. Some educators advocate the utilization of performance-based assessment to
assess the performance of students in a more authentic way.

LEARNING OUTCOMES

At the end of this module, you must be able to:

1. Define performance-based assessment
2. Difference between traditional assessment and performance-based assessment
3. Identify types of performance-based assessment

ACTIVITY

Directions: Accomplish the KLW Chart

What do you know about What do you want to know about What have you learned about
Performance-Based Assessment Performance-Based Assessment Performance-based assessment?

ANALYSIS

1. What is your idea on performance-based assessment?

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2. Based on your answer on the first question, what performance-based assessment have you taken on the previous
years?
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ABSTRACTION

Definition of Performance-based Assessment

Performance-based assessment is a direct and systematic observation of the actual performance of students
based on a pre-determined performance criteria (Zimmaro, 2003 as cited by Gabuyo, 2012). It is an alternative form of
assessing the performance of students that represents a set of strategies for the application of knowledge, skills, and
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work habits through the performance of tasks that are meaningful and engaging to them (Hibbard, 1996). According to
Brualdi (1998), in her article Implementing Performance Assessment in the classroom, performance-based assessment
also provides the teacher the information on how the students understand and apply knowledge and it allows the
teacher to integrate performance assessment in the instructional process to provide additional learning activities for the
students in the classroom
From these definitions, we can say that students are required to perform a task, or create an answer or product
or product that will demonstrate mastery of knowledge and skills rather than selecting an answer from a given list of
options.

Difference Between Traditional Assessment and Performance-based Assessment

Traditional assessment or paper-and-pencil test measures learning indirectly. When measuring factual
knowledge and solving well-structured mathematical problems, paper and-pencil test is better to use. In this case, the
teacher asks questions which indicate skills that have been learned or mastered. Usually paper-and-pencil tests assess
low level thinking skills, or beyond recall levels. Whereas, performance-based assessment is a direct measure of learning
or competence. This indicates that cognitive complex outcomes, affective, and psychomotor skills have been mastered.
Examples of performances that can be judged or rated directly by the evaluators are preparing microscope slides in a
laboratory class, performing gymnastics or a dance in a Physical Education class, cooking demonstration in a TLE class, or
diving in a Swimming class. In these kinds of activities, the teacher observes and rates the students based on their
performances. The teacher or evaluator provides feedback immediately on how the students performed to carry out
their performance task.

Types of Performance-based Assessment

There are two types of performance-based assessment according to Gronlund, Linn, and Miller (2009):
restricted-response performance task and extended-response performance task.

Restricted-response Performance Task

A performance task that is highly structured with a limited scope. The instructions of the task are more focused
and the limitations are always indicated. Examples of restricted-response performance tasks are: writing a one-page
summary of the class outreach program; demonstrating how to set up cooking utensils; delivering a two-minute
campaign speech; and constructing a bar graph of the scores of 50 students in a quiz in Statistics.
There are advantages when a teacher limits the scope of the task like in the examples presented. First, it is very
easy to relate to a particular learning outcome or learning objective. Second, the administration is easy and the output is
easier to judge or evaluate, especially the responses of the students. However, the disadvantage when a teacher limits or
gives restrictions on the performance tasks is that it prevents the students from demonstrating their abilities and skills
with comprehensive, poorly structured problems in the real world.
The advantages and disadvantages of restricted performance tasks are relative to restricted essay questions.
Restricted essay questions are more structured and they require less time to administer. The shorter the administration
of the said task implies that there are more tasks to administer; hence, they can cover a broader content of subject
matter.

Extended-response Performance Task

A type of performance task that is less structured and broader in scope. Examples of extended-response
performance tasks are: students conducting a thesis and then presenting and defending their findings in front of a panel
of judges; or writing and rewriting a poem after being criticized by a teacher.
When a teacher uses extended-response performance task, the teacher can obtain better information about the
students' ability to identify the crucial point of a problem, to gather and integrate information for solving it, and to
provide original and well-supported information as described by Gronlund (1998). Some extended-response
performance tasks combine all the three types of performance tasks such as problem solving, communication skills, and
psychomotor skills that result to a product such as (Gronlund, Linn, and Miller, 2009):
a. The preparation and delivery of a speech to persuade people to take action to protect the environment;
b. Writing a computer program in Beginner, All-purpose, Symbolic, Instruction, Code (BASIC) that will sort a list of
words alphabetically
c. Designing and carrying out an investigation to estimate the acceleration ofa falling object such as a baseball;
and
d. Describing the procedure used, presenting the collected and analyzed data, and stating your conclusion.

Type of Task Complex Learning Outcomes

Restricted-response performance task Ability to:

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● construct a graph
● read a story aloud
● type an application letter
● use engineering instruments
Extended-response performance task 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

APPLICATION

1. When will you use performance-based assessment?

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2. Cite 2 learning objectives that will require a performance-based assessment.
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3. As a future teacher, can you deal away with paper and pencil test? Support your answer.
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EVALUATION

Answer the following:

1. Define performance-based assessment.

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2. Differentiate traditional assessment from performance-based assessment.

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3. What are the two types of performance-based assessment? Discuss each.

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REFERENCE:
Assessment of Learning 2 Yonardo Gabuyo, et. Al. Rex Bookstore Publishing

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