Good day

Everyone!!!
Chapter 3

Nature of
Performance-
Based assessment

Presented to: Mrs. Maria Remedios Almanza

 Prepared by:

Perfecto, Zyrine Kate

Ramos, Katrina Jane
Cañubas, Jesia Mari
Eyy thinkers?
Dancing
Singing
Roleplaying
Reading
 The nature of
performance
based assessment
Overview
This type of authentic assessment provides
evidence of what the students know and can
do in the context of real life. This chapter
gives an introduction to performance
assessment. It discusses the nature,
principles, types, advantages, and limitations
of performance-based assessment
Section intended learning outcome
Apply the principles in constructing and interpreting
performance-based assessments

Chapter intended learning outcome:

At the end of this chapter, you should be able to
analyze the nature and the essential characteristics
of performance-based assessment
Meaning and characteristics
• Performance based assessment ( PBA)
is an alternative form of assessment
that moves away form traditional
paper and pencil test (Ferman,2005).
Meaning and characteristics

Performance-Based Assessment - is one in

which the teacher observes and makes
judgment about the students' demonstration
of a skill or in creating a product, constructing
a response, or making a presentation.
Meaning and characteristics

• Performance based assessment process the

creative aspect of the students in bringing out
what to know and what they can do through
different performance task such as
exhibits,project work samples.
Meaning and characteristics

It is stipulated in the DepEd Order No. 7, s. 2012 that the highest

level of assessment focuses on the performances (product)
which the students are expected to produce through" authentic
performance tasks. The assessment at this level should answer
the question," What product(s) or performance (s) do we want
students to produce as evidence of their learning or
understanding?" or "How do we want them to provide evidence
that they can transfer their learning to real life situations?"
Meaning and characteristics
Moreover, Linn (1995) stated that performance assessments
provide a basis of teachers to evaluate both the
effectiveness of the process or procedure used (e.g. approach
to data collection, manipulation of instruments) and the
product resulting from performance of a task (e.g. completed
report of results, completed art work). Unlike simple tests of
factual knowledge, there is unlikely to be a single right or best
answer. Rather, there may be multiple performances and
problem solutions that may be judged to be excellent.
Multiple Evaluation Criteria

•The student’s performance must be judged using

more than one evaluation criterion.
Pre-specified quality standards

Each of the evaluative criteria on which a

student's performance is to be judged is clearly
explicated in advance of judging the quality of the
student's performance.
 Judgemental Appraisal

Unlike the scoring of selected-response tests in which

electronic computers and scanning machines can,
once programmed, carry on without the need of
humankind, genuine performance assessments
depend on human judgments to determine how
acceptable a student's performance really is.
DEBATE!
 Performace Based
VS
Traditional Assessment
Types of Performance Tasks
 The main objective of the performance task
is to capture all the learning targets which
shall be aligned to the teaching and learning
objectives, activities and assessment. Thus,
the focus of performance-based assessment
is the final output that must be developed or
completed. These could be in form of
problem solving, demonstration, tasks and
other authentic experiences that would
influence the thinking processes, skills and
products required from performance tasks.
Below are some performance -based assessment task
(Musial,2009):

1. Solving a problem.
Critical thingking and problem solving are
important skills that need to be sharped and
develop by the learners. Teacher may include
activities and make sense of complex authentic
problems or issues to be solved by the students.
How much money does Kate
still have after spending 100
pesos on two apples and one
orange?
 2.Completing an inquiry.

An inquiry task is one in which the student are

asked to collect data in order to develop their
understanding about a topic or issue. Students
determime what data are needed and under
what condition that data should be colected,
present data and develop conclusions.
 3. Determining a position

This task requires students to

make decision or clarify a position.
 4. Demonstration Task
This task shows how the students use knowledge and
skills to complete well-defined complex tasks. Students
explain or describe how something works or how to do
something when they perform these task.The focus of
demonstration tasks is accuracy in clarifying the steps
of process as well as careful reasoning concerning the
rationale for each step of the process.
4. Demonstration task
 5. Developing exhibits
Exhibits are visual presentations or
displays that need little or no explanation
from the creators. An exhibits is offered to
explain, demonstrate or show something.
5. Developing exhibits
 6. Presentation Task

This is work or task performed in

front of an audience.
 7. Capstone Performances
These task that occur at the end of a
program of study and enable students to
show knowledge and skills in the context that
matches the world of practicing professionals.
 With the different types of performance tasks, the
teacher may decide what and when materials should
be used, specifies the instructions for performance,
describes the kinds of outcomes toward which
students should work, tells the students they are
being assessed, and give students opportunities to
prepare themselves for the assessment.
 Do you have any idea what
strengths and limitations are?
STRENGTH OF PERFORMANCE
BASED ASSESSMENT
 • Performance assessment clearly
identifies and clarifies learning targets.

- Authentic performance tasks such as

real world challenges and situations can
closely match with the various complex
learning targets.
 • Performance assessment allows
students to exhibit their own skills,
talents, and expertise

- Tasks show integration of the student's skills,

knowledge and abilities, provide challenge and
opportunities to exhibit their best creation.
 • Performance assessment
advocates constructivist principle of
learning.

- Students are more engaged in active learning and

give more opportunities to demonstrate their
learning in different ways in complex tasks
 • Performance assessment uses a
variety of approaches to student
evaluation.

- This offers students a variety of way of

expressing their learning and increases the
validity of student's evaluation.
 • Performance assessment allows the teachers to
explore the main goal and processes of teaching and
learning process.

- Teachers may reflect and revisit learning

targets, curriculum and instructional practices,
and standards as they utilize performance-
based assessment.
Limitations of performance
based assessment
Development of high quality performance
assessment is a tedious process

Performance assessment needs careful

planning and implementation. It is very time
consuming to construct good tasks
 Performance assessment requires a
considerable amount of time to administer

Paper-and-pencil takes 15 to 20 minutes per

tasks to complete depending on the number
of items. Most authentic tasks take a number
of days to complete.
Performance assessment takes a great deal
of time to score

The complex the process and the

performance,the more time that you can
expect to spend on scoreing
Performance task score may have lower
reliability
This resulted to inconsistency of scoring by
teachers who interpret observation quite
differently. With complex tasks multiple correct
answers, and fast-paced performances, scoring
depends on teachers own scoring competence.
 Performance task completion may be
discouraging to less able students

Some tasks that require students to

sustain their interest for a longer time
may discourage disadvantaged students.
 Strength Weaknesses
• reability may difficult to
•Integrates assessment
with instructions.
establish.
•Learning occurs during • measurement error due to
assessment. subjective nature of the
•Provides opportunities for scoring may be significant.
formative assessment. • inconsistent student
•Tends to be more performance across time
authentic than other types may result in inaccurate
of assessments. solution
 Strength Weaknesses
• few samples of student
•More engaging; active
achievement.
involvement of student. • requires condiderable
•Provides additional time to prepare and
way for students to student time to complete.
• difficult plan for amount
show what they know
of time needed.
and can do. •limited ability to
generalized to a larger
domain of knowledge.
Thank you for
listening!