performance-based assessment measures students' ability to apply the skills and knowledge

learned from a unit or units of study. Typically, the task challenges students to use their higher-
order thinking skills to create a product or complete a process (Chun, 2010)

The Office of Technology Assessment of the U.S. Congress described performance assessment as
testing that requires a student to create an answer or a product that demonstrates his or her
knowledge or skills.

1. Essays
2. 7. Essays assessing students' understanding of a subject through a written description,
analysis, explanation, or summary.
3. 8. Experiments
4. 9. Experiments testing how well students understand scientific concepts and can carry out
scientific processes.
5. 10. Demonstrations
6. 11. Demonstrations giving students opportunities to show their mastery of subject-area
content and procedures.
7. 12. Portfolios
8. 13. Portfolios allowing students to provide a broad portrait of their performance through files
that contain collections of students' work, assembled over time.
9. 14. What are the essential characteristics of a performance -based assessment?
10. 15. • Complex • Authentic • Process/ product-oriented • Open-ended • Time-bound
11. 16. What are the purposes of a performanc e-based assessment
12. 17. • track learners’ work on a task • show them the value of their work processes • help
them self-monitor so that they can use tools such as periodic reflections, working files and
learning logs more effectively

Performance-Based Tasks Benefits  Often considered more authentic than traditional standardized
test items  Higher-Order Thinking Skills  Measurement of Multiple Objectives and Concepts 
Easily implemented within typical classroom structure Drawbacks  Must be carefully monitored to
ensure standardization  Usually require more response time than traditional standardized test items
 Often require administration of an accompanying assessment item that allows students to explain
one or more aspects of their product or performance

1. Characteristics of Performance-Based Tasks  call for the application of knowledge and

skills, not just recall or recognition are open-ended and typically do not yield a single,
correct answer.  establish novel and authentic
2. 22. provide evidence of understanding via transfer.  are multi-faceted.  can integrate two
or more subjects as well as 21st century skills  open-ended tasks are Characteristics of
Performance-Based Tasks
A performance-based assessment is open-ended and without a single, correct
answer, and it should demonstrate authentic learning, such as the creation of a
newspaper or class debate. The benefit of performance-based assessments is that
students who are more actively involved in the learning process absorb and
understand the material at a much deeper level. Other characteristics of
performance-based assessments are that they are complex and time-bound.
Performance-based activities can be challenging for students to complete. They
need to understand from the beginning exactly what is being asked of them and
how they will be assessed.

Examples and models may help, but it is more important to provide detailed
criteria that will be used to assess the performance-based assessment. All criteria
should be addressed in a scoring rubric.

Observations are an important component and can be used to provide students

with feedback to improve performance. Teachers and students can
both use observations. There may be peer to peer student feedback. There could
be a checklist or a tally to record student achievement.

The goal of performance-based learning should be to enhance what the students

have learned, not just have them recall facts. The following six types of activities
provide good starting points for assessments in performance-based learning.

Presentations

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One easy way to have students complete a performance-based activity is to have

them do a presentation or report of some kind. This activity could be done by
students, which takes time, or in collaborative groups.

The basis for the presentation may be one of the following:

 Providing information
 Teaching a skill
 Reporting progress
 Persuading others

Students may choose to add in visual aids or a PowerPoint presentation or Google

Slides to help illustrate elements in their speech. Presentations work well across
the curriculum as long as there is a clear set of expectations for students to work
with from the beginning.

Portfolios

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Student portfolios can include items that students have created and collected
over a period. Art portfolios are for students who want to apply to art programs in
college.

Another example is when students create a portfolio of their written work that
shows how they have progressed from the beginning to the end of class. The
writing in a portfolio can be from any discipline or a combination of disciplines.

Some teachers have students select those items they feel represents their best
work to be included in a portfolio. The benefit of an activity like this is that it is
something that grows over time and is therefore not just completed and
forgotten. A portfolio can provide students with a lasting selection of artifacts
that they can use later in their academic career.

Reflections may be included in student portfolios in which students may make a

note of their growth based on the materials in the portfolio.

Performances
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Dramatic performances are one kind of collaborative activities that can be used as
a performance-based assessment. Students can create, perform, and/or provide a
critical response. Examples include dance, recital, dramatic enactment. There
may be prose or poetry interpretation.

This form of performance-based assessment can take time, so there must be a

clear pacing guide.

Students must be provided time to address the demands of the activity; resources
must be readily available and meet all safety standards. Students should have
opportunities to draft stage work and practice.

Developing the criteria and the rubric and sharing these with students before
evaluating a dramatic performance is critical.

Projects

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Projects are commonly used by teachers as performance-based activities. They

can include everything from research papers to artistic representations of
information learned. Projects may require students to apply their knowledge and
skills while completing the assigned task. They can be aligned with the higher
levels of creativity, analysis, and synthesis.

Students might be asked to complete reports, diagrams, and maps. Teachers can
also choose to have students work individually or in groups.

Journals may be part of a performance-based assessment. Journals can be used

to record student reflections. Teachers may require students to complete journal
entries. Some teachers may use journals as a way to record participation.

Exhibits and Fairs

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Teachers can expand the idea of performance-based activities by creating exhibits

or fairs for students to display their work. Examples include things like history
fairs to art exhibitions. Students work on a product or item that will be exhibited
publicly.

Exhibitions show in-depth learning and may include feedback from viewers.

In some cases, students might be required to explain or defend their work to

those attending the exhibition.

Some fairs like science fairs could include the possibility of prizes and awards.

Debates

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A debate in the classroom is one form of performance-based learning that teaches

students about varied viewpoints and opinions. Skills associated with debate
include research, media and argument literacy, reading comprehension, evidence
evaluation, public speaking, and civic skills.

There are many different formats for debate. One is the fishbowl debate in which
a handful of students form a half circle facing the other students and debate a
topic. The rest of the classmates may pose questions to the panel.
Another form is a mock trial where teams representing the prosecution and
defense take on the roles of attorneys and witnesses. A judge, or judging panel,
oversees the courtroom presentation.

Middle school and high schools can use debates in the classroom, with increased
levels of sophistication by grade level.

A performance based assessment requires employees to prove or demonstrate that they have
mastered the area being evaluated. Rather than traditional means of evaluation, like scales, rating
systems and tests, performance based assessments require the associate to demonstrate mastery
of the subject or job. The advantage to performance based assessments is that they can be
observed and rated, based on a finished project. A disadvantage is that employees may not always
perform at their best when they know that they are being watched and rated.

Projects

One way to use performance-based assessments is to require projects or programs as proof of mastery.
Employees can demonstrate their skills by pointing to projects that they have completed or programs that they
have developed. With this method, actual, tangible proof is possible and it is easy to verify if all requirements
were met. Evaluators can compare the project to the goal or expectation from the employee's performance
review and verify that the project meets the standards. Evaluators can then discuss the project with the
employee and review the final product or program to evaluate the associate based on these observations.

Porfolios

Employee-created portfolios of their work products are also an excellent way to conduct a performance based
assessment. With this method, associates create examples of their work during the year and discuss these work
products with their manager. Portfolios work best for employees who create products, programs, systems or
other tangible evidence of their performance. Training programs are one example of work that could be
included in a portfolio. Marketing programs or software systems are also valuable tools for inclusion in a
portfolio.

Demonstration

An actual demonstration of performance mastery can also be used to conduct a performance based assessment.
Demonstrations work for almost all employees and require the manager to observe the skill that is being
evaluated. Evaluators make judgements on the level of mastery, so it is important to be certain that these
measures are observable and agreed upon by both the employee and the manager. A customer service
representative, for example, could be evaluated on whether or not he can greet a customer within 10 seconds
and welcome her to your company.

Behavior-Based

Much like interviewing, behavior-based questions are very effective for performance based assessments. Using

this method, you could ask your employee for specific examples in the workplace where her skill was used.
You might ask for the time when she handled a difficult employee and look for specific examples
demonstrating this skill. Craft your interview with open-ended questions or statements like, "Tell me exactly
how you handled the short deadline for the xyz project." Behavior based questions require your associate to
prove and demonstrate her mastery for the area being evaluated.

Performance-based Assessment Why performance-based assessment?  Paper-pencil tests are not

enough to determine if students know how to do something.  Learning objectives and outcomes may
call for performance  Keeps the students engaged – demonstrates relevance of what they learn  Can
be comprehensive (assess knowledge, skills, attitude)

Examples of PBA  Writing  Laboratory work  Playing a sport  Drawing, sketching  Building
structures  Conducting your own research (science fair)  Creating files, databases on computer 
Giving a speech  Read aloud  Construct a graph

Types of PBA  Restricted PBA (restricted to a specific, limited skill like “opening a computer file”) 
Usually the purpose is to ensure that students have learned skills that will later on become part of a
larger task  E.g., dribbling a ball (for basketball) 

Extended PBA (comprehensive, includes a variety of skills; gives students a lot of freedom in selecting,
performing, and self-assessing on tasks)  E.g., Playing a basketball game Types of PBA  Restricted PBA
is usually done for formative assessment 

Extended PBA is usually done for summative or for “placement” assessment Steps in conducting PBA 1.
Specifying the Performance Outcomes  Examples of verbs used in learning outcomes

• Measure (distance, sides of a room, angles)

• Mark (location of organs on an outline of human form) •

Construct a weather map • Identify different parts of a microscope (for restricted PBA)

• Draw a figure (circle, square, parallelogram)

• Design a model of a building

• Demonstrate (a backhand in tennis, correct posture in shooting a basket)

• Perform (a musical instrument)

• Recite (a poem)

• Writes a research report

• Creates a poster display

Steps in conducting PBA 2. Selecting the focus of the assessment – can focus on process, product, or
both

1. Assessing the process: If the PBA results in a product, the teacher might want to assess procedure in
the beginning (e.g., identifying different apparatus). Sometimes, the PBA that results in a complex
performance can also be broken down to assessment at this level (e.g., the first two weeks of a PE class
may focus on running, jumping, resistance, etc.) Steps in conducting PBA

2. Selecting the focus of the assessment – can focus on process, product, or both

2. Assessing the product – sometimes, we are interested in the product (because the processes may be
many, not clearly identifiable, etc.). E.g., solving a word problem; throwing a discus; long jump; etc.

Steps in conducting PBA

3. Selecting an appropriate degree of realism

1. Performance tasks can vary in degree of realism. For example 1. 40 x .06 = 2.40 - lowest level of
realism

2. Determine earnings on a principle of $40, with monthly interest rate of 6% - more realistic than the
first

3. Creating a chart of earnings for 12 months – more realistic than the second

4. Managing a bank account (with fake dollars) – higher than the third

5. Managing a real bank account (with money earned through class tasks) – high realism

Steps in conducting PBA

3. Selecting an appropriate degree of realism

2. The level of realism a teacher needs to use depends on:

a. The learning objective (which may be easily assessed using a paper-pencil test – e.g., write a letter)

b. Components of the overall skills required may be satisfied with a paper-pencil test (e.g., identifying
different parts of a microscope before learning to operate it)
c. Practical constraints may prohibit the teacher from doing a full-scale performance based assessment
(e.g., creating a bank account may not be feasible)

d. The task may not allow for realism to be created (e.g., CPR dummy HAS to be used) Steps in
conducting PBA

4. Selecting the performance situation – for the learning objectives/outcomes decided earlier, the
teacher may select from the following:

1. Paper-pencil performance

2. Identification test

3. Structured performance test

4. Simulated performance

5. Work sample

6. Extended research project Let’s look at each one of these – including examples

Steps in conducting PBA

\ 4. Selecting the performance situation

1. Paper-pencil Before they start a school year, the coach may be interested in whether students know
the various positions in the court. He/she may ask students to create a layout of a basketball court and
draw the location of the different team members on court. Before they handle expensive instruments,
students might have to demonstrate their knowledge of various parts of the instrument via a paper-
pencil test.

2. Identification test Identify the various sounds made by different instruments Identify the different
types of leaves that can be toxic/harmful (before going on a field trip) Identify the best sentence from a
list of different sentences

Steps in conducting PBA

4. Selecting the performance situation

3. Structured performance test –

Elements of a larger performance – highly structured/controlled Running a half length of the court
while dribbling the ball and executing a jump shot Adjusting the focus in a microscope This becomes a
bit time-consuming. It also requires detailed directions. Grading also calls for judgment – so, criteria for
grading need to be set up ahead of time (e.g., in Handwriting, is posture important? Is type of grasp
important? To what extent can students write outside the line before they are deemed to be failing?
How many words do they need to write? Is time/speed important?)
 Steps in conducting PBA 4. Selecting the performance situation 4. Simulated performance Internet /
computer programs that simulate banking Pretend grocery store 5. Work sample Create a database,
given specific directions Identify elements of a cell, given a prepared slide Write one page to
demonstrate handwriting Draw a still-life Steps in conducting PBA 4. Selecting the performance situation
6. Extended Research Project Any project you assign to students should follow the following
steps/criteria 1. Establish criteria and standards for performance It’s best to involve students in setting
criteria (more motivating, higher engagement on part of student; must be checked against the learning
objectives) 2. Help select and state the problem Make sure that the problem is: clear do-able authentic
has more than one solution free from bias, is fair Encourage students to participate in deciding on the
problem – try to state as question 3. Help locate and select resources Identity resources they can use
(remember, children whose parents are poor may not be able to take them to meetings/public library or
purchase items) Make sure resources are relevant Steps in conducting PBA 4. Selecting the performance
situation 6. Extended Research Project Any project you assign to students should follow the following
steps/criteria 4. Provide guidance in writing the report -Develop criteria for writing the report (best to
use student self- or peer-evaluation here) -Criteria should come from the learning objectives -Give
detailed feedback as the report is being developed (peerevaluation or teacher evaluation) 5. Help design
and complete the product sometimes the written report is the project, but sometimes it needs to be
further developed into a display, include graphs, a model, etc. -make sure criteria for evaluating product
are developed and communicated! 6. Create time/space/opportunities to present product (fosters
communication skills, helps children learn from each other) Steps in conducting PBA 5. Making
performance assessment more authentic -What are the benefits of making assessment authentic? *
more relevant * more motivating * encourages real-world skills (and transfer to real world) * can be
complex and employ higher-level thinking *aids real understanding Steps in conducting PBA 6. Selecting
the method of observing, recording and scoring -systematic observation & anecdotal records -checklists
-rating scales -scoring rubrics You can use any one or combination of these to evaluate. Steps in
conducting PBA 6. Selecting the method of observing, recording and scoring -systematic observation &
anecdotal records When/if students are working on a project in class – teachers are often informally
observing. Instead, teachers could write notes on specific events – e.g., unusual cooperation between
students, descriptions of areas where students had the most difficulty. The anecdotal records should be
created/maintained in the following way: -focus on meaningful incidents -write them up soon after the
incident -write enough detail to make sense of it later -keep judgments/interpretations separate from
the discussions Steps in conducting PBA 6. Selecting the method of observing, recording and scoring -
checklists Contains of elements/steps sequentially listed with a “ yes ” or “ no ” option Often used to
provide students with a means of selfcheck Activity: Create a checklist for students working on the
poster (My Community OR Alternative sources of energy) -Rating scales Can be used to assess process
and/or product Steps in conducting PBA 6. Selecting the method of observing, recording and scoring -
Rubrics Are of two types: Analytical & Holistic Analytical - Much like checklists, they explain the number
of points assigned to each element. You add up the points to assign a grade. Holistic/global – see
handout. Based on a general rating, you can assign writing in categories of 4, 3, 2, or 1. Analytical is
helpful for formative, Holistic for summative assessment. Advantages & Disadvantages of PBA 
Advantages  Can assess complex learning outcomes  Provides a natural, direct, and complete
evaluation of some types of skills  Meaningful learning/performance makes the student more
motivated  Encourages the application of learning to real-life situations  Disadvantages  Vulnerable
to effects of rating biases (personal, generosity)  Requires a lot of time and effort to implement 
Evaluation must be done individually (not in groups)  Can do only few of these – especially if they are
extended response