Performance based

Assessment

 Performance-based assessment is a direct and

systematic observation of the actual performance of
students based on a predetermined performance criteria .

Features of Performance-based Assessment

1. Greater realism of the tasks.
2. Greater complexity of the tasks.
3. Greater time needed for assessment.
4. Greater use of judgment in scoring.

Types of Performance-based
Assessment
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.
Extended-response Performance Task
- A type of performance task that is less structured and broader in
scope. 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 provide original and well-supported
information.

Difference between Traditional Assessment

and Performance-based Assessment
Traditional Assessment or paper-and-pen test
measures learning indirectly. When measuring factual
knowledge and solving well-structured mathematical
problems, paper-and-pen test is better to use. Whereas
performance-based assessment is a direct measure of
learning or competence. This indicates that cognitive
complex outcomes, affective, and psychomotor skill have
been mastered.

Types of Performance based

Assessment
Products: They are works produced by students that provide concrete
examples of their application of knowledge. Examples: writing samples,
projects, art or photo exhibits, and portfolios.
Performances: They allow students to demonstrate application of
knowledge and skills under the direct observation of the teacher.
Examples: oral reports, skits and role-plays, demonstrations, and debates.
Process-oriented assessments: They provide insight into student thinking,
reasoning, motivation, and use of learning strategies. Examples: thinkalouds, self-assessment checklists or surveys, learning logs, and individual
or pair conferences.

Domains of Performance-based
Assessment

Communication Skills
Psychomotor Skills
Athletic Skills
Concept Acquisition
Affective Skills

Performance - based
Assessment Instruments
RUBRICS - Most rubrics consist of objectives, performance characteristics, and
points or scores that indicate the degree to which the objectives were met. Rubrics
allow students to understand the criteria for assessment before they start the
project.
CHECKLISTS - Checklists contain a list of behaviors or specific steps, which can be
marked as Present/Absent, Complete/Incomplete, Yes /No, etc. Checklists help to
provide structure for students and they are great tools to use when you want to
note the completion of a task
HOLISTIC SCORING - It has one overall score instead of discrete dimensions. It is
used when one, overall score is more important than sub-scores for specific
categories. Although holistic scales can be easier to create and easier to score,
they do not provide a great deal of feedback.

Steps in Developing
Performance-based Assessment
Define the purpose of the assessment
Determine the skills, learning outcomes, and taxonomy
level
Design and develop activity or performance task
o Performance task provides a common means of
assessment.
Define the performance criteria.

Types of Performance Criteria

Impact of the performance it refers to the success of the performance,

given purposes, goals, and the desired results.

Work quality and craftsmanship it refers to the overall quality,
organization, and difficulty of the work
Adequacy of method and behavior it refers to the quality of procedures
and manner of presentation prior to and during the performance.
Validity of content it refers to the correctness of ideas, skills and
materials used.
Sophistication of knowledge employed it refers to the complexity or
maturity of knowledge employed.