Performanc

e
Approach to measuring a students
status based on the way that the
student completes a specified
task.
 also known as alternative or
authentic assessment, is a form of
testing that requires students to
perform a task rather than select an
answer from a ready-made list.
 What is a performance test?
It requires students to construct an
original response

The teacher observes the process of

construction

There is no absolute distinction between

performance test with other tests
 Inference

to what extent each student has mastered

the skill
 Educational Decision

whether particular student needs particular

instruction or needs to move on
Assessment 3. Students are
Option asked a series of
2. Students questions
answer a series of regarding ways of
multiple choice solving problems
1. Students collaboratively,
respond to true- test about the
next steps to take then asked to
false question supply short
about the best when solving
problems in answers to the
procedures to questions.
follow in group groups.
problem solving,
 Instructional
Objective

Assessment Students can

Option solve problems
5. Students work collaboratively.
in small groups
4. Students are to solve
given a new previously
problem, then unencountered
ask to write an problems.
essay regarding Teachers
how a group observed and
should go about judges the
solving it. effort.
 For other teachers,
Performance assessment = construction
response assessment
 3 features of genuine
performance assessments:

1. Multiple evaluative criteria

2. Prespecified quality standards

3. Judgmental appraisal
 Authentic assessment- coincide
with real life tasks

Alternative assessment constitute

an alternative to paper and pencil test
Why performance assessment?

1. Dissatisfaction with selected-response

tests.

2. The influence of cognitive psychology.

3. The sometimes harmful instructional

impact of conventional tests.
 Heart of performance
assessment

Selecting appropriate tasks for students.

Judging the adequacy of students

responses.
 Identifying suitable tasks for
performance assessment
Classroom teachers have to:

1. Generate their own performance test task.

2. Select performance test task from the

increasing number of tasks that are
available from educators elsewhere.
 Inferences and tasks

Chief determinants how to assess students:

1. Inference you want to make about those

students

2. The decision will be based on that inference

 Student Responses
to Performance
Students Status tasks
Key Instructional Derived inference Evidence
Objectives from Students ability to for
Students can use illuminate Students are
historical lessons to current/future presented with
solve current/future problems with current/future
problems. relevant historical problem, then
lessons is inferred. asked to solve it
using historically
derived insights.
 Generalizability Dilemma
It is often more difficult to generalize
accurately about what skills and
knowledge are possessed by the student.

Solution: Devote great care to the

selection of the tasks embodied on your
performance test.
 Factors to consider when
evaluating performance test tasks
Generalizability
Authenticity
Multiple Foci
Teachability
Fairness
Feasibility
Scorability
 Performance Test and Teacher
Time
Important considerations in performance
testing:
1. The selection of suitable task
2. The development of an appropriate
scheme for scoring students responses
3. The actual scoring of students responses

4. *Significance of the skill

 Identifying Scoring Criteria
Criterion standard on which a judgment
or decision may be based

Scoring procedures Rubrics

 3 important features of rubrics:
1. Evaluative criteria

2. Description of qualitative differences for

the evaluative criteria

3. Indication of whether a holistic or analytic

scoring approach is to be used
SOURCES OF ERRORS IN
SCORING STUDENTS
PERFORMANCES
 Scoring instrument flaws
Lack of descriptive rigor in which the
evaluative criteria is described

Ambiguity exist about the meaning of

criteria
 Procedural Flaws
Rating too many qualities.

No more than 3 or 4 criteria must be

present in scoring.
 Teachers personal bias errors

Generosity error

Severity error

Central tendency error

 Halo effect

favorable attitude = favorable

ratings