Designing

Meaningful
Performance-
Based Assessment
Step 1: Purpose must be specified at the
Defining the beginning of the process so that the
Purpose of proper kinds of performance criteria and
Assessment scoring procedures can be established.
Step 1:
Defining the
Purpose of
Assessment
 1.1 Four Types of Learning Targets Used in
Performance Assessment

In defining the purpose of assessment, learning

targets must be carefully identified and taken in
Step 1: consideration.
Defining the Performance assessments primarily use four types
Purpose of of learning targets which are deep understanding,
reasoning, skills, and products (McMillan,2007).
Assessment
 1.1 Four Types of Learning Targets Used in
Performance Assessment

 Deep Understanding
Step 1: The essence of performance assessment includes
the development of students’ deep understanding.
Defining the The idea is to involve students meaningfully in
Purpose of hands-on activities to extended periods of time so
that their understanding is rich and more extensive
Assessment than what can be attained by more conventional
instruction and traditional paper-and-pencil
assessments. This focuses on the use of knowledge
and skills.
 1.1 Four Types of Learning Targets Used in
Performance Assessment
 Reasoning
Step 1: Reasoning is essential with performance
assessment as the students demonstrate skills and
Defining the construct products. Typically, students are given a
problem to solve or are asked to make a decision or
Purpose of other outcome, such as a letter to the editor or
school newsletter, based on information that is
Assessment provided.
Note: Generally, deep understanding and reasoning
involve in-depth, complex thinking about what is known
and application of knowledge and skills in novel and
more sophisticated ways.
 1.1 Four Types of Learning Targets Used in
Performance Assessment
 Skills
Step 1: In addition to logical and reasoning skills, students are
required to demonstrate communication, presentation,
Defining the and psychomotor skills. These targets are ideally
suited to performance assessment.
Purpose of Psychomotor skills describe clearly the physical action
Assessment required for a given task. These may be developmentally
appropriate skills or skills that are needed for specific
tasks: fine motor skills holding a pen, focusing a
microscope, and using scissors), gross motor actions
(jumping and lifting), more complex athletic skills [shooting
a basketball or playing soccer), some visual skills, and
verbal / auditory skills for young children. These skills also
identify the level at which the skill is to be performed.
 1.1 Four Types of Learning Targets Used in
Performance Assessment

 Products
Step 1:  Are completed works, such as term papers, projects,
and other assignments in which students use their
Defining the knowledge and skills.
Purpose of
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

 In defining the purpose of assessment, the teacher

should identify whether the students will have to
Step 1: demonstrate a process or a product.
Defining the  If the learning outcomes deal on the procedures which
Purpose of you could specify, then it focuses on process
assessment.
Assessment
 In assessing the process, it is essential also that
assessment should be done while the students are
performing the procedures or steps.
 1.2 Process and Product-Oriented Performance-
Based Assessments

A. Learning targets which require students to

demonstrate process include the procedures of proper
Step 1: handling / manipulating of microscope, or steps to be
Defining the done when in an earthquake drill. Mathematical
operations, reciting a poem, and constructing a table of
Purpose of specification are other examples of this target.
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

Step 1:
Defining the
Purpose of
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

Step 1:
Defining the
Purpose of
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

Step 1:
Defining the
Purpose of
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

B. Examples of learning targets which require students to

produce products include building a garden, conducting
Step 1: classroom-based researches, publishing newspaper and
Defining the creating commercials or PowerPoint presentation.
Purpose of
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

Step 1:
Defining the
Purpose of
Assessment
 1.2 Process and Product-Oriented Performance-
Based Assessments

Step 1:
Defining the
Purpose of
Assessment
Step 1:
Defining the
Purpose of
Assessment
 CONTENT STANDARDS: The learners demonstrate an understanding that
organisms interact with each other and with their environment to survive.

PERFORMANCE STANDARDS: The learners should be able to conduct a

collaborative action to preserve the ecosystem in the locality.

Step 1: COMPETENCIES:
1. differentiate biotic from abiotic components of an ecosystem
Defining the 2. describe the different ecological relationships found in an ecosystem
3. predict the effect of changes in one population on other populations in the
Purpose of ecosystem; and
4. predict the effect of changes in abiotic factors on the ecosystem.
Assessment
LEARNING TARGET?????

PERFORMANCE TASK ?????

 Having a clear understanding of the
purpose of assessment, the next step is
to identify performance tasks which
Step 2: measure the learning target you are
Identifying about to assess. Some targets imply that
Performance the tasks should be structured; others
Task require unstructured tasks.
Below are some questions that should be
answered in designing tasks:
 Below are some questions that should be
answered in designing tasks:

Step 2:
Identifying
Performance
Task
 Performance needs to be identified so
Step 2: that students may know what tasks and
criteria to be performed. In this case, a
Identifying
task description must be prepared to
Performance provide the listing of specification of the
Task tasks and will elicit the desired
performance of the students.
 Task description should include the
following:

Step 2:
Identifying
Performance
Task
 Tasks on the other hand should be
meaningful and must let the student be
personally involved in doing and creating
the tasks. This could be done by selecting
Step 2: a task which has personal meaning for
Identifying most of the students. Choose a task in
Performance which students have the ability to
Task demonstrate knowledge and skills from
classroom activities or other similar
ways. These tasks should be of high
value, worth teaching to, and worth
learning as well.
 In creating performance tasks, one
should specify
the learning targets,
Step 2: the criteria by which you will evaluate
Identifying performance, and
Performance the instructions for completing the task.
Task Include also the time needed to complete
the tasks. Be sure students understand
how long a response you are expecting.
 Some learning targets can be assessed in
a relatively short period of 20 to 30
minutes.
But it also depends on the learning
Step 2: targets which necessitate a longer time.
Identifying Examples are conducting opinion survey
Performance and gathering of data for research which
Task need more than two weeks and done
outside of the class. With these activities,
the results can make a valid
generalization of how the students
achieved the learning target.
 Participation of groups must be
considered also in crafting performance
tasks. Some tasks require cooperative or
collaborative learning or in group tasks.
Step 2: With this, the number of tasks must be
Identifying given an attention as well, as a rule, the
Performance fewer the number of tasks, the fewer
Task targets can be assessed in a given
performance.
 2.1 Suggestions for Constructing Performance
Tasks

1. Focus on learning outcomes that require

Step 2: complex cognitive skills and student
performances.
Identifying
Tasks need to be developed or selected in light
Performance of important learning outcomes. Since
Task performance-based tasks generally require a
substantial investment of student time, they
should be used primarily to assess learning
outcomes that are not adequately measured by
less time-consuming approaches.
 2.1 Suggestions for Constructing Performance
Tasks

2. Select or develop tasks that represent both the

Step 2: content and the skills that are central to
important learning outcomes.
Identifying
It is important to specify the range of content
Performance and resources students can use in performing
Task task. In any event, the specification of assumed
content understandings is critical in ensuring
that a task functions as intended.
 2.1 Suggestions for Constructing Performance
Tasks

3. Minimize the difference of task performance

Step 2: on skills that are irrelevant to the intended
purpose of the assessment task.
Identifying
The key here is to focus on the attention of the
Performance assessment. Example is the ability to read
Task complicated texts and the ability to
communicate clearly are both important
learning outcomes, but they are not necessarily
the intent of a particular assessment.
 2.1 Suggestions for Constructing Performance
Tasks

4. Provide the necessary scaffolding for students

to be able to understand the tasks and what is
Step 2: expected.
Identifying Challenging tasks often involve ambiguities and
Performance require students to experiment, gather
Task information, formulate hypothesis, and evaluate
their own progress in solving a problem.
However, problems cannot be solved in a
vacuum. Students need to have a prior
knowledge and skills required to address the
problem. These prerequisites can be a natural
outcome of prior instruction or may be built into
the task.
 2.1 Suggestions for Constructing Performance
Tasks

5. Construct task directions so that the student's

Step 2: task is clearly indicated.
Identifying Vague directions can lead to such a diverse array
of performances that it becomes impossible to
Performance rate them in a fair or reliable fashion. By design,
Task many performance-based tasks give students a
substantial degree of freedom to explore,
approach problems in different ways, and come
up with novel solution.
 2.1 Suggestions for Constructing Performance
Tasks

6. Clearly communicate performance

Step 2: expectations in terms of the criteria by which the
performances will be judged.
Identifying
Specifying the criteria to be used in rating
Performance performance helps clarify task expectations for
Task a student. Explaining the criteria that will be
used in rating performances not only provides
students with guidance on how to focus their
efforts, but helps to convey priorities for
learning outcomes.
Step 2:
Identifying
Performance
Task
Step 2:
Identifying
Performance
Task