Performance based assessment - Copy.pptx

8/14/2019 Performance based assessment - Copy.pptx

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PERFORMANCE

BASED ASSESSMENT



What is Performance-Based

Assessment?

• It integrates instruction with

evaluation of student achievementand is based on constructivist

learning theory. Multiple criteria for

judging successful performance aredeveloped, and students learn to

self-assess



CHARACTERISTIC OF

PERFORMANCE-BASED

ASSESSMENT

• Students perform, create, construct,

produce, or do something.• Reasoning skills are needed and assessed.

• Involves sustained work, often days and

weeks.• Calls upon students to explain, justify,

and defend.

• Performance is directly observable.





STRENGTHS OF PERFORMANCE-

BASED ASSESSMENT

• Students are more engage in active

learning as a part of the assessment.• They force teachers to identify multiple,

specific criteria for judging success.

• Can be applied to learning all context

areas

• Motivates educators to explore the

purposes and processes of schooling.



LIMITATION OF

PERFORMANCE-BASED

ASSESSMENT

•Reliability

•Sampling

•Time



LEARNING TARGETS FOR

PERFORMANCE-BASED

ASSESSMENT

• Skills

Include the student’s accomplishment of reasoningcommunication and psychomotor proficiencies.

• Products Are completed works, such as term papers, reports,

projects, and other assignments in which students use

their skills and knowledge.



TYPES OF APPROPRIATE

LEARNING TARGETS

• COMMUNICATION SKILLS

Learning targets focused on communication skillsinvolve student performance of reading, writing,

speaking, and listening.

• PSYCHOMOTOR SKILLS

To describe clearly the physical action that are

required.

These may be developmentally appropriate skills

or skills that are needed for specific tasks.



PSYCHOMOTOR SKILLS

STEPS IN IDENTIFYING LEARNING TARGETS FORPSYCHOMOTOR SKILLED

1. To describe clearly the physical action that are require. These

may be developmentally appropriate skills or skills that areneeded for specific tasks.

FIVE CATEGORIES:

Fine motor: cutting paper with scissors, drawing a line et.

Gross motor: walking, jumping etc. Complex: perform a golf swing, operate a computer et.

Visual: copying, finding letters et.

Verbal and auditory: identify and discriminate sounds,

imitate sounds et.



2. To identify the level at which the skill is to be performed.

One effective way to do this is to use an existing classification

of the psychomotor domain. (Simpson, 1972)

These are:

Perception Set

Guided response

Mechanism

Complex overt response

Adaptation

Origination



STEPS IN CONSTRUCTING

PERFORMANCE-BASEDASSESSMENT

1.Generate or identify idea for atask.

2.Develop task description.

3.Write task question or prompt.



TYPE OF

PERFORMANCE-BASEDTASK

1.Restricted-type tasks

2.Extended-type tasks



RESTRICTED-TYPE TASKS

• Target a narrowly defined skill and

require relatively brief responses.

• It is structured and specific

• Requires relatively little time foradministration and scoring.

Example

Construct a bar graph from data provided. Read an article from the newspaper and

answer questions.

Sing a song.







5. ACTIVE• The student is the worker and decision maker

• Students interact with other students

• Students are constructing meaning and deepeningunderstanding

6. FEASIBLE• The task can be done within school and homework time.

• It is developmentally appropriate for students.• It is safe.

7. EQUITABLE• The task develop thinking in a variety of styles.

• It contributes to positive attitudes.

8. OPEN• The task has more than one right answer.

• It has multiple avenues of approach, making it accessible to

all students.



EXAMPLE OF PERFORMANCE-BASED

TASKS

Example 1: Measurement and Evaluation Course

• Less Authentic Do an oral presentation of the process in

developing and validating a cognitive test.• Authentic Critique an existing test instrument in terms of its

validity and reliability

• More Authentic Develop a valid and reliable instrument and

administer it to the target users.



EXAMPLE OF PERFORMANCE-BASED

TASKS

Example 2: Science

• Somewhat Authentic Explain the steps when manipulating the

microscope in examining the parts of a tiny animal.• Authentic Demonstrate how to use the microscope in

examining the body parts of a tiny animal.

• Very Authentic Get any specimen and examine this using the

microscope.

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Performance based assessment - Copy.pptx