Performance-Based

AssessmentMelody Grace M. Lizano

What is Performance-Based Assessment?

Performance-based assessment

measures students' ability to apply the skills and knowledge learned from a unit or units of

study. 

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.

Group projects enabling a number of students to work together on a complex problem that requires planning, research, internal discussion, and group presentation.

Essays

Essays assessing students' understanding of a subject through a written description, analysis, explanation, or summary.

Experiments

Experiments testing how well students understand scientific concepts and can carry out scientific processes.

Demonstrations

Demonstrations giving students opportunities to show their mastery of subject-area content and procedures.

Portfolios

Portfolios allowing students to provide a broad portrait of their performance through files that contain collections of students' work, assembled over time.

What are the essential characteristics of a performance-based assessment?

• Complex• Authentic• Process/product-oriented•Open-ended• Time-bound

What are the purposes of a performance-based assessment?

• 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

Definition Of Performance Task Benefits/Drawbacks Characteristics

TYPES Product

Extended Constructed Response

Performance

TYPES OF PERFORMANCE- BASED TASK

are tasks that ask students to create

products or perform tasks to show their

mastery of particular skills.

Performance tasks

Performance-Based TasksBenefitsOften considered

more authentic than traditional standardized test items

Higher-Order Thinking Skills

Measurement of Multiple Objectives and Concepts

Easily implemented within typical classroom structure

DrawbacksMust 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

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 contexts for

performance.

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 evaluated with established

criteria and rubrics.

Characteristics of Performance-Based Tasks

Types of performance

tasks

Restricted Performance-Based Tasks

Extended Performance-Based Tasks

Product Extended Constructed Response

Performance

TYPESperformance tasks

Restricted Performance Based Tasks

Restricted to a specific, limited

skill Extended Performance Based Tasks

Comprehensive, includes a variety of skills, gives students a lot of freedom in selecting,

performing, and self-assessing on tasks.

PRODUCTExamples:• drawings• paintings• sculptures• costumes• masks• Models

These tasks require students to demonstrate

their understanding

through transfer of learning

EXTENDED CONSTRUCTED RESPONSE

task requires students to construct

a written answer in response to a

question or task rather than to select

one from a list

Examples:• Compare pieces of literature• solutions to environmental problems or economic events. • Analyze artwork, forms of government, or solutions to problems

PERFORMANCEExamples:• playing a musical instrument• carrying out the steps in a scientific experiment• speaking a foreign language• reading aloud with fluency repairing an engine• working productively in a group.

Require the

students to perform what they

have learned.

Process in Conducting Performance

Based Assessment

Brualdi, Amy (1998)

STEP 1:Defining

the Purpose

A What concept, skill, or knowledge am I trying got assess?What should my students know?

At what level should mu students be performing?

What type of knowledge is being assessed: reasoning, memory or process? Stiggins, 1994

STEP 2:Choosing

the activity

FormalInformal

Students does not knowTypical behaviourA

Work habits

Knows that you are evaluating

Have them perform a task or finish a project

B Select the focus:

Process

Product

Is concerned with an actual

task performance

It is concerned with the final product alone

and not the process

A. Make an assessment test based on the syllabus, lessons, etc. of the Grade 7 class that you’ve gathered from the PNU ITL. Afterwards, let them answer your

finished assessment.

C Selecting Degree of Realism

B. Enumerate and distinguish the different assessment methods.

C. What is the appropriate assessment method to be used given the following context… (Pen and paper)

D. Make an assessment test based upon the curriculum guide of your given certification level. Afterwards, let your classmates answer it. Your classmate will

pretend that they are students of the same level as the grade level you’ve chosen.

C Selecting Degree of RealismB. Enumerate and distinguish the different assessment methods.

C. What is the appropriate assessment method to be used given the following context… (Pen and paper)

A. Make an assessment test based upon the curriculum guide of your given certification level. Afterwards, let your classmates answer it. Your classmate will

pretend that they are students of the same level as the grade level you’ve chosen.

D. Make an assessment test based on the syllabus, lessons, etc. of the Grade 7 class that you’ve gathered from the PNU ITL. Afterwards, let the Grade 7 class of

PNU answer your finished assessment.

C Selecting Degree of RealismThe learning objective

Components of the overall skills required may be satisfied with a paper pencil test

Practical constraints

Task may not allow for realism to be created.

STEP 3:Defining

the Criteria

STEP 3:

Defining the Criteria

Used to describe the expectations for a product, a process or a collection of evidence of learning

Using criteria in local and state curriculums

A

B Develop own set of criteria• Identify the overall performance or task to be

assessed and perform it yourself or imagine yourself performing it.

• List the importance aspects of the performance or product.

• Try to limit the number of performance criteria, so they can all be observed during a pupil’s performance.

• Express the performance criteria in terms of observable pupil behaviors or product characteristics.

• Don’t us ambiguous words that cloud the meaning of the performance criteria.• Arrange the performance criteria in the order in which they are likely to be

observed.

STEP 4:

Creating Performance Rubrics• A rubric is a rating system by which teachers can determine at what level of

proficiency a student is able to perform a task or display knowledge of a concept.

• Can define the different level of proficiency for each criterion.

Criteria

Level of Performance

STEP 5:Assessing

the Performance

• Checklist Approach• Narrative/

Anecdotal Approach• Rating Scale

Approach• Memory Approach

A Checklist Approach

When you use this, you only have to indicate whether or not certain elements are present in the performances

B Narrative/ Anecdotal Record

When teachers use this, they will write narrative reports of what was done during each of the performances. From these reports, teachers can determine how well their students met their standards

C Rating Scale ApproachWhen teachers use this, they indicate to what degree the standards were met. Usually, teachers will use a numerical scale. For instance, one teacher may rate each criterion on a scale of one to five with one meaning "skill barely present" and five meaning "skill extremely well executed."

D Memory Approach

When teachers use this, they observe the students performing the tasks without taking any notes. They use the information from their memory to determine whether or not the students were successful.

Guidelines and Procedures in

Developing Performance Assessment

GUIDELINES IN DEVELOPING PERFORMANCE ASSESSMENT

1. What are the performance outcomes being assessed?

2. What standards are aligned with these performance outcomes?

3. How will you set the context for the task and engage students in authentic and relevant ways?

4. What materials/resources will students encounter and use in this performance assessment? 5. What specific question(s) and directions will be in your prompt? (What will your prompt say?)6. What will students produce that will give you evidence of their performance?

7. What is your scoring system? 8. What scaffolding strategies or mini-tasks will help students access and complete the performance assessment? 9. How will you meet the needs of your diverse students?

PROCEDURES IN DEVELOPING

PERFORMANCE ASSESSMENT

STEP 1. List the skills and knowledge you wish to have students learn as a result of completing a task.

1

QUESTIONS TO CONSIDER

• What important cognitive skills or attributes do I want my students to develop? • What social and affective skills or attributes do I want my

students to develop? • What metacognitive skills do I want my students to develop• What types of problems do I want them to be able to solve? • What concepts and principles do I want my students to be able

to apply? • ]

STEP 2. Design a performance task which requires the students to demonstrate these skills and knowledge.

2

QUESTIONS TO CONSIDER• How much time will it take students to develop or acquire the skill

or accomplishment?• How does the desired skill or accomplishment relate to other

complex cognitive, social, and affective skills? • How does the desired skill or accomplishment relate to long-term

school and curricular goals? • How does the desired skill relate to the school improvement plan? • What is the intrinsic importance of the desired skills or

accomplishment? • Are the desired skills and accomplishments teachable and

attainable for your students?

STEP 3. Develop explicit performance criteria which measure the extent to which students have mastered the skills and knowledge.

3

EVERYTHING RUBRICSRainer John T. Rovillos-Escaño III-3 BEE SHS

JUDGE

RULES

DECISION

PERFORMANCE

DID YOU KNOW?

The word rubric comes from the Latin word for red.

진짜야 ?

DID YOU KNOW?

The word rubric comes from the Latin word for red.

멋지다 !

WHAT IS RUBRIC?

A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. (Brookhart, 2013)

WHAT IS ITS PURPOSE?

The main purpose of rubrics is to assess performances. For some performances, we observe the student in the process of improving his language skills, like delivering a persuasive speech or critiquing the latest movie.

TYPES OF PERFORMANCES

TYPES OF PERFORMANCES EXAMPLES

ProcessesPhysical skillsUse of equipmentOral communicationWork habits

Playing a musical instrumentPreparing a slide for the microscopeMaking a speech to the classReading aloudConversing in a foreign languageWorking independently

ProductsConstructed objectsWritten essays, reports, term papersOther academic products that demonstrate understanding of concepts

Watercolor paintingLaboratory reportTerm paper on theatrical conventions in Shakespeare's dayModel or diagram of a structure (atom, flower, planetary system, etc.)Concept map

TYPES OF RUBRICS

ANALYTIC HOLISTIC

ANAHOLIST

IC

ANALYTIC RUBRIC

An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions (called descriptors) of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the criteria is scored individually. (DePaul University, 2017)

EXAMPLES

EXAMPLES

EXAMPLES

ADVANTAGES & DISADVANTAGES

ADVANTAGES DISADVANTAGES Gives diagnostic information to

teacher. Gives formative feedback to

students. Easier to link to instruction than

holistic rubrics. Preferable for formative

assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores.

Provide useful feedback on areas of strength and weakness.

Criterion can be weighted to reflect the relative importance of each dimension.

Takes more time to score than holistic rubrics.

Takes more time to achieve inter-rater reliability than with holistic rubrics.

 

HOLISTIC RUBRIC

A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale.

(DePaul University, 2017)

EXAMPLES

EXAMPLES

EXAMPLES

ADVANTAGES & DISADVANTAGES

ADVANTAGES DISADVANTAGES• Emphasis on what the learner

is able to demonstrate, rather than what s/he cannot do.

• Saves time by minimizing the number of decisions raters make thus scoring is faster than with analytic rubrics.

• Can be applied consistently by trained raters increasing reliability and requires less time to achieve inter-rater reliability.

• Good for summative assessment.

 

• Single overall score does not communicate information about what to do to improve.

• Not good for formative assessment because it does not provide specific feedback for improvement.

• When student work is at varying levels spanning the criteria points it can be difficult to select the single best description.

• Criteria cannot be weighted.

TYPES OF RUBRICS

ANALYTIC HOLISTIC

ANAHOLIST

IC

ANAHOLISTIC RUBRIC

“Anaholistic” rubrics, as the name implies, are a hybrid of analytical and holistic rubrics which identify specific components of an assignment that will be graded. An “anaholistic” rubric, however only identifies the criteria which need to be assessed and the maximum grade which may be awarded for each component of an assignment. The marker must decide what grade to award for each component based on the criteria provided. Criteria may be weighted as well, if necessary and appropriate.

EXAMPLES

WHY IS IT IMPORTANT?

Rubrics are important because they clarify for students the qualities their work should have. This point is often expressed in terms of students understanding the learning target and criteria for success. For this reason, rubrics help teachers teach, they help coordinate instruction and assessment, and they help students learn.

REFERENCES

• Brookhart, S.M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Accessed March 2, 2017 at http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx

• DePaul University. (2001-2017). Types of Rubrics. Accessed March 2, 2017 at http://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx

• Queens University. (2017). Examples of Innovative Assessments. Accessed March 2, 2017 at http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_rubrics.html

• https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard

• https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b#.9nszx5f2r

• http://www.projectappleseed.org/assessment

• http://webcache.googleusercontent.com/search?q=cache:http://cms.education.gov.il/NR/rdonlyres/B8B6C46B-36AA-497A-9FE7-4F34D8E7FE2A/30971/epages1227.doc