Reasons for Using Performance-Based Assessment
Dissatisfaction of the limited information obtained
from selected-response test.
Influenced of cognitive psychology.
 negative impact of conventional test.
Appropriate in experiential, discovery-based,
integrated, and problem-based learning approaches.
Types of Performance-Based Task
 Demonstration – type - a task that requires no
product. Examples are cooking demonstrations,
entertaining tourists, teamwork and presentation.
 Creation – type - a task that requires tangible
products. Examples are project plan, research
paper, projects flyers
Process – Oriented
Performance -Based Assessment
 Is concerned with the actual task performance rather than
the output or product of the activity.
 Learning entails not only what students know but what
they can do with what they know.
 It involves knowledge, abilities, values, attitudes and mind
that affect academic success and
performance beyond
the classroom.
Product - Oriented
Learning Competencies
 Focuses on evaluating the result or outcome of the
process by giving a scores to its final product made
not on the actual performance of making that
product.
 It is concern on the product alone and not on the
process.
Learning Competencies
 The learning competencies associated with products
or outputs are linked with an assessment with three
levels of performance manifested by the product,
namely:
1. novice or beginner’s level
2. Skilled level
3. Expert level
Methods of Performance – Based
Assessment
 Written – open ended – a written prompt is provided.
Formats: Essays, open-ended test
 Behavior –based – utilizes direct observations of
behaviors in situations or simulated context.
Formats: structured and unstructured
 Interview-based – examinees respond in a one-to-one
conference setting with the examiner to demonstrate
mastery of the skills.
Formats: structured and unstructured
 Product-based – examinees create a work sample or
a product utilizing the skills/abilities
Formats: restricted and extended
 Portfolio-based – collections of works that are
systematically gathered to serve many purposes.
How to Assess a
Performance
1. Identify the competency.
2. Describe the task. ( 7 Criteria in Selecting a
Good Performance Assessment Task )
3. Develop a scoring rubric.
7 Criteria in Selecting a
Good Performance
Assessment Task
 Generalizability – students performance task will
generalize to comparable tasks.
 Authenticity – task is similar to what the students might
encounter in the real world.
 Multiple Foci – task measures multiple instructional
outcomes.
 Teachability – task allows one to master the skill that one
should be proficient in.
 Feasibility – task is realistically implementable in
relation to its cost, space, time, and equipment
requirements.
 Scorability – the task can be reliably and accurately
evaluated.
 Fairness – the task is fair to all the students
regardless of their social status or gender.
Developing Rubrics
Rubric - is a measuring instrument used in rating
performance-based tasks.
- “key to corrections”
- that offers set of guidelines or descriptions in
scoring different levels of performance or
qualities of products of learning. Used in
scoring both the process and the products of
learning.
Similarity of Rubric with Other
Scoring Instrument
 Rubric is modified checklist and rating scale.
1. Checklist
 presents the observed characteristics of a desirable
performance or product
 the rater checks the trait/s that has/have been
observed in one’s performance product.
2. Rating Scale
 shows degree of quality of work or performance.
Types of Rubrics
1. Holistic Rubrics – describes the overall quality of a
performance or product. In this rubric, there is only
one rating given to the entire work or performance.
Advantages of Holistic Rubrics
 Allows fast assessment.
 Provides one score to describe the overall
performance or quality of work.
 It can indicate the general strengths and
weaknesses of the work or performance.
Disadvantages of Holistic
Rubric
 It does not clearly describe the degree of the
criterion satisfied or not by the performance or
product.
 It does not permit differential weighting of the
qualities of a product or a performance.
2. Analytic Rubric - describes the quality of a
performance or product in terms of the identified
dimensions and/or criteria for which are rated
independently to give a better picture of the
quality of work or performance.
Advantages of Analytic Rubric
 Clearly describes the degree of the criterion satisfied
or not by the performance or product.
 It permits differential weighting of the qualities of a
product or a performance.
 Helps raters pinpoint specific areas of strengths
and weaknesses.
Disadvantages of Analytic Rubric
 It is more than consuming to use.
 It is more difficult to construct.
Important Elements of a Rubric
- whether the format is holistic or analytic, the
following information should be made available in a
rubric.
 Competency to be tested – a behavior that requires
either a demonstration or creation of products or
learning.
 Performance Task – task should be authentic,
feasible, and has multiple foci
 Evaluate Criteria and their Indicators
- these should be made clear using
observable traits.
 Performance Levels – these levels could vary in
number 3 or more.
 Qualitative and Quantitative descriptions
of each performance level
– these descriptions should be observable to
be measurable.
Guidelines When Developing
Rubrics
 Identify the important and observable features or
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criteria of an excellent performance or quality product.
Clarify the meaning of each trait or criterion and the
performance levels.
Describe the gradations of quality product or excellent
performance.
Aim for an even number o levels to avoid the central
tendency source of error.
Keep the number of criteria reasonable enough to be
observed or judged.
 Arrange the criteria in order in which they will
likely to be observed.
 Determine the weight / points of each criterion
and the whole work or performance in the final
grade.
 Put the descriptions of a criterion or a
performance level on the same page.
 Highlight the distinguishing traits of each
performance level.
 Check if the rubric encompasses all possible traits
of a work.
 Check again if the objectives of the assessment
were captured in the rubric.