Performance Based

Assessment

Presented by:
Angelita A. Jocson
BSE 302-A
 What is Performance Based
Assessment ?
• It is a set of strategies
for the acquisition
and application of
knowledge , Skills,
and work habits
through the
performance of tasks
that are meaningful
and engaging to
students.
 What is Performance Based
Assessment ?
• This type of assessment
provides the teacher
with information
about how students
understand and apply
knowledge.
 What is Performance Based
Assessment ?
• Students
apply their
knowledge
and skills in
context.
 What is Performance Based
Assessment ?
• In its simplest terms, a
performance assessment
(Alternative assessment)
is one which requires
students to demonstrate
that they have mastered
specific skills and
competencies by
performing or producing
something.
 Why performance assessment?
“Relying on test items that are proxies for
genuine and worthy performance
challenges that try to measure
performance indirectly….well, instead…we
should routinely assess students’ ability to
perform on complex tasks at the heart of
each subject, scaffolding the task.”
Wiggins, Educative Assessment
 e.q.
The teacher taught how to setup, focus,
identify and draw pictures of objects on
glass slides.
As the end of the unit
assessment, students
labeled parts of a
diagrammed
microscope and
answered multiple
choice questions
about the history of
the microscope.
 What about this third grade
example?
• Oral reading skills are • The teacher uses paper-
strongly emphasized in and-pencil tests that
this classroom, and a assess pupils' reading
great deal of energy is comprehension and
spent helping students word recognition.
use proper phrasing,
vocal expression, and
clear pronunciation
when they read aloud.
 How about this health class?
• The CPR were • The end of the unit
introduced to the test had 25 true-false
concept and shown a questions over all the
movie. An EMT came information they had
to class with a learned.
practice dummy and
instructed each
student on the
technique.
Performance Tasks . . .
. . . generally occur over time

. . . result in tangible products or observable performances

. . . involve meaning-making

. . . encourage self-evaluation and revision

. . . require judgment to score

. . . reveal degrees of proficiency based on criteria established and

made public prior to the performance

. . . sometimes involve students working with others

-Marzano, Pickering, & McTighe

What are the types of
Performance Based
Assessment?
 Individual or Group Projects
• Projects have long been used in education
to assess a student’s understanding of a
subject or a particular topic.
• Projects typically
require students to
apply their knowledge
and skills while
completing the
prescribed task, which
often calls for
creativity, critical
thinking, analysis, and
synthesis.
• Group projects involve a
number of students
working together on a
complex problem that
requires planning,
research, internal
discussion, and
presentation.
 Portfolio
• Portfolios are
systematic,
purposeful, and
meaningful collections
of an individual’s
work designed to
document learning
over time.
2 Types of Portfolio
 Working Portfolio
• A repository of portfolio documents that
the student accumulates over a certain
period of time.
• Other types of process information may
also be included, such as drafts of student
work or records of student achievement or
progress over time.
 Showcase or model portfolio
• A portfolio consisting of work samples
selected by the student that document the
student’s best work.
• The student has consciously evaluated his
or her work and selected only those
products that best represent the type of
learning identified for this assessment.
 Performances
• Game play during a tournament is also
considered a student performance. Rubrics
for game play can be written so that
students are evaluated on all three
learning domains (psychomotor, cognitive,
and affective).
 Performances
• Students might demonstrate their skills
and learning in one of the following ways:
• Performing an aerobics routine for a
school assembly
• Organizing and performing a jump rope
show at the half-time of a basketball
game
 Performances
• Although performances do not produce a
written product, there are several ways to
gather data to use for assessment
purposes. A score sheet can be used to
record student performance using the
criteria from a game play rubric.
 Journals
• It can be used to
record student
feelings, thoughts,
perceptions, or
reflections about
actual events or
results.