1. MAVILLE ALASTRE-DIZON Philippine Normal University
PERFORMANCE
ASSESSMENT
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MAVILLE ALASTRE-DIZON
Philippine Normal University

2. BALANCED ASSESSMENT Assignments Quizzes Performance Portfolio Tests
Traditional Assessments
Alternative Assessments

3. Performance Assessment
is one in which the teacher observes and makes judgment about the student’s demonstration of a skill or competency in creating a product

4. Performance assessments have two parts:
a clearly defined task
and a list of explicit criteria for assessing student performance or product.

5. Performance – based Assessment is synonymous with Performance Assessment
Performance – based is shorthand for performance –and-product based
emphasis on the students’ ability to use their knowledge and skills to produce their own work

6. Characteristics of Performance Assessments
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

7. Characteristics of Performance Assessments
Performance is directly observable
Relies on trained assessors’ judgment for scoring
Multiple criteria and standards are prescribed and made public
There is no “single” correct answer
If authentic, grounded on real-world contexts and constraints

8. TYPES Restricted type tasks
– targets narrowly defined skill and require relatively brief response.
The task is structured and specific.
Examples:
Construct a bar graph from the data provided
Read an article from the newspaper and answer questions
Sing a song

9. TYPES
Extended type tasks - more complex, elaborate and time consuming. Tasks often includes collaborative work with small groups of students and usually require the use of a variety of sources of information.
Examples:
Design and carry out a study to determine which grocery store has the lowest prices
Publish a newspaper
Compose and perform a song

10. How to Assess a Performance
Identify the competency that has to be demonstrated by the students with or without a product.
Describe the task to be performed by the students either individually or as a group, the resources needed, time allotment and other requirements to be able to assess the focused competency.
Develop a scoring rubric reflecting the criteria, levels of performance and the scores.

11. Performance Task Blueprint
Learning objectives
Concepts and principles
Skills, processes, and procedures
Description of the task
Student products and/or performances
Criteria for assessing each product and/or performance

12. 7 Criteria in Selecting a Good Performance Assessment Task
Generalizability – the likelihood that the students’ performance on the task will generalize to comparable tasks.
Authenticity – the task is similar to what the students might encounter in the real world as opposed to encountering only in the school.
Multiple Foci – the task measures multiple instructional outcomes.

13. Teachability – the task allows one to master the skill that one should be proficient in
Feasibility – the 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 irregardless of their social status or gender

14. What is a rubric?
A rubric is a systematic scoring guideline to evaluate students’ performance (papers, speeches, problem solutions, portfolios) through the use of a detailed description of performance standards.

15. Types of Rubrics
Holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.
Analytic rubrics provide specific feedback along several dimensions.

16. 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 – this should be a behavior that requires either a demonstration or creation of products of learning
Evaluative Criteria and their Indicators – these should be made clear using observable traits

17. Performance Levels - these levels could vary in number from 3 or more
Qualitative and Quantitative descriptions of each performance level – these descriptions should be observable to be measurable
Performance Task – the task should be authentic, feasible, and has multiple foci

18. Constructing a Rubric
Identify the key elements, traits, or dimensions to be evaluated
Think about what an exemplary response to the task would look like. (What are the key characteristics of such a response?)

19. Decide the number of scale points needed to discriminate among the full range of different degrees of quality (3 to 5 are usually sufficient)
Decide if the identified elements are of equal importance or will be weighted differently.

20. Template for Holistic Rubrics
Score
Description 5
Demonstrates complete understanding of the problem. All requirements of task are included in response. 4
Demonstrates considerable understanding of the problem. All requirements of task are included. 3
Demonstrates partial understanding of the problem. Most requirements of task are included.

21. Template for Holistic Rubrics
Score
Description 2
Demonstrates little understanding of the problem. Many requirements of task are missing. 1
Demonstrates no understanding of the problem.
No response/task not attempted.

22. Template for analytic rubrics
Beginning 1
Developing
Accomplished
Exemplary
Score
Criteria #1
Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #2

23. Template for analytic rubrics
Beginning 1
Developing
Accomplished
Exemplary
Score
Criteria #3
Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #4