1. Classroom Assessment A Practical Guide for Educators by Craig A
Classroom Assessment A Practical Guide for Educators by Craig A. Mertler
Chapter 6
Performance-Based
Assessments

2. Introduction
Performance-based assessments (also known as performance assessments) require students to apply knowledge and skills.
Performance assessments can be used formatively or summatively.
These assessments can be labor- and time-intensive.
They also tend to be quite diverse.

3. Characteristics of Performance-Based Assessments
Performance assessments: present students with hands-on tasks or other performance-based activities that students must complete individually or in small groups; work is evaluated using preestablished criteria.
consist of two components:
a performance task (actual prompt or activity)
a scoring rubric (scoring guide consisting of pre-established performance criteria)
permit direct observation of student skills and capabilities (very different from pencil-and-paper tests)

4. Characteristics of Performance-Based Assessments
Performance assessments (continued)
must be linked to instructional objectives
tend to be less abstract than more traditional forms of assessment (more “real world”)
based in the “real world” = authentic assessment
the assessments, by themselves, are meaningful learning activities
concept of performance assessments is not new; used for years in other fields

5. Characteristics of Performance-Based Assessments

6. Characteristics of Performance-Based Assessments
Performance assessments (continued)
basic requirements:
specific behaviors or capabilities should be observed
appropriately measure complex capabilities or skills that cannot be measured with pencil-and-paper tests
tasks must focus on teachable processes
can judge appropriateness of behavior or understanding

7. Characteristics of Performance-Based Assessments
Performance assessments (continued)
basic requirements (continued):
can judge appropriateness of behavior or understanding, which provides information about strengths and weaknesses
require products of behaviors that are valuable in their own right
tasks should encourage student reflection

8. Characteristics of Performance-Based Assessments
Performance assessments (continued)
process versus product assessment
Process assessment: specifically targets procedures used by students to solve problems.
Product assessment: results in tangible outcome.
Teachers are usually more interested in one or the other, although the task may require both.
Decisions must be made about focus of the task.

9. Developing Performance-Based Assessment Tasks
Four essential features to keep in mind—performance assessment tasks should:
Have a clear purpose that specifies the decision that will be made resulting from the assessment.
very crucial step
will results be used for formative or summative purposes?
will focus be on process, product, or both?

10. Developing Performance-Based Assessment Tasks
Identify the observable aspects of student performance or product that will be judged.
Performance criteria: specific observable standards by which student performances or products will be assessed.
Must be observable.
Again, consider whether focus will be on process, product, or both.
Must be stated clearly.
Criteria should be limited to a reasonable and manageable number.

11. Developing Performance-Based Assessment Tasks
Provide an appropriate setting for completing the task.
Result in one or more scores that describe the performance.
Selecting existing tasks vs. developing your own

12. Designing Performance Tasks: Step-by-Step Procedure
Developing Performance-Based Assessment Tasks
Designing Performance Tasks:
Step-by-Step Procedure
Step 1: Determine the purpose of the assessment.
Step 2: Specify the skills and outcomes along with their respective taxonomic level.
Step 3: Specify the performance criteria that will be used to judge student work, and identify observable indicators of those criteria.
Step 4: Create an authentic and meaningful context for the task.
Step 5: Develop a scoring instrument.
Step 6: Generate or select exemplary student responses.
Step 7: Revise the task, as necessary.

13. Methods of Scoring Performance-Based Assessments
Typically, there are no simple right or wrong answers; they must be assessed along some sort of continuum.
Focus on degrees (e.g., quality, proficiency, understanding, etc.).
Goal is to try to reduce potential subjectivity in scoring.
Share scoring instrument with students from the outset; provides guidance for students with respect to open-ended nature of performance tasks.

14. Methods of Scoring Performance-Based Assessments

15. Methods of Scoring Performance-Based Assessments
Checklists: lists of behaviors, skills; indicate whether each behavior or skill has been observed.
Best when used formatively, to provide quick indication of strengths and weaknesses.
Rating scales: permit teachers to indicate frequency or degree to which behavior or skill is exhibited.
Rubrics: rating scales that are specifically used for scoring results of performance assessments.

16. Methods of Scoring Performance-Based Assessments
Rubrics: scoring guides consisting of specific pre-established performance criteria; are used in evaluating student work on performance assessments.
two types:
Holistic rubric: score assigned to overall process or product.
used when errors in process can be tolerated
used with tasks where there is no definitive correct response
quicker to score, but less feedback

17. Template for Holistic Rubrics
Methods of Scoring Performance-Based Assessments
Template for Holistic Rubrics
Score Description
5 Demonstrates complete understanding of the problem. All requirements of task are included in the response.
4 Demonstrates considerable understanding of the problem. All requirements of the task are included.
3 Demonstrates partial understanding of the problem. Most requirements of the task are included.
2 Demonstrates little understanding of the problem. Many requirements of the task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.

18. Methods of Scoring Performance-Based Assessments
Rubrics (continued)
Analytic rubric: individual components of the product or performance are scored separately.
Used when more focused type of response is required.
Usually results in several scores, which may be summed to obtain a total score.
Slower scoring process; more detailed feedback.

19. Methods of Scoring Performance-Based Assessments

20. Methods of Scoring Performance-Based Assessments
Rubrics (continued)
One type of rubric is not inherently better than the other; serves different purposes.
Teachers must decide which format meets their needs and the needs of the task.
Levels of proficiency, etc., may be qualitative, quantitative, or both.

21. Methods of Scoring Performance-Based Assessments
Rubrics (continued)
Potentially frustrating aspect of rubrics is converting them to “grades.”
No one specific way to accomplish this.

22. Developing Performance-Based Assessment Scoring Rubrics

23. Validity and Reliability of Performance-Based Assessments
can be enhanced by sharing with students the criteria that will be used to judge their work
must ensure that performance is not task specific
students must possess the necessary prerequisite skills in order to demonstrate the complex skills that may be required by the task
tasks should be fair to all students
Reliability
rubrics should be designed to reduce subjectivity
teachers must avoid their personal biases in scoring tasks

24. Advantages and Limitations of Performance-Based Assessments
Can assess students’ abilities “to do.”
Can assess skills that cannot be assessed through more traditional methods.
Can assess thinking processes as well as products.
Can be used to improve instructional practice.
Limitations
Main limitation is the amount of time involved.
Inefficient when used to assess lower-level skills.
Due to subjectivity, reliability tends to be lower.
Students of lower abilities may experience frustration.