Republic of the Philippines

University of Rizal System

Provincial of Rizal

COLLEGE OF EDUCATION
Rodriguez Campus

Performance-
Based
Assessment
Submitted to :
Prof. Emmanuel M. Llarenas

Submitted By:
Morada, Laarni
Orantes, Rea Rochelle
Francisco, Clara Jean
Fajardo, Lorenzalde
Performance- based assessment

Hogan (2007)
• Performance- based assessment , sometimes referred as “ authentic assessment or
alternative assessment .

Performance assessment
• Implies that the students need to demonstrate skills by actual performance of a certain
task rather than just marking on an answer sheet.
• The term PERFORMANCE ASSESSMENT usually includes essays to demonstrate writing
skills or content knowledge .

Authentic Assessment
• The teacher must use realistic situations in the testing materials.

Alternative assessment
• Implies that it is alternative to selected response testing, multiple-choice items were
used before as alternative assessment on the history of testing. Hence, alternative
assessment is not an accurate term, although it is frequently used.

Performance- based assessment

• Performance- based assessment is a direct and systematic observation of the actual
performance of students based on a predetermined performance criteria
(Zimmaro, 2003 as cited by Gabuyo, 2012).

• It is an alternative form of assessing the performance of students that represents a set of

strategies for the application of knowledge, skills, and work habits through the
performance of tasks that are meaningful and engaging to them.
(Hibbard 1996)

• According to Brualdi (1998), in her article Implementing Performance Assessment in the

Classroom, performance- based assessment also provides the teacher the information on
how the students understand and apply knowledge and it allows the teacher to integrate
performance assessment in the instructional process to provide additional learning
activities for the students in the classroom.

Features of performance-based assessment

According to Gronlund (1998), there are features of the performance-based assessment that
differ from other types of assessment. These are greater use judgement in scoring.
 1. Greater realism of the tasks
 This means that the students must apply the knowledge and skills by
demonstrating a task that shows application in a real world situation.

2. Greater complexity of the tasks

 The tasks are difficult to understand and analyze because they are less structured
problems that encourage the students to perform with originality and thinking
skills ang they have multiple solutions.

3. Greater time needed for assessment

 Performance-based assessment needs longer time to assess the performance of
the students, because of the difficulty of designing the tasks, the comprehensive
nature of the tasks, and the increased time needed to evaluate the results.

4. Greater use of judgement in scoring

 The evaluator should consider the set of judging criteria associated with the
performance assessment. Also, the scoring approach must be congruent to the
assessment purpose. These must be taken into consideration because of the
complexity of the task, originality of the responses, and in some cases, the
variety of possible solutions that need a greater use of judgement in scoring.

Difference between traditional assessment and performance-based assessment

Traditional assessment
 Traditional assessment or paper- and –pencil test measures learning indirectly
when measuring factual knowledge and solving well-structured mathematical
problems, paper-and pencil test is better to use. In this case, the teacher asks
questions which indicate skills that have been learned or mastered. Usually
paper- and –pencil test asses low level thinking skills, or beyond recall levels.
Performance- based assessment
 Performance- based assessment is a direct measure of learning or competence.
This indicates that cognitive complex outcomes, affective, and psychomotor skills
have been mastered.

Domains of Performance – Based Assessment

A. Communication Skills
1. Writing an Essay
2. Delivering a speech
B. Psychomotor Skills
1. Holding a pencil Properly
2. Following a procedure when dissecting a frog in the laboratory
 3. Focusing a microscope
4. Bisecting a line
C. Athletic Skills
1. Shooting three points in a basketball
2. Pitching a strike ball in baseball game
3. Diving
D. Concept Acquisition
1. Skills in acquiring, organizing and using information
E. Affective Skills
1. Mental and behavior habits and recognition skills
2. Sharing sports equipment
3. Obeying traffic rules and regulation

Types of Performance- Based Assessment

1. Restricted-Response Performance Task
 A performance task that is highly structured with a limited scope. The
instructions of the task are more focused and the limitations are always
indicated.
2. Extended- response Performance Test
 A type of performance task that is less structured and broader in scope.

Type of task Complex Learning Outcomes

Restricted- response Performance task Ability to:
 Construct a graph
 Read a story aloud
 Type an application letter
 Use engineering instruments

Extended-Response Performance Task Ability to:

 Write a thesis
 Create a regression model
 Repair a television
 Organize ideas
 Make an oral presentation
about research
 Collect, analyze, and infer data