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Performance-Based Assessment

Performance-based assessment measures complex skills through tasks that mimic real-world situations. There are four key features: greater realism of tasks, complexity of tasks, time needed for assessment, and use of judgment in scoring. There are three main types: restricted-response tasks with limited scope, extended-response tasks with broader scope, and tasks combining problem-solving, communication, and psychomotor skills. Developing high-quality tasks focuses on important learning outcomes, minimizes irrelevant skills, provides scaffolding, and clearly communicates expectations and scoring rubrics. Performance assessment directly measures skills like lab work or presentations, while traditional tests indirectly measure more basic knowledge and skills. Advantages include assessing complex skills and process, while limitations include

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Mihra Mollejon
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263 views

Performance-Based Assessment

Performance-based assessment measures complex skills through tasks that mimic real-world situations. There are four key features: greater realism of tasks, complexity of tasks, time needed for assessment, and use of judgment in scoring. There are three main types: restricted-response tasks with limited scope, extended-response tasks with broader scope, and tasks combining problem-solving, communication, and psychomotor skills. Developing high-quality tasks focuses on important learning outcomes, minimizes irrelevant skills, provides scaffolding, and clearly communicates expectations and scoring rubrics. Performance assessment directly measures skills like lab work or presentations, while traditional tests indirectly measure more basic knowledge and skills. Advantages include assessing complex skills and process, while limitations include

Uploaded by

Mihra Mollejon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1. Describe the nature and features of Performance-based assessment.

Features of Performance-based Assessment

According to Gronlund (1998) there are features of performance-based assessment that differ from other types
of assessment. These are greater realism of the tasks, greater complexity of the tasks, greater time needed for
assessment, and greater use of judgment 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 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 perform with originality and thinking skills and they
may have multiple solutions;
3. Greater time needed for assessment. Performance-based assessment needs to 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 time to evaluate the results.
4. Greater use of judgment of 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 tasks, originality of
the responses, and in some cases, the variety of possible solutions that need a greater use of judgment
in scoring.
2. Describe the types of performance-based assessment according to Gronlund, Linn,
and Miller (2009). Give examples for each type by identifying the task and the
assessment.

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. Examples of restricted-response performance are; writing
a one-page summary of the class outreach program; demonstrating how to set up cooking utensils;
delivering a two-minute campaign speech; constructing a bar graph of the scores of 50 students in a quiz in
Statistics.

2. Extended-response Performance Task

A type of performance task that is less structured and broader in scope. Examples of extended-response
performance tasks are: students conducting a thesis and then presenting and defending their findings in
front of a panel of judges; or writing and rewriting a poem after being criticized by a teacher.

When a teacher uses extended-response performance task, the teacher can obtain better information
about students’ ability to identify the crucial point of a problem, to gather and integrate information on
solving it, and to provide original and well-supported information as described by Gronlund (1998). Some
extended-response performance tasks combine all three types of performance tasks such as problem
solving, communications skills and psychomotor skills that result to a product such as (Gronlund, Linn, and
Miller, 2009):

a. The preparation and delivery of a speech to persuade people to take action to protect the
environment.
b. Writing a computer program in Beginner, All purpose, Symbolic, Instruction Code (BASIC) that will sort a
list of words alphabetically.
c. Designing and carrying out an investigation to estimate the acceleration of a falling object such as
baseball, and;
d. Describing the procedure used, presenting the collected and analyzed data, and stating your
conclusions.

3. List suggestions in developing performance tasks for assessment.

It is very important to develop high quality performance assessment that effectively measures complex
learning outcomes. Below are suggestions in developing performance task and the ways of improving
scoring (Gronlund, Linn, and Miller 2009)

a. Focus on learning outcomes that require complex cognitive skills and student performances.
b. Select or develop tasks that represent both content and skills that are certain to important learning
outcomes.
c. Minimize the dependence of task performance on skills that are relevant to the intended purpose of the
assessment task.
d. Provide necessary scaffolding for the students to be able to understand the task and what is expected
from their performance.
e. Construct task directions so that the student’s task is clearly indicated.
f. Clearly communicate performance expectations in terms of the scoring rubrics by which the
performance will be judged.

4. Differentiate traditional assessment from performance 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,
traditional assessment assess low level thinking skills or beyond recall levels. Whereas, performance-based
assessment is a direct measure of learning or competence. This indicates that cognitive complex
outcomes, affective and psychomotor skills have been mastered. Examples of performance that can be
judged or rated directly by the evaluators are preparing microscope guide slides in a laboratory class,
performing gymnastics or a dance in a Physical Education class, cooking demonstration in a TLE class, or
diving in a swimming class. By this assessment teacher can immediately give feedback to what was
performed.

5. List the advantages and limitations of performance-based assessment.

Advantages of Performance-based Assessment

1. It assesses the complex learning outcomes not measured by paper-and-pencil test.


2. It assesses the process as well as the product.
3. It communicates instructional goals that relate to real world context.
4. It assesses the progress as well as the performance.
5. It involves the students in the process of assessing their own growth.
6. It recognizes that students can express that they know and what they do in different ways.
7. Specific, direct, and understandable information about the students are available to parents.
8. It evaluates the “whole student”.
9. It enhances the professional skills of the teacher through collaboration with other teachers.
10. It can establish a framework on observing students that are consistent with the principles of child
development.
11. It can contribute to a meaningful curriculum planning and the design of developmentally appropriate
educational inventions.

Limitations of Performance-based Assessment

1. Constructing performance assessment is time consuming.


2. Scoring is often questionable because it is not reliable, most especially if the scoring guide or rubrics are
not properly prepared.
3. It measures only a limited scope of learning objectives.

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